Need Response For Below Discusssion

APA format for SOAP NOTE 3 peer review articles 1 and half pages long please follow below instructions

Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition and justify your reasoning

case Study #3 Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked

Cc: “Earache right ear”

HPI: Patient is an 11-year-old Caucasian boy who was brought in by his grandmother after complaining about having a mild earache for the past two days. Patient states that the pain is worse when he falls asleep and that it has become harder for him to hear, grandmother believes that he feels warm but has not taken his temperature

Medications: Patient does not take any medications

PMH: No significant illnesses, shots are up to date

FH: No history of previous ear concerns no family history of ear disease. During the school year, patient lives at home with his mother, father and he does not have pets. Patient is staying with grandmother and grandfather most of summer

SH: Student in public school and is currently on summer break, has been spending a lot of time this summer in the pool per his grandmother that he is spending the summer with.

ROS: general: negative for chills fever currently

EENT: complains of mild right ear pain and mild hearing loss, denies tinnitus, denies pain in throat, or eye pain

VS: T 100.8, P 94, R 18, BP 98/64

General: Patient appears to be in mild pain, holding head to right side slightly

HEENT: right tympanic membrane obscured, ear canal is read and has a musty odor from ear canal with small amount of watery drainage, head is normocephalic without signs of trauma, no nasal drainage, PEARL, no complaints of sore throat, no redness in throat

SKIN: Warm and dry, good skin turgor, prominent tan

NECK: No lymph node edema or signs of pain on palpation

NEUROLOGICAL: No complaints of headache or dizziness

Diagnostic results. WBC slightly elevated, low grade temp

Differential Diagnoses:

1) Acute Otitis Externa

2) Acute Otitis Media

3) Pharyngitis

Primary diagnoses/presumptive diagnoses: Acute otitis media

P – not indicated per template

Assessing for a possible ear infection would require additional information from the patient in addition to a physical assessment of the ear and the patient. Obtaining background information including recent travel, activities, family history, trauma, history of previous illnesses and treatments that have been used for treatment that were successful or not successful.

Diagnostic studies used to diagnose the specific pathogen would include obtaining a culture of purulent drainage, simple otoscopy was mostly used for diagnosing AOM (D’silva, 2013) or a more invasive way of evaluating white blood cell elevation is by completing a CBC which is not used as often as visual inspection of the ear canal. White blood cell count (WBC), a classical inflammation marker, is also used in many scoring systems during routine daily clinical practice (Kutlucan et al., n.d.). Using data from a CBC can also provide information about the patient’s overall health.

Otitis externa

Acute otitis externa is the most common infection of the external auditory canal (Demirel et al., 2018). Ball describes (2015) symptoms of otitis externa as having watery to purulent and thick drainage mixed with pus with a musty odor and usually occurs after swimming.

Acute otitis media

Acute otitis media is one of the most frequent bacterial infections in children, and one of the primary reasons for the prescription of antibiotics by pediatricians (Intakorn, n.d.). Otitis media can have an abrupt onset with fever, feeling of a blockage, and interferes with sleep. The middle ear fills with pus causing conductive hearing loss (Ball).

Acute pharyngitis:

Acute respiratory infections are one of the most common diseases, accounting for one of the main causes of patient visits to community health centers and hospitals (Yuniar, 2017). Ball (2015) describes a patient with acute pharyngitis as having a sore throat with deferred pain in ears and dysphagia with fever, malaise, fetid breath, abdominal pain and headache.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., Stewart, R. W. (2015). Seidel’s guide to

physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Demirel, H., Arlı, C., Özgür, T., İnci, M., & Dokuyucu, R. (2018). The Role of Topical

Thymoquinone in the Treatment of Acute Otitis Externa; an Experimental Study in

Rats. Journal of International Advanced Otology, 14(2), 285–289. /orders/doi-

org.ezp.waldenulibrary.org/10.5152/iao.2017.4213

D’silva, L., Parikh, R., Nanivadekar, A., & Joglekar, S. (2013). A Questionnaire-Based Survey

of Indian ENT Surgeons to Estimate Clinic Prevalence of Acute Otitis Media, Diagnostic

Practices, and Management Strategies. Indian Journal of Otolaryngology & Head & Neck

Surgery, 65, 575–581. /orders/doi-org.ezp.waldenulibrary.org/10.1007/s12070-012-0545-2

Intakorn, P., Sonsuwan, N., Noknu, S., Moungthong, G., Pircon, J.-Y., Liu, Y., … Hausdorff, W.

P. (n.d.). Haemophilus influenzae type b as an important cause of culture-positive acute

otitis media in young children in Thailand: a tympanocentesis-based, multi-center, cross-

sectional study. BMC PEDIATRICS, 14. /orders/doi-org.ezp.waldenulibrary.org

/10.1186/1471-2431-2431-14-157

Kutlucan, L., Kutlucan, A., Basaran, B., Dagli, M., Basturk, A., Kozanhan, B., … Kos, M. (n.d.).

The predictive effect of initial complete blood count of intensive care unit patients on

mortality, length of hospitalization, and nosocomial infections. EUROPEAN REVIEW

FOR MEDICAL AND PHARMACOLOGICAL SCIENCES, 20(8), 1467–1473.

Retrieved from

/orders/ezp.waldenulibrary.org/login?url=/orders/search.ebscohost.com/login.aspx?direct=t

rue&db=edswsc&AN=000380260000006&site=eds-live&scope=site

Yuniar, C. T., Anggadiredja, K., & Islamiyah, A. N. (2017). Evaluation of Rational Drug Use for

Acute Pharyngitis Associated with the Incidence and Prevalence of the Disease at Two

Community Health Centers in Indonesia. Scientia Pharmaceutica, 85(2), 1–10.

/orders/doi-org.ezp.waldenulibrary.org/10.3390/scipharm85020022

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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