How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
Walden University How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate. 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 How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
Whether one passes or fails an academic assignment such as the Walden University How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate. 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 How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
The introduction for the Walden University How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate. 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 How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
After the introduction, move into the main part of the How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate. 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 How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
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 How To Assess Problems With The Breasts, Genitalia, Rectum, And Prostate.
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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Nursing Assessment
This essay is about a 45-year-old female that came with a history of a solid non-movable mass to her right breast that has been in the same are for over 2 years. The patient did not think that it was bad since she is not due for a Mammogram. The essay examines the subjective and objective data, appropriate diagnostics, and if I would reject or accept the current diagnosis.
Additional Information in the Subjective Portion
The subjective portion of the assessment is inadequate. Additional questions should be asked to understand better the client’s problem. Some of the needed questions include those related to whether the lump has been changing in its color, recent treatment for any breast infection, presence of an discharge, and if there has been a change in the contours of the lump. The other question entails finding out if the patient is postmenopausal or not. The client in the case study is highly likely to be postmenopausal, which translates into the potential of the lump being cancerous. Information about a potential history of trauma should also be obtained. Information about the patient’s sexual life should also be obtained (Lynn, 2022). Besides, information about family history of chronic illnesses such as breast cancer should have been included, since it predicts the risk of cancer in the family.
Additional Information in the Objective Portion
The objective portion of the assessment is also inadequate. Additional objective data should be obtained to accurately diagnose the client’s problem. One of them is measuring and reporting the diameter of the lump. Information about the appearance of the lump, breast, and skin should also be provided to guide in the diagnosis process. Information about the appearance of the anterior chest wall is also important. This includes any signs and symptoms of an additional pathology such as chest in-drawing and abnormal curvature of the chest wall. The objective data should also include the vitals such as temperature, blood pressure, pulse, respiratory rate, and oxygen saturation. A deviation of the vitals from the normal could indicate an underlying abnormality. The objective section should also provide information about any diagnostic or laboratory investigations done. The data would guide in developing an accurate diagnosis and treatment plan for the patient. The other objective data that should have been included relates to the findings of breast palpation (Ackley et al., 2021). This includes the texture, temperature, or edema and other abnormal findings noted by the healthcare provider.
Assessment Support
Subjective data supports the information given in the case study. Subjective data provides insights into the experiences of a patient with a disease. Nurses and other healthcare providers use subjective data to guide the potential diagnostics that should be requested to understand a patient’s problem. Information such as the patient reporting a lump in the same area for 2 years is subjective. The case study does not have objective data.
Diagnosis
Some of the exams and diagnostic tests that would be appropriate include tissue biopsy, breast examination, chest x-ray, and complete blood count. Tissue biopsy will help identify if the lump has cancerous cells or not. Mammography will help determine if the lump could be benign or malignant (Lynn, 2022). Chest x-ray will help determine if there is abnormal chest findings. Complete blood count will provide the basis of other laboratory investigations.
Accepting or Rejecting Current Diagnosis
I would reject the diagnosis. Adequate subjective or objective data have not been obtained to guide the diagnosis. Some of the differential diagnoses for the client include breast cancer, breast cyst, and fibroadenoma (Stachs et al., 2019; Vasei et al., 2019; Waks & Winer, 2019). Therefore, additional investigations should be undertaken to develop an accurate diagnosis.
Conclusion
In summary, subjective and objective portions of the case study are inadequate. Subjective data has only been used to support the diagnosis. I will reject the current diagnosis. Additional subjective, objective, and diagnostics should be undertaken to develop an accurate diagnosis.
References
Ackley, B. J., Ladwig, G. B., Makic, M. B. F., Martinez-Kratz, M. R., & Zanotti, M. (2021). Nursing Diagnosis Handbook, 12th Edition Revised Reprint with 2021-2023 NANDA-I® Updates. Elsevier Health Sciences.
Lynn, P. (2022). Taylor’s Clinical Nursing Skills. Lippincott Williams & Wilkins.
Stachs, A., Stubert, J., Reimer, T., & Hartmann, S. (2019). Benign Breast Disease in Women. Deutsches Ärzteblatt International, 116(33–34), 565–574. https://doi.org/10.3238/arztebl.2019.0565
Vasei, N., Shishegar, A., Ghalkhani, F., & Darvishi, M. (2019). Fat necrosis in the Breast: A systematic review of clinical. Lipids in Health and Disease, 18(1), 139. https://doi.org/10.1186/s12944-019-1078-4
Waks, A. G., & Winer, E. P. (2019). Breast Cancer Treatment: A Review. JAMA, 321(3), 288–300. https://doi.org/10.1001/jama.2018.19323
The SOAP note depicts RG 30-year-old woman with complaints of dysuria and urinary frequency for three days. She describes the pain as intermittent and experiences a burning sensation only during micturition, but she began having flank pain last night. She had UTI three years ago and a hysterectomy five years ago. Abnormal exam findings include mild fever (100.9), lower quadrant tenderness on palpation, and CVA tenderness. The assessment findings are UTI and STD. The purpose of this assignment is to examine the SOAP note and identify additional patient information that should be included and discuss possible conditions.
Subjective Portion
The HPI has described key elements, including the onset of symptoms, duration, characteristics, associated symptoms, measures taken to alleviate symptoms, and severity of pain. However, it should have also included the characteristics of the flank pain, whether it is constant or radiating and if sharp, dull, or gnawing pain. The severity of the flank pain should also be included. The patient’s immunization history (last Influenza, Tdap, and Covid vaccine) should also be included in the subjective part (Podder et al., 2021). Besides, the sexual history should be included with information on sexual preference, the number of partners, and condom use, since this guide in assessing the risk of STIs. In addition, the review of symptoms (ROS) has only pertinent positives and negatives in the general and abdominal assessment. All other body systems should have been included since it helps to identify symptoms that the patient failed to mention in the HPI.
Objective Portion
The objective part includes only vital signs and abdominal exam findings. The portion should include findings from general, cardiovascular, respiratory, and genitourinary exams. This is a focused genital and rectal exam, and thus, it should include findings from the examination of the pubic hair, clitoris, urethral meatus, vaginal introitus, perineum, and anus (Podder et al., 2021). In addition, it should have findings from special exams like the bimanual exam and vaginal speculum.
Assessment
UTI is supported by the positive patient’s symptoms of dysuria characterized by a burning sensation when urinating, urinary frequency, and flank pain. It is also supported by physical exam findings of mild fever, costovertebral angle (CVA) tenderness, and tenderness in the lower quadrants (Holm et al., 2021). STD is supported by physical findings of mild fever and lower quadrant tenderness.
Diagnostic Tests
The pertinent diagnostic tests for this case include urinalysis, urine culture, and a complete blood count. The urinalysis will be used to confirm or rule out UTI. Urine culture is an essential confirmatory test and can help identify the specific bacterial pathogen causing urinary symptoms and antimicrobial susceptibility of the causative bacteria (Holm et al., 2021). The CBC can rule out infection and identify if the patient has a complicated or uncomplicated UTI.
Differential Diagnoses
UTI is an appropriate diagnosis for this patient since she presents with the disease’s classic symptoms like dysuria, flank pain, urinary frequency, and CVA tenderness. Therefore, I would accept the UTI diagnosis. Nevertheless, I would reject STD because it is not specific, and the patient does not have adequate subjective findings to support the diagnosis. The likely conditions for this case are:
Acute Pyelonephritis: This is a bacterial infection in the kidney and renal pelvis caused by microbes ascending from the urinary tract into the kidney tissue. Clinical features include fever, chills, tachycardia, tachypnea, flank pain, CVA tenderness, abdominal discomfort, nausea, vomiting, general malaise, burning, frequency, or urgency of urination, and nocturia (Song et al., 2022). Many patients usually have a history of recent cystitis or treatment for UTI. Acute pyelonephritis is a differential owing to positive findings of burning sensation on urination, urinary frequency, flank pain, chills, fever, CVA tenderness, and a history of UTI.
UTI: UTI in adults presents with dysuria, urinary urgency and frequency, lower abdominal discomfort, a sensation of bladder fullness, low back pain, CVA tenderness, bloody urine, and suprapubic tenderness. Rare symptoms include nausea, vomiting, fever, chills, malaise, and flank pain (Czajkowski et al., 2021). UTI is a differential based on dysuria, urinary frequency, flank pain, CVA tenderness, lower abdominal tenderness, fever, and chills.
Cystitis: This is characterized by bladder inflammation due to irritation or infection by bacteria, fungi, viruses, or parasites. Typical clinical features include dysuria, urinary frequency, urgency, flank pain, lower abdominal pain, bacteriuria, sensation of incomplete bladder emptying, and urine retention (Kulchavenya, 2018). Cystitis is a likely diagnosis based on positive features of dysuria, urinary frequency, chills, fever, and lower abdominal tenderness.
Conclusion
The subjective portion should describe the flank pain and include immunization history, sexual history, and ROS of all systems. Besides, the objective should include general, cardiovascular, respiratory, and genitourinary assessment findings. The appropriate lab tests for this case are urinalysis, urine culture, and CBC to identify if the patient has UTI and identify the causative organism. The differential diagnoses are acute pyelonephritis, UTI, and cystitis.
References
Czajkowski, K., Broś-Konopielko, M., & Teliga-Czajkowska, J. (2021). Urinary tract infection in women. Przeglad Menopauzalny = Menopause Review, 20(1), 40–47. https://doi.org/10.5114/pm.2021.105382
Holm, A., Siersma, V., & Cordoba, G. C. (2021). Diagnosis of urinary tract infection based on symptoms: how are likelihood ratios affected by age? a diagnostic accuracy study. BMJ Open, 11(1), e039871. https://doi.org/10.1136/bmjopen-2020-039871
Kulchavenya, E. (2018). Acute uncomplicated cystitis is antibiotic unavoidable?. Therapeutic Advances in Urology, 10(9), 257–262. https://doi.org/10.1177/1756287218783
Podder, V., Lew, V., & Ghassemzadeh, S. (2021). SOAP notes. In StatPearls [Internet]. StatPearls Publishing.
Song, H. K., Shin, D. H., Na, J. U., Han, S. K., Choi, P. C., & Lee, J. H. (2022). Clinical investigation on acute pyelonephritis without pyuria: a retrospective observational study. Journal of Yeungnam Medical Science, 39(1), 39–45. https://doi.org/10.12701/yujm.2021.01207
| 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. |
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| Total Points: 100 | |||||