1 Methods and Statistical Analysis Name xxx United State University Course xxx Professor xxxx Date xxx The Evaluative Criteria The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed. Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study. On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people. Research Approaches The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies. The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...

1. 1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its
goals takes some time. Because it promotes an evidence-based
approach, assessment is crucial in practice consignment.
Evaluation can be used to assess the effectiveness of the
research. It helps determine what changes could be
recommended to improve service delivery and the study's
persuasiveness. An impact evaluation analyzes the
intervention's direct and indirect, positive and negative, planned
and unplanned consequences. If an evaluation fails to deliver
fresh recognition regularly, it may result in inaccurate results
and conclusions. A healthcare practitioner can utilize the
indicators or variables to evaluate programs and determine
whether they are legal or not (Dash et al., 2019). The variables

2. are also used to assess if the mediation is on track to meet its
objectives and obligations. Participation rates, prevalence, and
individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve
their health. People have been denied the assistance and
resources they seek because of ethics and plans. In addition,
different people have varied perspectives about pressure ulcers
treatment. Relevance refers to how the study may contribute to
a worthwhile cause (Li et al., 2019). Quality variables give
statistics on the precariously rising service consignment while
also attempting to provide information on the part of the care
that may be changed. The participation rate refers to the total
number of people participating in the study.
On the other hand, individuals may be unable to engage in the
study due to a lack of cultural knowledge and ineffective
consent processes. The overall number of persons in a
population who have a health disease at a given time is referred
to as prevalence (Li et al., 2019). Although prevalence shows
the rate at which new facts arrive, it aids in determining the
suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and
procedures to draw general conclusions concerning data
collection, analysis, and explanation methods. In my research,
I'll employ both quantitative and qualitative methods. A
qualitative research technique will reveal deterrents and
hindrances to practicing change by rationalizing the reasons
behind specific demeanors (Li et al., 2019). Qualitative research
will collect and evaluate non-numerical data to comprehend
perspectives or opinions. It will also be utilized to learn
everything there is to know about a subject or to develop new
research ideologies.
The quantitative method focuses on goal data and statistical or
numerical analysis of data collected through a questionnaire. In
the healthcare field, quantitative research may develop and
execute new or enhanced work measures. Quantitative research,

3. rather than unconventional thinking, seeks numeric and long-
term facts and complete, convergent information (Li et al.,
2019). Quantitative data will be obtained using established
research methodologies, and the results will be based on larger
sample sizes that represent the population.
Data Collection Methods
Data collection is deliberately and methodically obtaining and
weighing information on critical elements to answer research
questions and assess outcomes. I must follow a particular
approach to ensure that the information I obtain is clean,
consistent, and conclusive. I'll employ a range of data collection
methods for my research, including observations, interviews,
and focus groups. I'll need all the essential materials and
resources to begin collecting data. I'm going to get the data on
my own.
Interviews will be one of the approaches I will use. It's all about
dialogues when you ask open-ended questions to engage with
people and collect evoked facts about a topic. Interviews
provide interviewers with many options (Miah et al., 2021). It
has a greater response rate, and it allows those who are unable
to read or write to reply to the questions. As a researcher, I'll
conduct interviews with a group of people at a time in the study
when gathering information requires meeting and closely
interacting with the target audience.
Observing and describing the attitude of an affair are examples
of observations. It's a technique for gathering meaningful data
through observation. Observation methods offer a direct way to
study phenomena and high levels of application resilience and
the formation of a rich, long-lasting record of happenings that
may be dealt with afterward (Miah et al., 2021). Observation
provides good precision because the observer interacts directly
with the observed.
Because the information acquired is led by an interpretive
approach, the data collection methods are convenient. Data
collection methods aid in determining project and development
competency and the degree of exploitation (Miah et al., 2021).

4. The procedures for data collection are suitable for nominal,
ordinal, and continuous data. XLSTAT software will be used to
analyze my research findings.
Conclusion
In healthcare, evaluation is essential since it helps to promote
an evidence-based approach to practice delivery. It's a tool for
determining how well something is operating. It can help with
choices on the efficacy of services and what adjustments might
be made to improve service delivery. In my capstone project,
the chief aim is to determine the best method to treat pressure
ulcers in people aged 60. In this case, the main objective is to
compare the effectiveness of negative wound pressure over
standard moist wound therapy in treating pressure ulcers. The
expected outcomes will be reached using appropriate research
methodologies and data collection techniques.
References
Dash, S., Shakyawar, S. K., Sharma, M., & Kaushik, S. (2019).
Big data in healthcare: management, analysis, and prospects.
Journal of Big Data, 6(1), 1-25.
Li, T., Higgins, J. P., & Deeks, J. J. (2019). Collecting data.
Cochrane handbook for systematic reviews of interventions,
109-141.

5. Miah, S. J., Camilleri, E., & Vu, H. Q. (2021). Big Data in
healthcare research: a survey study. Journal of Computer
Information Systems, 1-13.
NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric
Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the
Focused SOAP Note Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in
detail in order not to lose points unnecessarily because you
missed something required. After reviewing full details of the
rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
Read rating descriptions to see the grading standards!
In the
Objective section, provide:

6. · Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential
diagnosis and explain what
DSM-5-TR criteria rules out the differential diagnosis
to find an accurate diagnosis.
Explain the critical-thinking process that led you to the
primary diagnosis you selected. Include pertinent positives and
pertinent negatives for the specific patient case.
·
Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and
consent for treatment!), social determinates of health, health
promotion and disease prevention taking into consideration
patient factors (such as age, ethnic group, etc.), PMH, and other
risk factors (e.g., socioeconomic, cultural background, etc.).
(The FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing
this type of note in this course. You will be focusing more on
the symptoms from your differential diagnosis from the

7. comprehensive psychiatric evaluation narrowing to your
diagnostic impression. You will write up what symptoms are
present and what symptoms are not present from illnesses to
demonstrate you have indeed assessed for illnesses which could
be impacting your patient. For example, anxiety symptoms,
depressive symptoms, bipolar symptoms, psychosis symptoms,
substance use, etc.)
EXEMPLAR BEGINS HERE
Subjective:
CC (chief complaint): A
brief statement identifying why the patient is here. This
statement is verbatim of the patient’s own words about why
presenting for assessment. For a patient with dementia or other
cognitive deficits, this statement can be obtained from a family
member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medication and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for medication
management follow up for anxiety. He was initiated sertraline
last appt which he finds was effective for two weeks then
symptoms began to return.
Or
P.H., a 16-year-old Hispanic female, presents for follow up to
discuss previous psychiatric evaluation for concentration
difficulty. She is not currently prescribed psychotropic
medications as we deferred until further testing and screening
was conducted.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your follow up evaluation? Document

8. symptom onset, duration, frequency, severity, and impact. What
has worsened or improved since last appointment? What
stressors are they facing? Your description here will guide your
differential diagnoses into your diagnostic impression. You are
seeking symptoms that may align with many
DSM-5 diagnoses, narrowing to what aligns with
diagnostic criteria for mental health and substance use
disorders.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:
Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:
Menstrual history (date of LMP), Pregnant (yes or no),
Nursing/lactating (yes or no), contraceptive use (method used),
types of intercourse: oral, anal, vaginal, other, any sexual
concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!

9. You should list each system as follows:
General:Head:
EENT: etc. You should list these in bullet format and
document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Objective:
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment:
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of

10. a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or
flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
concentration is good. His insight is good.
Diagnostic Impression:
You must begin to narrow your differential diagnosis to
your diagnostic impression. You must explain how and why
(your rationale) you ruled out any of your differential
diagnoses. You must explain how and why (your rationale) you
concluded to your diagnostic impression. You will use
supporting evidence from the literature to support your
rationale. Include pertinent positives and pertinent negatives for
the specific patient case.
Also included in this section is the reflection. Reflect on this
case and discuss whether or not you agree with your preceptor’s
assessment and diagnostic impression of the patient and why or
why not. What did you learn from this case? What would you do

11. differently?
Also include in your reflection a discussion related to
legal/ethical considerations (
demonstrating critical thinking beyond confidentiality
and consent for treatment!), social determinates of health,
health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
Case Formulation and Treatment Plan
Includes documentation of diagnostic studies that will be
obtained, referrals to other health care providers, therapeutic
interventions including psychotherapy and/or
psychopharmacology, education, disposition of the patient, and
any planned follow-up visits. Each diagnosis or condition
documented in the assessment should be addressed in the plan.
The details of the plan should follow an orderly manner.
*See an example below. You will modify to your
practice so there may be information excluded/included. If you
are completing this for a practicum, what does your preceptor
document?
Risks and benefits of medications are discussed including non-
treatment. Potential side effects of medications discussed (be
detailed in what side effects discussed). Informed client not to
stop medication abruptly without discussing with providers.
Instructed to call and report any adverse reactions. Discussed
risk of medication with pregnancy/fetus, encouraged birth
control, discussed if does become pregnant to inform provider
as soon as possible. Discussed how some medications might
decreased birth control pill, would need back up method
(exclude for males).
Discussed risks of mixing medications with OTC drugs, herbal,
alcohol/illegal drugs. Instructed to avoid this practice.

12. Encouraged abstinence. Discussed how drugs/alcohol affect
mental health, physical health, sleep architecture.
Initiation of (list out any medication and why prescribed, any
therapy services or referrals to specialist):
Client was encouraged to continue with case management and/or
therapy services (if not provided by you)
Client has emergency numbers: Emergency Services 911, the
Client's Crisis Line
1-800-_______. Client instructed to go to nearest ER or
call 911 if they become actively suicidal and/or homicidal.
(only if you or preceptor provided them)
Reviewed hospital records/therapist records for collaborative
information; Reviewed PMP report (only if actually completed)
Time allowed for questions and answers provided. Provided
supportive listening. Client appeared to understand discussion.
Client is amenable with this plan and agrees to follow treatment
regimen as discussed. (this relates to informed consent; you will
need to assess their understanding and agreement)
Follow up with PCP as needed and/or for:
Labs ordered and/or reviewed (write out what diagnostic test
ordered, rationale for ordering, and if discussed fasting/non
fasting or other patient education)
Return to clinic:
Continued treatment is medically necessary to address chronic
symptoms, improve functioning, and prevent the need for a
higher level of care.

13. References (move to begin on next page)
You are required to include at least three evidence-based, peer-
reviewed journal articles or evidenced-based guidelines which
relate to this case to support your diagnostics and differentials
diagnoses. Be sure to use correct APA 7th edition formatting.
© 2022 Walden University
Page 1 of 6
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP
Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6675: PMHNP Care Across the Lifespan II
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:

14. ·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University

15. Page 2 of 3
Assignment: Focused SOAP Note for Schizophrenia Spectrum,
Other Psychotic, and Medication-Induced Movement Disorders
Psychotic disorders change one’s sense of reality and cause
abnormal thinking and perception. Patients presenting with
psychotic disorders may suffer from delusions or hallucinations
or may display negative symptoms such as lack of emotion or
withdraw from social situations or relationships. Symptoms of
medication-induced movement disorders can be mild or lethal
and can include, for example, tremors, dystonic reactions, or
serotonin syndrome.
For this Assignment, you will complete a focused SOAP note
for a patient in a case study who has either a schizophrenia
spectrum, other psychotic, or medication-induced movement
disorder.
To Prepare
· Review this week’s Learning Resources. Consider the insights
they provide about assessing, diagnosing, and treating
schizophrenia spectrum, other psychotic, and medication-
induced movement disorders.
· Review the Focused SOAP Note template, which you will use
to complete this Assignment. There is also a Focused SOAP
Note Exemplar provided as a guide for Assignment
expectations.
· Review the video,
Case Study: Sherman Tremaine. You will use this case
as the basis of this Assignment. In this video, a Walden faculty
member is assessing a mock patient. The patient will be
represented onscreen as an avatar.
· Consider what history would be necessary to collect from this
patient.

16. · Consider what interview questions you would need to ask this
patient.
The Assignment
Develop a focused SOAP note, including your differential
diagnosis and critical-thinking process to formulate a primary
diagnosis. Incorporate the following into your responses in the
template:
·
Subjective: What details did the patient provide
regarding their chief complaint and symptomology to derive
your differential diagnosis? What is the duration and severity of
their symptoms? How are their symptoms impacting their
functioning in life?
·
Objective: What observations did you make during the
psychiatric assessment?
·
Assessment: Discuss the patient’s mental status
examination results. What were your differential diagnoses?
Provide a minimum of three possible diagnoses with supporting
evidence, and list them in order from highest priority to lowest
priority. Compare the
DSM-5-TR diagnostic criteria for each differential
diagnosis and explain what
DSM-5-TR criteria rules out the differential diagnosis
to find an accurate diagnosis. Explain the critical-thinking
process that led you to the primary diagnosis you selected.
Include pertinent positives and pertinent negatives for the
specific patient case.
·
Plan: What is your plan for psychotherapy? What is
your plan for treatment and management, including alternative
therapies? Include pharmacologic and nonpharmacologic

17. treatments, alternative therapies, and follow-up parameters, as
well as a rationale for this treatment and management plan. Also
incorporate one health promotion activity and one patient
education strategy.
·
Reflection notes: What would you do differently with
this patient if you could conduct the session again? Discuss
what your next intervention would be if you were able to follow
up with this patient. Also include in your reflection a discussion
related to legal/ethical considerations (demonstrate critical
thinking beyond confidentiality and consent for treatment!),
health promotion, and disease prevention, taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
· Provide at least three evidence-based, peer-reviewed journal
articles or evidenced-based guidelines that relate to this case to
support your diagnostics and differential diagnoses. Be sure
they are current (no more than 5 years old).
CASE STUDY
PLEASE WATCH THE ATTACHED VIDEO TO DO THE
ASSIGNMENT