Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).\u202f<\/span>Seidel’s guide to physical examination<\/span><\/i>\u202f(8th ed.). St. Louis, MO: Elsevier Mosby.<\/span>\u00a0<\/span><\/p>\n

Napolitano, M., Caso, F., Scarpa, R., Megna, M., Patr\u00ec, A., Balato, N., & Costa, L. (2016). Psoriatic arthritis and psoriasis: differential diagnosis. Clinical rheumatology, 35(8), 1893-1901.<\/span>\u00a0<\/span><\/p>\n

Di Meglio, P., & Nestle, F. O. (2017). Immunopathogenesis of Psoriasis. In\u202f<\/span>Clinical and Basic Immunodermatology<\/span><\/i>\u202f(pp. 373-395). Springer, Cham.<\/span>\u00a0<\/span><\/p>\n

Langley, R. G., Elewski, B. E., Lebwohl, M., Reich, K., Griffiths, C. E., Papp, K., … & Rivas, E. (2014). Secukinumab in plaque psoriasis\u2014results of two phases 3 trials. <\/span>New England Journal of Medicine<\/span><\/i>,\u202f<\/span>371<\/span><\/i>(4), 326-338.<\/span>\u00a0<\/span><\/p>\n<\/header>\n

\n
\n
\n
Assignment
\n1: Differential Diagnosis for Skin Conditions<\/p>\n
Properly identifying the cause and
\ntype of a patient\u2019s skin condition involves a process of elimination known as
\ndifferential diagnosis. Using this process, a health professional can take a
\ngiven set of physical abnormalities, vital signs, health assessment findings,
\nand patient descriptions of symptoms, and incrementally narrow them down until
\none diagnosis is determined as the most likely cause.<\/p>\n
In this Assignment, you will
\nexamine several visual representations of various skin conditions, describe
\nyour observations, and use the techniques of differential diagnosis to
\ndetermine the most likely condition.<\/p>\n
NURS 6512 Assignment 1: Differential Diagnosis for Skin Conditions<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\nTo prepare:<\/p>\nReview the Skin Conditions \ndocument provided in this week\u2019s Learning Resources, and select one condition \nto closely examine for this Assignment.<\/p>\nConsider the abnormal physical \ncharacteristics you observe in the graphic you selected. How would you describe \nthe characteristics using clinical terminologies?<\/p>\nExplore different conditions that \ncould be the cause of the skin abnormalities in the graphics you selected.<\/p>\nConsider which of the conditions \nis most likely to be the correct diagnosis, and why.<\/p>\nDownload the SOAP Template found \nin this week\u2019s Learning Resources.<\/p>\nTo complete:<\/p>\nChoose one skin condition graphic \n(identify by number in your Chief Complaint) to document your assignment in the \nSOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the \ntraditional narrative style. Refer to \nChapter 2 of the Sullivan text and the Comprehensive SOAP Template in this \nweek\u2019s Learning Resources for guidance. Remember that not all comprehensive \nSOAP data are included in every patient case.<\/p>\nUse clinical terminologies to \nexplain the physical characteristics featured in the graphic. Formulate a \ndifferential diagnosis of three to five possible conditions for the skin \ngraphic that you chose. Determine which is most likely to be the correct \ndiagnosis and explain your reasoning using at least 3 different references from \ncurrent evidence based literature.<\/p>\n<a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\">Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 6512 Assignment 1: Differential Diagnosis for Skin Conditions<\/strong><\/a><\/span><\/p>\nSUBJECTIVE DATA: <\/strong>\u201cI have indented reddened streaks on my skin that started appearing on the second month when I became pregnant.\u201d \u201cToo many stretch marks on my stomach since being pregnant\u201d<\/p>\n <\/p>\nChief Complaint (CC<\/strong>): Picture #2- I have a concern with the stretch marks on my stomach which first noticed at the end of my first trimester in pregnancy.<\/strong><\/p>\n <\/p>\nHistory of Present Illness (HPI): Ms Caroline Fisher is a 32 year old female is a gravida 1, para 0 Black American who is pregnant and in her 24 weeks gestational period who came today and complained about the changes she has been noticing on her abdomen that is characterized by streaks of reddened skin which continued to darken as the pregnancy progresses, last menstrual period was 9\/21\/21. Ms Caroline stated that the stretchmarks are more prominent on the anterior abdominal while few lines run towards the back. Ms Caroline at this time stated that sometimes she feels itchy but denies any pain or any discomfort. Ms Caroline stated that her friends introduced her to an herbal therapy known as cocoa butter which she has been apply but no obvious changes. Ms Caroline is so much concerned about the recent changes to her body and skin and doesn\u2019t feel good about her recent look, Ms Caroline has a believe that she has actually put on weight and that might have worsened the stretchmarks. <\/strong><\/p>\nMedications: <\/strong><\/p>\nPatient is on the following medications;<\/p>\nPregnacare which contains mostly vitamins<\/p>\n400 \u03bcg of folic acid prescribed once daily<\/p>\nIron 600mg Daily<\/p>\nMetformin 500mg twice daily for diabetes<\/p>\nNorvasc 10mg daily for hypertension<\/p>\n\u00a0<\/strong><\/p>\nAllergies<\/strong>: Allergic to Sulphur medications. No known food allergies.<\/p>\n\u00a0<\/strong><\/p>\nPast Medical History (PMH): <\/strong>Ms Craoline is a known Type 2 diabetic patient, was last hospitalized in 2020 prior to her recent pregnancy on account of uncontrolled hyperglycemia which was managed and well controlled during the 2 days\u2019 hospitalization before being discharged, patient also has history of borderline hypertension.<\/p>\n <\/p>\nPast Surgical History (PSH): \u00a0<\/strong>Patient denies any surgical history.<\/p>\n <\/p>\nSexual\/Reproductive History<\/strong>: Ms. Caroline is Straight and is sexually active. No positive history of sexual abuse, has had 2 partners since she became sexually active. Menarche started at the age of 12 and since then have always had a regular menstrual cycle of 28days.<\/p>\n\u00a0<\/strong><\/p>\nPersonal\/Social History: \u00a0<\/strong>Ms Caroline is an elementary school teacher and lives with the boyfriend in a single family house. Denied history of illegal drug use, drinks alcool occasionally but stopped since she got pregnant.<\/p>\n <\/p>\nHealth Maintenance: <\/strong>Ms Caroline has been compliant with her regular pregnancy checkup and consults as advised.<\/p>\n\u00a0<\/strong><\/p>\nImmunization History: <\/strong>Mrs Coroline is upto date with her vaccinations including covid vaccine and the last immunization was the flu shot which she got on 1\/3\/22<\/p>\n <\/p>\nSignificant Family History:<\/strong> \u00a0Father has history of Diabetes which is well controlled with insulin and Mother had hypertension before her death at the age of 60 years in 2021 due to complication of coronavirus.<\/p>\n\u00a0<\/strong><\/p>\nReview of Systems: <\/strong><\/p>\n <\/p>\nGeneral: <\/strong>Ms Caroline is in a stable condition, no obvious distress noted. She just doesn\u2019t feel good about the recent skin changes since she got pregnancy as that is her first pregnancy.<\/p>\nHEENT:<\/strong> Ms. Caroline denies having any problems with hearing, vision, nasal congestions, nil swelling and no remarkable change on the throat.<\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Respiratory:<\/strong> Ms Caroline denies any breathing problems<\/p>\nCardiovascular\/Peripheral Vascular:<\/strong> Ms Caroline denies any episodes of irregular heartbeats, denies any heart murmur and not chest pain.<\/p>\nGastrointestinal:<\/strong> Patient denies any problems with appetite. Confirmed she has regular bowel movements. Patient is positive for constipation occasionally.<\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genitourinary: <\/strong>Patient denies any history of urinary tract infection.<\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Musculoskeletal: <\/strong>Patient is positive mild back pain which she takes\u00a0\u00a0 regular \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tylenol 375mg orally every 8 hrs. when needed.<\/p>\nNeurological:<\/strong> Patient is alert and oriented, no neurological deficit noted. Denies any history of epilepsy or seizures.<\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Psychiatric: <\/strong>Patient denies any history of mental health illness.<\/p>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Skin\/hair\/nails: <\/strong>Ms Caroline is very much concerned about the new stretch<\/p>\nmarks that runs through her abdominal wall. Patient does not have any other skin alteration. Patient complained of hair dandruff.<\/p>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\nOBJECTIVE DATA: <\/strong><\/p>\n <\/p>\nPhysical Exam:<\/strong><\/p>\nVital signs:<\/strong> Patients blood pressure measured on the right arm was 144\/81, Temperature is 97.7 degree Fahrenheit, Pulse is 72bpm, Respiration is 17c\/m, Weight is 179 pounds, height is 5 feet 6 inches and a calculated BMI of 28.9.<\/p>\nGeneral:<\/strong> Ms. Caroline came in alert and oriented to time and place. The vital signs showed that the patient is overweight with a BMI of 28.9 and blood pressure is elevated.<\/p>\nHEENT:<\/strong> On examination of the hair, there were presence of dandruff on the scalp.No inflammation noted on the tonsil and no tenderness noted at the temporomandibular joint. The pupils were equal, round, reactive to light. No discharges noted from ears.<\/p>\nNeck: <\/strong>There was normal range of motion, and no distended juggler vein noted. <\/strong><\/p>\nChest\/Lungs: <\/strong>The trunk was clear. The intercostal movements were nornmal.no abnormal breath sounds like wheezes. Respiration rate of 18 b\/min.<\/p>\nHeart\/Peripheral Vascular: <\/strong>On auscultation, the S1 and S2 heart sounds were present and heart rate was within normal limits of 72bpm.<\/strong><\/p>\nAbdomen: <\/strong>There was positive fetal heart rate of about 128b\/m and thee were marked indented streaks on the abdominal wall.<\/p>\nGenital\/Rectal: The vagina was free from any signs of infection, nil swelling, discharge or inflammation noted during assessment of the <\/strong>genitalia.<\/p>\nMusculoskeletal:<\/strong> There are no muscle or joint pains noted and there is full range of motion with no limitation.<\/p>\nNeurological: <\/strong>Mrs Caroline is oriented to time, place and person. Patient scored high on assessment of mental status. The mental assessment shows patient has memory intact both recent and past events.<\/p>\nSkin:<\/strong> Patients skin is warm to touch with a temperature of 97.8, nil discoloration noted except the indented stretch marks on the abdominal wall<\/p>\n\u00a0<\/strong><\/p>\nDiagnostic results: <\/strong><\/p>\n<ol>\n<li>There was Lab draw for White blood count which was unremarkable for infection<\/li>\n<li>On observation of the skin, the streaks and discoloration of the skin were present<\/li>\n<li>A culture of the skin is important to rule other causes of skin infections.<\/li>\n<li>Scraping of the nail and skin is key to rule out infections of the skin (<\/strong>Colyar,2015).<\/li>\n<\/ol>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\nASSESSMENT: <\/strong><\/p>\nDifferential diagnoses<\/strong><\/p>\n<ol>\n<li>Linea nigra<\/li>\n<li>Linear focal elastosis<\/li>\n<li>Striae from topical steroid abuse, such as in the treatment of psoriasis.<\/li>\n<li>Cushing\u2019s syndrome.<\/li>\n<\/ol>\nPrimary diagnosis:<\/strong><\/p>\nAfter a thorough consideration of other possible causes of this condition, I was able to narrow down the diagnosis based on my assessments and patients present condition to be Striae gravid arum.<\/p>\nPregnancy as we all know comes with different skin changes as the body adjust to the new normal of accommodating the baby such as the changes that occur within the connective tissues as the skin continues to stretch as the uterus enlarges leads to the stretch marks (Ball, J et.all 2019).\u00a0 This evidence of stretch march shows poor skin elasticity which further puts the patient at risk perineal or vaginal tears due to poor elasticity. When stretch marks becomes evident, it\u2019s as a result of damage to the dermal collagen and further dilation of blood vessels (Dains, Baumann & Scheibel, 2019).<\/p>\n <\/p>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\n\u00a0<\/strong><\/p>\nPLAN: <\/strong>This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.<\/em><\/p>\n <\/p>\nReferences<\/strong><\/p>\nColyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.<\/p>\nDains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.<\/p>\nBall, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Skin, hair, and nails: Student checklist. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.<\/p>\n <\/p>\n<\/div>\n<\/div>\n<\/div>\nGrading Rubric Guidelines<\/strong><\/p>\n<table>\n<thead>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>10<\/strong><\/td>\n<td>9<\/strong><\/td>\n<td>8<\/strong><\/td>\n<td>4<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Scholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n<li>Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n<li>Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n<li>Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n<li>Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n<li>Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n<li>Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n<li>The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n<li>Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>\u00a010<\/strong><\/td>\n<td>9 <\/strong><\/td>\n<td>8 <\/strong><\/td>\n<td>4<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Application of Course Knowledge –<\/strong><\/p>\nDemonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n<li>Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n<li>Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n<li>Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n<li>No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Performance Category <\/strong><\/td>\n<td>\u00a05<\/strong><\/td>\n<td>4 <\/strong><\/td>\n<td>3 <\/strong><\/td>\n<td>2<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Interactive Dialogue<\/strong><\/p>\nReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n<td>\n<ul>\n<li>Exceeds minimum post requirements<\/li>\n<li>Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n<li>Replies to a post posed by faculty and to a peer<\/li>\n<li>Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n<li>Replies to a question posed by a peer<\/li>\n<\/ul>\nSummarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n<td>\n<ul>\n<li>Meets expectations of 2 posts on 2 different days.<\/li>\n<li>The main post is not made by the Wednesday deadline<\/li>\n<li>Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Has only one post for the week<\/li>\n<li>Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Does not post to the thread<\/li>\n<li>No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>Minus 1 Point<\/strong><\/td>\n<td>Minus 2 Point<\/strong><\/td>\n<td>Minus 3 Point<\/strong><\/td>\n<td>Minus 4 Point<\/strong><\/td>\n<td>Minus 5 Point<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Grammar, Syntax, APA<\/strong><\/p>\nNote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n<td>\n<ul>\n<li>2-3 errors in APA format.<\/li>\n<li>Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n<li>Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>4-5 errors in APA format.<\/li>\n<li>Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>6-7 errors in APA format.<\/li>\n<li>Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>8-10 errors in APA format.<\/li>\n<li>Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Post contains greater than 10 errors in APA format.<\/li>\n<li>Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style does not facilitate communication.<\/li>\n<li>The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>0 points lost<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>-5 points lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Total Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\n<td>The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n<tr>\n<td>Early Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\n<td>The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"Sample Answer for NURS 6512 Assignment 1: Differential Diagnosis for Skin Conditions Included After Question Properly identifying the cause and type of a patient\u2019s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1518","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n<title>NURS 6512 Assignment 1: Differential Diagnosis for Skin Conditions - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"NURS 6512 Assignment 1: Differential Diagnosis for Skin Conditions\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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