Focused Thyroid Exam

Walden University Focused Thyroid Exam-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University Focused Thyroid Exam assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Focused Thyroid Exam

Whether one passes or fails an academic assignment such as the Walden University Focused Thyroid Exam depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Focused Thyroid Exam

The introduction for the Walden University Focused Thyroid Exam is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Focused Thyroid Exam

After the introduction, move into the main part of the Focused Thyroid Exam assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Focused Thyroid Exam

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Focused Thyroid Exam

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Episodic/Focused SOAP Note Template

Patient Information:

CH, 32 years old

CC (chief complaint): CH isa 32-ar-old patient that came to the clinic with complaints of feeling tire and hair falling off.

HPI: CH is a 32-year-old patient that came to the clinic with complaints of feeling tired and hair falling out. She reported gaining 30 pounds of body weight in the last year. She also noted a marked decrease in appetite. The review of systems revealed that she does not sleep well and feels cold all the time. She still enjoys her hobbies and does not believe that she is depressed. The patient noted that symptoms such as feeling cold worsen in situations when exposed to stress, infection, or intense physical activities.

Current Medications: The client is not currently using any medications.

Allergies: The client denied any known allergy.

PMHx: The client denied any history of hospital admission or surgery. She also reported that her immunization records were up-to-date.

Soc Hx: The patient is married. She lives with her spouse and their daughter. She does not use or abuses drugs. They have smoke detectors in their home. Her family is her support system. She works as an accountant.

Fam Hx: The client denied any history of chronic illnesses in her family.

ROS:

Example of Complete ROS:

GENERAL: Reports 30 pounds weight gain over the last year, denies fever, and chills. Reports fatigue and cold intolerance.

HEENT: Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat: Denies hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN: Denies rash or itching. Reports cold intolerance and hair falling out.

CARDIOVASCULAR: Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY: Denies shortness of breath, cough or sputum.

GASTROINTESTINAL: Denies anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood. Reports decrease in appetite.

GENITOURINARY: Denies burning on urination. Her last menstrual period was 20/12/2022.

NEUROLOGICAL: Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: Denies muscle, back pain, joint pain or stiffness.

HEMATOLOGIC: Denies anemia, bleeding or bruising.

LYMPHATICS: Denies enlarged nodes. No history of splenectomy. Reports cold intolerance.

PSYCHIATRIC: Denies history of depression or anxiety.

ENDOCRINOLOGIC: Reports cold intolerance. No polyuria or polydipsia.

ALLERGIES: Denies history of asthma, hives, eczema or rhinitis.

Physical exam:

Endocrinologic and integumentary: The patient appears overweight for her age. There is evidence of unintentional hair loss. The skin is cold on touch. The patient does not have enlarged thyroid.

Diagnostic results: The patient should undergo diagnostic investigations that include thyroid function tests, mental status examination for depression, and complete blood count. Thyroid function tests will rule out causes such as hypothyroidism or hyperthyroidism. Complete blood count is essential to rule out abnormalities such as an infection.

Differential Diagnoses

Hypothyroidism: The client’s primary diagnosis is hypothyroidism. Hypothyroidism is a thyroid disorder characterized by hyposecretion of thyroid hormones. Patients develop symptoms such as hypotension, cold intolerance, weight gain, fatigue, hair loss, and menstrual irregularities (Chiovato et al., 2019).CH has most of these symptoms, hence, possibly suffering from hypothyroidism.

Major depression: Major depression is the client’s secondary diagnosis. Major depression is a mental disorder characterized by severely depressed mood. Patients develop symptoms that include feelings of guilt, hopelessness, anhedonia, sleep and appetite changes, difficulty in concentrating, and suicidal thoughts, attempts, or plans (Kraus et al., 2019). Major depression is the least likely diagnosis since the patient does not have depressed mood and anhedonia.

Hyperthyroidism: The other secondary diagnosis is hyperthyroidism. Hyperthyroidism develops from hypersecretion of thyroid hormone. Patients report symptoms such as heat intolerance, hypertension, weight loss, and hypertension (LiVolsi & Baloch, 2018). Hyperthyroidism is the least likely diagnosis since the patient has symptoms that are opposite to it.

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

Chiovato, L., Magri, F., & Carlé, A. (2019). Hypothyroidism in Context: Where We’ve Been and Where We’re Going. Advances in Therapy, 36(2), 47–58. https://doi.org/10.1007/s12325-019-01080-8

Kraus, C., Kadriu, B., Lanzenberger, R., Zarate Jr., C. A., & Kasper, S. (2019). Prognosis and improved outcomes in major depression: A review. Translational Psychiatry, 9(1), Article 1. https://doi.org/10.1038/s41398-019-0460-3

LiVolsi, V. A., & Baloch, Z. W. (2018). The Pathology of Hyperthyroidism. Frontiers in Endocrinology, 9. https://www.frontiersin.org/articles/10.3389/fendo.2018.00737

Grid View

	Excellent	Good	Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100