Module 11 Content
1.
Top of Form
Remember if you cannot feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief.
Title:
Documentation of the complete head to toe physical assessment.
Purpose of Assignment:
To demonstrate the ability to document the findings of an objective head to toe assessment and identify abnormal findings.
Course Competency:
Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.
Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.
Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and regional lymphatics.
Apply assessment techniques for the neurological and respiratory systems.
Select appropriate physical examination skills for the cardiovascular and peripheral vascular systems.
Instructions:
Content:
· Objective findings including short descriptive paragraph of findings for each section.
· Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Format:
· Standard American English (correct grammar, punctuation, etc.)
Bottom of Form
Module 11
Content
1.
Remember if you
cannot
feel something then it is “nonpalpable,” if you can’t hear someth
i
n
g
j
u
st
state they were not heard such as no bowel sounds heard (unless you listened for the full five
minutes which we
wouldn’t want to do for our purposes
–
then you could document absent
bowel sounds). Be descriptive if necessary but at the same time be brief.
Title:
Documentation of
the
complete head to toe physical assessment
.
Purpose of Assignment:
To demonstrate the ability to document
the findings of an
objective
head to toe
assessment
and
i
dentify abnormal findings.
Course Competency:
Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.
Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary
systems.
Demonstrate physical examination skills of the head, e
ars, and eyes, nose, mouth, neck, and
regional lymphatics.
Apply assessment techniques for
the neurological and respiratory systems.
Select appropriate physical examination skills for
the
cardiovascular and peripheral vascular
system
s.
Instructions:
Content:
·
Objective findings
including
s
hort de
scriptive paragraph of findings for each section
.
·
A
ctual or potential risk factors for the client based on the assessment
findings
with
description or reason for selection of them.
Format
:
·
Standard American English (correct grammar, punctuation, etc.)
Module 11 Content
1.
Remember if you cannot feel something then it is “nonpalpable,” if you can’t hear something just
state they were not heard such as no bowel sounds heard (unless you listened for the full five
minutes which we wouldn’t want to do for our purposes – then you could document absent
bowel sounds). Be descriptive if necessary but at the same time be brief.
Title:
Documentation of the complete head to toe physical assessment.
Purpose of Assignment:
To demonstrate the ability to document the findings of an objective head to toe assessment and
identify abnormal findings.
Course Competency:
Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.
Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary
systems.
Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and
regional lymphatics.
Apply assessment techniques for the neurological and respiratory systems.
Select appropriate physical examination skills for the cardiovascular and peripheral vascular
systems.
Instructions:
Content:
Objective findings including short descriptive paragraph of findings for each section.
Actual or potential risk factors for the client based on the assessment findings with
description or reason for selection of them.
Format:
Standard American English (correct grammar, punctuation, etc.)
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