UMUC BIOLOGY 102/103 LAB 1: INTRODUCTION TO SCIENCE ANSWER KEY

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UMUC BIOLOGY 102/103 LAB 1: INTRODUCTION TO SCIENCE ANSWER KEY

This contains 100% correct material for UMUC Biology 103 LAB01. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the questions answered:

 

 

Exercise 1: Data Interpretation  (2 pts each)

1. What patterns do you observe based on the information in Table 4?

No fish are present when the dissolved oxygen is zero. When there is more dissolved oxygen in the water, more fish are present. However, the number of fish tends to drop or level off when the dissolved oxygen is higher than 12 ppm.

 

2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

Possible Hypotheses:

1.    The amount of dissolved oxygen affects the number of fish that can live in a body of water.

2.    As dissolved oxygen concentration increases, more fish can live in the body of water.

3.    There is an ideal dissolved oxygen concentration for fish to live in.

 

The rest of the questions are answered in full version:

 

1.    What would your experimental approach be to test this hypothesis?

 

 

2.    What would be the independent and dependent variables?

 

 

3.    What would be your control?

 

 

4.    What type of graph would be appropriate for this data set?  Why?

 

 

5.    Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

 

 

6.    Interpret the data from the graph made in Question 7.

 

 

 

Exercise 2: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

 

Observations

1.    A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish is surveyed.

A.    Independent Variable:

 

 

B.    Dependent Variable:

 

 

C.   Controlled Variables/Constants:

 

 

D.   Experimental Controls/Control Groups:

 

 

2.    To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

§  One with nutrient agar and E. coli

§  One with mannitol-salt agar and E. coli

 

§  One with MacConkey agar and E. coli

§  One with LB agar and E. coli

§  One with nutrient agar but NO E. coli

 

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A.    Independent Variable:

 

 

B.    Dependent Variable:

 

C.   Controlled Variables/Constants:

 

 

D. Experimental Controls/Control Groups:

Exercise 3: Testable Observations

Determine which of the following observations are testable. For those that are testable:

Determine if the observation is qualitative or quantitative

Write a hypothesis and null hypothesis

What would be your experimental approach?

What are the dependent and independent variables?

What are your controls – both positive and negative?

How will you collect your data?

How will you present your data (charts, graphs, types)?

How will you analyze your data?

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Observations

1.    A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

 

 

2.    The teller at the bank with brown hair and brown eyes is taller than the other tellers.

 

 

 

3.    When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

 

 

 

4.    The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm.

 

 

5.    For the past two days, the clouds have come out at 3 pm and it has started raining at 3:15 pm.

 

 

 

6.    George did not sleep at all the night following the start of daylight savings.

 

 

 

Exercise 4: Conversion

For each of the following, convert each value into the designated units.

 

 

1.    46,756,790 mg = _______ kg

 

 

2.    5.6 hours = ________ seconds

 

 

3.    13.5 cm = ________ inches

 

 

4.    47 °C = _______ °F

 

 

 

 

Exercise 5: Accuracy vs. Precision

For the following, determine whether the information is accurate, precise, both or neither.

 

1.    During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

 

 

2.    The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

 

3.    Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

 

 

4.    Four friends decided to go out and play horseshoes. They took a picture of their results shown to the right:

 

 

 

5.    A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

 

Exercise 6: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

 

1.    405000

 

 

2.    0.0098

 

 

3.    39.999999

 

 

4.    13.00

 

 

5.    80,000,089

 

 

6.    55,430.00

 

 

7.    0.000033

 

 

8.    620.03080

 

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

 

1.    70,000,000,000

 

 

2.    0.000000048

 

 

3.    67,890,000

 

 

4.    70,500

 

 

5.    450,900,800

 

 

6.    0.009045

 

 

7.    0.023

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WEEK 7 DISCUSSION 1: HEALTH INITIATIVES

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WEEK 7 DISCUSSION 1: HEALTH INITIATIVES

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3, and reply to at least two of your classmates, on two separate days, by Day 7.

Grading Category: Discussions

Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the question below.

Initial Post

Watch the following video:

Overcoming Barriers to Mental Health Care and Stigma in Communities of Color

Video Transcript

  • Briefly describe the availability of and access to mental health care in your community and geographical area.
  • Reflecting on the Covid-19 pandemic, how have recent health crises revealed equity issues in certain communities?
  • What do you see as the greatest barrier to access and how do you feel this would be best addressed? Be specific in addressing this issue in your community or geographical area. Do you believe that private or public entities are best suited to address this? How do other countries address these issues?
  • How do you plan to integrate cultural competency into your practice as a PMHNP?

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Replies

Reply to at least two of your classmates. Your reply posts should build on the original post and demonstrate substantive reflection. Offer your peers an evidenced-based solution to their identified ‘greatest barrier.’

Pick out an idea from your peers’ initial post that you find most interesting and tell how you will use this information in practice.

Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Introduction

Access to equitable and culturally responsive mental health care remains one of the most pressing challenges in modern healthcare, particularly within communities of color. Despite significant advancements in psychiatric awareness and treatment, disparities in access, quality, and outcomes persist due to systemic, social, and structural barriers. The video “Overcoming Barriers to Mental Health Care and Stigma in Communities of Color” underscores how stigma, socioeconomic inequities, and historical mistrust of healthcare systems continue to shape the mental health experiences of marginalized populations. These issues have been further amplified by recent health crises such as the COVID-19 pandemic, which exposed deep-rooted inequities and highlighted the urgent need for culturally informed mental health interventions.

In many communities, including [insert your community or geographical area], access to mental health services is constrained by factors such as limited availability of providers, financial hardship, inadequate insurance coverage, and lack of culturally competent care. The pandemic intensified these disparities by disrupting services, increasing psychosocial stressors, and disproportionately affecting racial and ethnic minority populations. Studies show that Black and Hispanic communities experienced higher rates of pandemic-related trauma and loss but were less likely to receive timely mental health support (Czeisler et al., 2021). These inequities reflect broader structural issues such as healthcare segregation, underfunding of community-based programs, and cultural stigma surrounding mental illness.

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The greatest barrier to mental health care in my community remains [insert key barrier—e.g., stigma, provider shortage, or cost]. Addressing this challenge requires a multifaceted approach that combines public policy reform, community education, and interprofessional collaboration. Public health entities are often best positioned to lead these efforts because they can coordinate culturally tailored outreach programs, expand telehealth initiatives, and increase funding for minority-serving mental health clinics. However, private organizations and faith-based institutions also play a critical role in fostering trust and normalizing conversations around mental wellness. Internationally, models from countries such as Canada and the United Kingdom demonstrate that integrating mental health into primary care and community-based settings can reduce stigma and improve access for underserved populations (World Health Organization [WHO], 2023).

As a future Psychiatric-Mental Health Nurse Practitioner (PMHNP), I plan to integrate cultural competency into my practice by applying the principles of cultural humility, self-awareness, and patient-centered communication. This includes acknowledging the sociocultural contexts that influence mental health perceptions, tailoring care to align with patients’ cultural values, and advocating for systemic changes that promote health equity. By fostering trust, empathy, and inclusivity, PMHNPs can bridge gaps in access and contribute to dismantling stigma within diverse communities.

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References

  • Czeisler, M. É., Lane, R. I., Petrosky, E., Wiley, J. F., Christensen, A., Njai, R., … & Czeisler, C. A. (2021). Mental health, substance use, and suicidal ideation during the COVID-19 pandemic — United States, June 24–30, 2020. Morbidity and Mortality Weekly Report, 70(4), 104–110. https://doi.org/10.15585/mmwr.mm7004a3

  • World Health Organization. (2023). Integrating mental health services into primary health care: A global perspective. WHO Press.

  • U.S. Department of Health and Human Services, Office of Minority Health. (2022). Improving cultural competence to reduce health disparities. https://minorityhealth.hhs.gov 

WEEK 15 ASSIGNMENT 1: MAJOR CASE ANALYSIS

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WEEK 15 ASSIGNMENT 1: MAJOR CASE ANALYSIS

Value: 100 Points

Due: Day 7

Grading Category: Major Case Analysis Paper

Overview

The purpose of this assignment is to provide you with the opportunity to analyze and synthesize the components of a complete psychiatric assessment with clinical interventions, based on evidence-based clinical practice guidelines and theoretical knowledge. This assignment allows you to demonstrate your ability to complete a full mental health assessment of your selected client’s current psychological, physical, and social functioning. You should be able to demonstrate critical thinking and to correlate theory and practice.

Instructions

  1. Select a client or case that you have worked within either your practice or your practicum setting. Ensure that you correctly redact the appropriate information (name, etc.).
  2. Prepare a full mental health evaluation of your client. Use the resources presented in the course to help guide your evaluation. Kaplan & Sadock’s Synopsis of Psychiatry has a robust list of the categories of information you should collect and present in your evaluation report (5.1. Parts of the Initial Psychiatric Interview). This should include the following:
    1. A full psychiatric, physical, social, family, and work history including verbal reports of the client, your observations of the client, and a summary of any diagnostic aids that you have used.
    2. The use of at least one psychiatric screening or assessment tool from the literature to assist in your assessment of the client
    3. A full physical assessment in addition to the mental status exam and psychiatric history
  3. Develop a DSM-5 diagnostic assessment:
    1. Support your diagnosis through a thoughtful, evidence-based analysis of the data collected in your evaluation.
  1. Propose a practical, evidence-based plan of care:
    1. Keep in mind the role of the psychiatric-mental health nurse practitioner is to assess all aspects of the patient’s health status, including health promotion, health protection, and disease prevention. Psychiatric care is interdisciplinary. Your plan of care may include the use of other mental health professionals for the delivery of appropriate care. For example, someone who has been chronically out of work and whose unemployed status has contributed to his or her depression might require social work or educational assessment to address that aspect of the client’s poor psychological functioning.

Requirements

  • Support your assessment, diagnosis, and treatment plan with appropriate literature citations.
  • The paper should be no more than 10 pages in length, not including a title page and references.
  • Use current APA formatting and citations.
  • Acronyms should not be used.
  • The assessment must be well written and be of professional quality. It must be clear, logically developed, and free of spelling, grammatical, and syntactical errors. Use full sentences.
  • The psychiatric-mental health nurse practitioner employs evidence-based clinical practice guidelines to guide screening activities, identifies health promotion needs, and provides anticipatory guidance and counseling addressing environmental, lifestyle, and developmental issues.

Please refer to the Grading Rubric for details on how this activity will be graded.

Introduction

The Major Case Analysis represents a culmination of the advanced psychiatric-mental health nurse practitioner (PMHNP) learning experience, integrating theoretical knowledge, evidence-based practice, and clinical judgment into the holistic assessment and management of a mental health client. This assignment provides an opportunity to demonstrate competence in conducting a comprehensive psychiatric evaluation that encompasses biological, psychological, and social dimensions of mental health. Through this process, the PMHNP synthesizes academic knowledge with clinical experience to develop a patient-centered plan of care grounded in current psychiatric guidelines and best practices.

A thorough psychiatric assessment extends beyond symptom identification to explore the complex interplay of genetic, environmental, medical, and psychosocial factors that contribute to mental illness. According to Kaplan & Sadock’s Synopsis of Psychiatry (Sadock et al., 2023), an effective psychiatric evaluation should include a detailed psychiatric, medical, family, social, and occupational history, supported by direct observation and the use of validated screening tools. These data provide the foundation for accurate diagnosis, guided by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) (American Psychiatric Association [APA], 2022).

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This paper will present a full mental health evaluation of a selected client encountered in clinical practice or a practicum setting. The analysis will incorporate a complete psychiatric and physical assessment, a mental status examination, and the application of at least one standardized psychiatric assessment instrument to aid diagnostic clarity. A DSM-5-TR diagnosis will be formulated based on a critical interpretation of the collected data, supported by relevant scholarly literature.

The subsequent plan of care will outline an evidence-based, interdisciplinary approach designed to address the client’s identified needs, emphasizing symptom stabilization, functional improvement, and long-term wellness. In alignment with the PMHNP scope of practice, the plan will include health promotion, risk reduction, and collaborative strategies involving other mental health professionals when appropriate.

Ultimately, this major case analysis underscores the PMHNP’s role as a holistic and autonomous clinician who integrates theory, research, and clinical expertise to enhance mental health outcomes. By merging compassionate care with scientific rigor, the PMHNP advances both individual patient recovery and the broader goal of improving psychiatric care delivery in diverse populations.

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References

  • American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). APA Publishing.

  • Sadock, B. J., Sadock, V. A., & Ruiz, P. (2023). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (12th ed.). Wolters Kluwer.

  • American Nurses Association (ANA). (2023). Psychiatric–mental health nursing: Scope and standards of practice (3rd ed.). ANA.

WEEK 8 ASSIGNMENT 1: SUICIDE RISK ASSESSMENT

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WEEK 8 ASSIGNMENT 1: SUICIDE RISK ASSESSMENT

Value: 100 points

Due: Day 7

Grading Category: Writing Assignment

Instructions

For this assignment, you will watch the video and complete a Suicide Risk Assessment.

Psychiatric Interviews for Teaching: Self-Harm (11:57 minutes)

Psychiatric Interviews for Teaching: Self-Harm Video Transcript

Please refer to the Grading Rubric for details on how this activity will be graded.

Introduction

Suicide risk assessment is one of the most critical components of psychiatric evaluation, requiring a balance of clinical competence, empathy, and ethical sensitivity. As mental health professionals, Psychiatric-Mental Health Nurse Practitioners (PMHNPs) play a vital role in identifying, assessing, and managing individuals experiencing suicidal ideation or self-harm behaviors. The Psychiatric Interviews for Teaching: Self-Harm video provides a realistic and instructive scenario that highlights key elements of conducting a comprehensive and compassionate suicide risk assessment.

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This assignment aims to apply the knowledge gained from the video to evaluate a patient’s risk of self-harm using a structured and evidence-based framework. The assessment will focus on identifying warning signs, assessing risk and protective factors, and formulating an appropriate level of care and safety plan. According to the American Psychiatric Association (APA, 2022) and Substance Abuse and Mental Health Services Administration (SAMHSA, 2023), effective suicide risk assessment involves evaluating the patient’s intent, plan, means, previous attempts, mental status, and psychosocial supports. Through this process, the clinician gathers essential data to determine the immediacy and severity of risk, which informs both clinical decision-making and crisis intervention strategies.

In completing this activity, students are expected to demonstrate professional judgment, integrate theoretical knowledge with clinical reasoning, and apply evidence-based tools such as the Columbia-Suicide Severity Rating Scale (C-SSRS) or the SAFE-T (Suicide Assessment Five-step Evaluation and Triage) model. The goal is not only to assess risk but also to develop a compassionate therapeutic alliance that encourages honesty, safety, and hope.

By synthesizing insights from the video, scholarly research, and standardized assessment frameworks, this assignment reinforces the PMHNP’s responsibility to recognize and respond to suicidal risk effectively. Ultimately, it emphasizes the ethical imperative of early intervention and the promotion of safety, dignity, and recovery in mental health care.

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References

  • American Psychiatric Association. (2022). Practice guideline for the assessment and treatment of patients with suicidal behaviors. APA Publishing.

  • Posner, K., Brown, G. K., Stanley, B., Brent, D. A., Yershova, K. V., Oquendo, M. A., … & Mann, J. J. (2011). The Columbia–Suicide Severity Rating Scale: Initial validity and internal consistency findings from three multisite studies. American Journal of Psychiatry, 168(12), 1266–1277.

  • Substance Abuse and Mental Health Services Administration (SAMHSA). (2023). SAFE-T: Suicide assessment five-step evaluation and triage. https://www.samhsa.gov/resource-search/ebp/SAFE-T 

WEEK 12 ASSIGNMENT 1: BIPOLAR CASE STUDY

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WEEK 12 ASSIGNMENT 1: BIPOLAR CASE STUDY

Value: 100 Points

Due: Day 7

Grading Category: Case Studies

Instructions

Review the Week 12 Case Study. Complete a Psychiatric SOAP Note Template (Word) for the patient in this case. (Note: The template is meant to be a guide. You can change the formatting of your SOAP note if the table style does not work for you.)

Your SOAP note should be no more than five pages long.

Use academic sources, cited in APA format, to support your rationale in your assessment and plan.

Upload your completed note.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Introduction

The Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note is a fundamental tool in clinical psychiatric practice, designed to document a comprehensive yet concise account of a patient’s mental health evaluation and ongoing care. It serves not only as a legal and professional record but also as a critical communication framework among interdisciplinary healthcare teams. By systematically organizing clinical findings, differential diagnoses, and treatment strategies, the SOAP note enables Psychiatric-Mental Health Nurse Practitioners (PMHNPs) to deliver patient-centered, evidence-based, and ethically sound care.

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The Week 12 Case Study provides an opportunity to apply advanced psychiatric assessment skills to a realistic clinical scenario. Through the completion of this SOAP note, the student will integrate key components of psychiatric evaluation—including a detailed mental status examination, comprehensive history taking, and formulation of a differential diagnosis consistent with DSM-5-TR criteria. Furthermore, the exercise emphasizes the development of a well-supported treatment plan that incorporates psychopharmacologic, psychotherapeutic, and lifestyle interventions, along with appropriate safety, ethical, and follow-up considerations.

In crafting this SOAP note, academic and peer-reviewed sources should be used to substantiate clinical judgments and guide treatment planning. Research-based evidence supports the rationale behind medication choices, therapeutic approaches, and risk assessments, ensuring that clinical decisions align with current best practices and regulatory standards (Sadock et al., 2023; Stahl, 2021). In doing so, this assignment reinforces the critical role of PMHNPs as autonomous and accountable providers within the broader mental health care system.

Ultimately, the completion of this case-based SOAP note cultivates diagnostic reasoning, therapeutic planning, and documentation proficiency—core competencies essential for effective psychiatric practice. By synthesizing clinical knowledge with ethical and legal principles, the PMHNP develops the confidence and precision necessary to deliver safe, high-quality, and holistic mental health care.

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WEEK 9 DISCUSSION 1: GROUP-FACILITATED DISCUSSION (TRAUMA)

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WEEK 9 DISCUSSION 1: GROUP-FACILITATED DISCUSSION (TRAUMA)

Value: 100 points

Due: Facilitating group to post by Day 1; all other students post to facilitating group discussion prompt by Day 3 and reply to at least two other peer posts by Day 7.

Grading Category: Discussions

Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the question below.

Instructions for Facilitating Group

  • Please review Week 7 Get Started: Group-Facilitated Communication Board and Instructions for the discussion guidelines to ensure that you meet all criteria.
  • Choose one group member who will be responsible for the initial post on Day 1 of this week.
    • Include the group’s discussion prompts, resources, and instructions for what your classmates are to do with the resources.
  • During this week, each group member will participate in the facilitation of the discussion. Make sure to respond to all initial discussions. Answer all questions and expand the discussion meaningfully.
  • Address all initial peer posts by Day 7.

Instructions for Non-Facilitating Students

Initial Post

Respond according to the facilitating group’s instructions by Day 4. Include substantive reflection to the presenters.

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Replies

  • Reply to at least two of your classmates.
  • Pick out an idea from your peers’ initial posts that you find most interesting and tell how you will use this information in practice.

Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Introduction

Collaborative learning is a cornerstone of advanced nursing education and professional growth. This Week 7 group-facilitated discussion provides an opportunity for students to engage in scholarly dialogue, apply evidence-based research, and demonstrate leadership in guiding professional conversations. Through structured facilitation, students not only exchange knowledge but also cultivate the critical thinking, communication, and teamwork skills necessary for advanced nursing practice.

For the facilitating group, this assignment serves as a platform to lead academic discourse by developing discussion prompts, selecting scholarly resources, and providing clear guidance for classmates’ participation. One designated group member will initiate the conversation with a comprehensive post on Day 1, introducing the topic, relevant resources, and discussion expectations. Throughout the week, all group members are expected to actively moderate the discussion by responding thoughtfully to peers, clarifying concepts, posing follow-up questions, and expanding on ideas using evidence-based reasoning. This ongoing engagement fosters a dynamic and inclusive learning environment, ensuring that all participants gain meaningful insights from multiple perspectives.

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For non-facilitating students, the objective is to respond substantively to the facilitating group’s prompts by Day 4. Responses should demonstrate critical reflection, synthesis of course materials, and integration of professional experiences. Furthermore, each student is required to reply to at least two peers’ posts by Day 7, highlighting key ideas from others’ contributions and explaining how these insights can inform personal or professional practice. Such engagement reinforces mutual respect, intellectual curiosity, and the collective advancement of nursing knowledge.

Ultimately, this structured discussion process aligns with the broader goals of graduate nursing education—to promote lifelong learning, foster scholarly dialogue, and encourage leadership within clinical and academic settings. By adhering to the discussion guidelines and engaging meaningfully with peers, each participant contributes to an enriching environment that mirrors the collaborative nature of real-world nursing practice.

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NU 664C WEEK 1 DISCUSSION 2: ROLE AND SCOPE OF PRACTICE

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NU 664C WEEK 1 DISCUSSION 2: ROLE AND SCOPE OF PRACTICE

In an effort to facilitate scholarly discourse, create your initial post by Day 3, and reply to at least two of your classmates, on two separate days, by Day 7.

Grading Category: Discussions

Note: In this type of discussion, you will not see the responses of your classmates until after you have posted your own response to the question below.

Initial Post

Research and analyze the ethical, legal, and professional standards shaping PMHNP practice within the context of the state in which you plan to practice.

Explore how these laws and regulations impact your autonomy and ability to provide comprehensive care, including prescribing medications, ordering diagnostic tests, and administering treatments.

Consider the nuances and variations in scope of practice across different states and discuss how these regulations may influence your practice decisions and professional development as a PMHNP.

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Replies

Your reply posts should address the following prompts:

  • How do the laws and regulations governing PMHNP compare to those discussed by your peers?
  • Discuss any notable similarities or differences and reflect on the potential impact these legal frameworks may have on PMHNP practice, patient care, and healthcare outcomes.

Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Your response should include evidence-based research to support your statements using proper citations and APA format.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Introduction

The role of the Psychiatric-Mental Health Nurse Practitioner (PMHNP) is governed by a complex interplay of ethical, legal, and professional standards that define the scope and autonomy of practice within each state. As mental health needs continue to rise nationwide, PMHNPs play an increasingly critical role in bridging gaps in psychiatric care and expanding access to evidence-based treatment. However, the extent of a PMHNP’s professional independence and ability to provide comprehensive care—including prescribing psychotropic medications, ordering diagnostic tests, and implementing therapeutic interventions—depends largely on the regulatory environment of the state in which they practice.

In Texas, the practice of PMHNPs is shaped by state-specific Nurse Practice Acts, Board of Nursing regulations, and collaborative practice agreements that delineate professional boundaries. These legal frameworks determine whether PMHNPs operate under full, reduced, or restricted practice authority as outlined by the American Association of Nurse Practitioners (AANP, 2024). Ethical principles such as autonomy, beneficence, nonmaleficence, and justice further guide clinical decision-making, ensuring that patient-centered care is provided within the bounds of professional responsibility and accountability (American Nurses Association [ANA], 2023).

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Understanding these legal and ethical structures is essential not only for compliance but also for professional growth and advocacy. Variations in state regulations can influence how PMHNPs establish collaborative relationships, manage treatment plans, and pursue advanced leadership roles within interprofessional teams. Moreover, these regulations impact patient outcomes, as states with full practice authority have demonstrated improved access to mental health services and higher satisfaction among underserved populations (Langelier et al., 2019).

This discussion will explore the ethical, legal, and professional standards governing PMHNP practice in Texas, analyzing how these factors influence autonomy, prescriptive authority, and clinical decision-making. It will also compare these frameworks with those in other states to highlight the broader implications of regulatory diversity on psychiatric nursing practice and healthcare delivery.

References

American Association of Nurse Practitioners (AANP). (2024). State practice environment. https://www.aanp.org/advocacy/state/state-practice-environment

American Nurses Association (ANA). (2023). Code of ethics for nurses with interpretive statements (2nd ed.). ANA.

Langelier, M., Ma, C., & Moore, J. (2019). Scope of practice review: Nurse practitioners and physician assistants in the United States. Center for Health Workforce Studies, University at Albany, SUNY.

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Case study and Moral status

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Case study and Moral status

Based on “Case Study: Fetal Abnormality” and other required topic study materials, write a 750-1,000-word reflection that answers the following questions:

  1. What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?
  2. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?
  3. How does the theory determine or influence each of their recommendations for action?
  4. What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubric

Explanation of the Christian view of the nature of human persons and the theory of moral status that it is compatible is clear, thorough, and explained with a deep understanding of the connection between them. Explanation is supported by topic study materials. 30%

The theory or theories that are used by each person to determine the moral status of the fetus is explained clearly and draws insightful relevant conclusions. Rationale for choices made is clearly supported by topic study materials and case study examples. 15%

Explanation of how the theory determines or influences each of their recommendations for action is clear, insightful, and demonstrates a deep understanding of the theory and its impact on recommendation for action. Explanation is supported by topic study materials. 15%

Evaluation of which theory is preferable within personal practice along with how that theory would influence personal recommendations for action is clear, relevant, and insightful. 10%

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Writer is clearly in command of standard, written, academic English.

All format elements are correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Here is a link to the Khan video on Moral Status. It will help explain the five theories discussed in the lecture: 

https://www.khanacademy.org/partner-content/wi-phi/wiphi-value-theory/wiphi-ethics/v/moral-status  

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Introduction

The Case Study: Fetal Abnormality presents a complex moral and ethical dilemma centered on the value and dignity of human life. The situation challenges the characters—Jessica, Marco, Maria, and Dr. Wilson—to make a difficult decision regarding a fetus diagnosed with a severe congenital condition. From a Christian worldview, every human being possesses intrinsic worth and dignity, rooted in the belief that all people are created in the image of God (Genesis 1:27). This belief affirms that moral status is inherent and not dependent on physical ability, development, or social contribution. Consequently, the Christian perspective aligns most closely with the theory of intrinsic value, which asserts that human life holds moral significance from conception to natural death.

Within the context of this case, each individual applies different moral theories—such as utilitarianism, relativism, and deontological ethics—to justify their reasoning about the fetus’s moral status and the appropriate course of action. Their perspectives reflect broader societal tensions between compassion, autonomy, and moral duty. This reflection will explore how each character’s worldview and chosen moral theory influence their ethical reasoning, examine the Christian understanding of human personhood and intrinsic dignity, and discuss which moral framework offers the most ethically consistent guidance for this sensitive issue.

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Soap note -Gastroesophageal Reflux Disease

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Soap note -Gastroesophageal Reflux Disease

Soap note about chronic  Disease in these case I selected: Gastroesophageal Reflux Disease.

I attach an example to make more easy your work. Please put 2 references between 2015 to 2019.

EXAMPLE:

PATIENT INFORMATION

Name: Mr. W.S.

Age: 65-year-old

Sex: Male

Source: Patient

Allergies: None

Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Surgical History: Appendectomy 47 years ago.

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.

SUBJECTIVE:

Chief complain: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month.

Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

ROS:

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.

Respiratory: Patient denies shortness of breath, cough or hemoptysis.

Cardiovascular: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

Gastrointestinal: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or

diarrhea.

Genitourinary: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

Skin: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

Objective Data

CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10.

General appearance: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.

HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

Cardiovascular: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

Respiratory: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

Gastrointestinal: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no rebound no distention or organomegaly noted on palpation

Musculoskeletal: No pain to palpation. Active and passive ROM within normal limits, no stiffness.

Integumentary: intact, no lesions or rashes, no cyanosis or jaundice.

Assessment

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed.

Differential diagnosis:

Ø Renal artery stenosis (ICD10 I70.1)

Ø Chronic kidney disease (ICD10 I12.9)

Ø Hyperthyroidism (ICD10 E05.90)

Plan

Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease.

These basic laboratory tests are:

· CMP

· Complete blood count

· Lipid profile

· Thyroid-stimulating hormone

· Urinalysis

· Electrocardiogram

Ø Pharmacological treatment: 

The treatment of choice in this case would be:

Thiazide-like diuretic and/or a CCB

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

Ø Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all

Follow-ups/Referrals

· Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn.

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0

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PATIENT INFORMATION

Name: Ms. A.B.
Age: 45-year-old
Sex: Female
Source: Patient
Allergies: No known drug allergies
Current Medications: Omeprazole 20 mg PO daily (self-initiated OTC use)
PMH: Seasonal allergies, mild obesity (BMI 31)
Immunizations: Up to date, including influenza and tetanus boosters
Surgical History: Cesarean section at age 32
Family History: Mother—hypertension and GERD; Father—deceased, myocardial infarction at age 70
Social Hx: Works as an administrative assistant, sedentary lifestyle, consumes 2–3 cups of coffee daily, denies smoking, drinks wine occasionally (1–2 glasses/week).

SUBJECTIVE

Chief Complaint: “I keep getting burning pain in my chest after eating.”

HPI:
The patient reports a burning sensation in the epigastric region that radiates to the chest, particularly after meals and when lying down. Symptoms began approximately 3 months ago and occur several times per week. She denies dysphagia, odynophagia, or weight loss. Over-the-counter antacids provide partial relief. No history of nausea, vomiting, hematemesis, or melena.

ROS:

  • Constitutional: Denies fever, chills, or weight changes.

  • HEENT: Denies sore throat or hoarseness.

  • Cardiovascular: Denies chest pain unrelated to heartburn, palpitations, or dyspnea.

  • Gastrointestinal: Reports heartburn, regurgitation, and mild bloating. Denies nausea, vomiting, or hematochezia.

  • Respiratory: Denies cough, wheezing, or shortness of breath.

  • Musculoskeletal: No musculoskeletal complaints.

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6551 W 11 SOAP

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6551 W 11 SOAP

Common Health Conditions with Implications for Women

 

Select a patient that you examined during the last four weeks as a Nurse Practitioner. Select a female patient with common endocrine or musculoskeletal conditions, Evaluate differential diagnoses for common endocrine or musculoskeletal conditions you chose .With this patient in mind, address the following in a SOAP Note:

 

Subjective: What details did the patient provide regarding or her personal and medical history?

 

Objective: What observations did you make during the physical assessment?

 

Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

 

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up appointment with the provider, as well as a rationale for this treatment and management plan.

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Reflection notes: What would you do differently in a similar patient evaluation? And how can you relate this to your class and clinical readings.

References

Schuiling, K. D., & Likis, F. E. (2013). Women’s gynecologic health (2nd ed.). Burlington, MA: Jones and Bartlett Publishers.

Chapter 22, “Urinary Tract Infection in Women” (pp. 535–546)

Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

Review: Chapter 8, “Primary Care in Women’s Health” (pp. 431–560)

Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/

National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH). Retrieved from http://orwh.od.nih.gov/

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/

Introduction

Women experience unique health challenges related to hormonal, endocrine, and musculoskeletal systems that require careful evaluation and individualized management. Common conditions such as hypothyroidism, osteoporosis, and rheumatoid arthritis can significantly affect a woman’s overall health and quality of life if not properly identified and treated. This assignment presents a SOAP Note based on a female patient evaluated during the past four weeks, focusing on a common endocrine or musculoskeletal condition. The discussion includes a detailed assessment of subjective and objective findings, formulation of differential and primary diagnoses, and development of an evidence-based treatment and management plan. The reflection section highlights key learning points, clinical decision-making, and connections to course readings and professional practice guidelines in women’s health.

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