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NURS 6512 Week 6 Assignment 2: Lab  2 (Optional) Practice Assessment: Abdominal Examination

NURS 6512 Week 6 Assignment 2: Lab  2 (Optional) Practice Assessment: Abdominal Examination

The causes of abdominal pain can be extremely varied due to the sheer number of
structures, organs, and functions within the abdomen. If abdominal pain is caused by a
life-threatening condition, then swift and accurate assessment is essential.
In preparation for the Comprehensive (Head-to-Toe) Physical Assessment due in Week
9, it is recommended that you practice performing an abdominal examination this week.
Note: This is an optional practice physical assessment.
To Prepare
 Arrange an appropriate time and setting with a volunteer "patient" to perform an
abdominal examination.
 Download and review Adult Examination Checklist: Guide for Abdominal Assessment,
provided in this week's Learning Resources, as well as review the Seidel’s Guide to
Physical Examination online media.
Optional Practice Assessment
 Perform the abdominal examination. Be sure to cover all of the areas listed in the
checklist and to use the equipment appropriately.

What's Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will explore how to assess the heart, lungs, and peripheral vascular
system as you complete your Discussion.
Week 7 Required Media
Photo Credit: [fergregory]/[iStock / Getty Images Plus]/Getty Images
Next week, you will need to view several videos and animations in the Seidel’s Guide to
Physical Examination as well as other media, as required, prior to completing your
Discussion. There are several videos of various lengths. Please plan ahead to ensure
you have time to view these media programs to complete your Discussion on time.
Next Week
To go to the next week:
Week 7

Week 7: Assessment of the Heart, Lungs,

and Peripheral Vascular System

Cardiovascular disease (CVD) is the largest cause of death worldwide. Accounting for
610,000 deaths annually (CDC, 2017), CVD frequently goes unnoticed until it is too late.
Early detection and prevention measures can save the lives of many patients who have
CVD. Conducting an assessment of the heart, lungs, and peripheral vascular system is
one of the first steps that can be taken to detect CVD and many more conditions that
may occur in the thorax or chest area.
This week, you will evaluate abnormal findings in the area of the chest and lungs. In
addition, you will appraise health assessment techniques and diagnoses for the heart,
lungs, and peripheral vascular system.
Learning Objectives
Students will:
 Evaluate abnormal cardiac and respiratory findings
 Apply concepts, theories, and principles relating to health assessment techniques and
diagnoses for the heart, lungs, and peripheral vascular system
Learning Resources

Required Readings (click to expand/reduce)
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Seidel's guide to physical examination: An interprofessional
approach (9th ed.). St. Louis, MO: Elsevier Mosby.

 Chapter 14, “Chest and Lungs”
This chapter explains the physical exam process for the chest and lungs.
The authors also include descriptions of common abnormalities in the
chest and lungs.

 Chapter 15, “Heart”
The authors of this chapter explain the structure and function of the heart.
The text also describes the steps used to conduct an exam of the heart.

 Chapter 16, “Blood Vessels”
This chapter describes how to properly conduct a physical examination of
the blood vessels. The chapter also supplies descriptions of common
heart disorders.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia,
PA: F. A. Davis.

 Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487) (previously read
in Week 6; specifically focus on pp. 480–481)
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health
assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., &
Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 8, “Chest Pain”
This chapter focuses on diagnosing the cause of chest pain and highlights
the importance of first determining whether the patient is in a life-
threatening condition. It includes questions that can help pinpoint the type
and severity of pain and then describes how to perform a physical
examination. Finally, the authors outline potential laboratory and
diagnostic studies.
Chapter 11, “Cough”
A cough is a very common symptom in patients and usually indicates a
minor health problem. This chapter focuses on how to determine the
cause of the cough by asking questions and performing a physical exam.
Chapter 14, “Dyspnea”
The focus of this chapter is dyspnea, or shortness of breath. The chapter
includes strategies for determining the cause of the problem through
evaluation of the patient’s history, through physical examination, and
through additional laboratory and diagnostic tests.
Chapter 26, “Palpitations”
This chapter describes the different causes of heart palpitations and
details how the specific cause in a patient can be determined.
Chapter 33, “Syncope”

NURS 6512 Week 6 Assignment 2 Lab  2 Optional Practice Assessment Abdominal Examination

NURS 6512 Week 6 Assignment 2 Lab  2 Optional Practice Assessment Abdominal Examination

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This chapter focuses on syncope, or loss of consciousness. The authors
describe the difficulty of ascertaining the cause, because the patient is
usually seen after the loss of consciousness has happened. The chapter
includes information on potential causes and the symptoms of each.
Note: Download the Student Checklists and Key Points to use during your
practice cardiac and respiratory examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Chest and lungs: Student checklist. In Seidel's guide to physical
examination: An interprofessional approach (9th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Chest and lungs: Key points. In Seidel's guide to physical
examination: An interprofessional approach (9th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Heart: Student checklist. In Seidel's guide to physical examination:
An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Heart: Key points. In Seidel's guide to physical examination: An
interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.

Katz, J. N., Lyons, N., Wolff, L. S., Silverman, J., Emrani, P., Holt, H. L., …
Losina, E. (2011). Medical decision-making among Hispanics and non-
Hispanic Whites with chronic back and knee pain: A qualitative study.
BMC Musculoskeletal Disorders, 12(1), 78–85.

This study examines the medical decision making among
Hispanics and non-Hispanic whites. The authors also analyze
the preferred information sources used for making decisions in
these populations.

Smuck, M., Kao, M., Brar, N., Martinez-Ith, A., Choi, J., & Tomkins-Lane,
C. C. (2014). Does physical activity influence the relationship between low
back pain and obesity? The Spine Journal, 14(2), 209–216.
doi:10.1016/j.spinee.2013.11.010

Shiri, R., Solovieva , S., Husgafvel-Pursiainen, K., Telama, R., Yang, X.,
Viikari, J., Raitakari, O. T., & Viikari-Juntura, E. (2013). The role of obesity

and physical activity in non-specific and radiating low back pain: The
Young Finns study. Seminars in Arthritis & Rheumatism, 42(6), 640–650.
doi:10.1016/j.semarthrit.2012.09.002

McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of
respiratory disease part 1. Practice Nurse, 40(1), 35–41.
This article describes the warning signs of impending
deterioration of the respiratory system. The authors also
explain the features of common respiratory conditions.
McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory
diseases part 2. Practice Nurse, 40(2), 33–41.

The authors of this article specify how to identify the major
causes of acute breathlessness. Additionally, they explain how
to interpret a variety of findings from respiratory investigations.
Shadow Health Support and Orientation Resources
Use the following resources to guide you through your Shadow Health orientation
as well as other support resources:
Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file].
Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY
Shadow Health. (n.d.). Shadow Health help desk. Retrieved
from https://support.shadowhealth.com/hc/en-us
Document: Shadow Health. (2014). Useful tips and tricks (Version 2)
(PDF)
Document: Student Acknowledgement Form (Word document)
Note: You will sign and date this form each time you complete your DCE
Assignment in Shadow Health to acknowledge your commitment to
Walden University’s Code of Conduct.
Document: DCE (Shadow Health) Documentation Template for Focused
Exam: Chest Pain (Word document)
Use this template to complete your Assignment 1 for this week.

Optional Resource

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s
diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

 Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular
Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and
Cardiovascular Systems,” pp. 302–433)
Note: Section 2 of this chapter will be addressed in Week 10.
This section of Chapter 8 describes the anatomy of the chest wall,
pulmonary, and cardiovascular systems. Section 1 also explains how to
properly conduct examinations of these areas.
Required Media (click to expand/reduce)

Advanced Health Assessment and Diagnostic Reasoning
Thoughtful, reasoned questioning leads from initial complaint to diagnosis in these three scenarios.
Note: Close the viewing window after the intro segment and after each diagnosis segment to view the menu.

(12m)

Photo Credit:Provided courtesy of the Laureate International Network of Universities.
SkillStat Learning, Inc. (2019). The 6 second ECG. Retrieved from
http://www.skillstat.com/tools/ecg-simulator#/-home

This interactive website allows you to explore common cardiac rhythms. It
also offers the Six Second ECG game so you can practice identifying
rhythms.
Online media for Seidel's Guide to Physical Examination
In addition to this week's media, it is highly recommended that you access and
view the resources included with the course text, Seidel's Guide to Physical
Examination. Focus on the videos and animations in Chapters 13 and 14 that
relate to the assessment of the chest, heart, and lungs. Refer to Week 4 for
access instructions on https://evolve.elsevier.com/

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

 

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