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  • [Solved] Module 1 Project 1

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    Please see attachment below for assignment details. – ## ModuleOneShortAnswerAssignmentGuidelinesandRubric.html.zip **## ModuleOneShortAnswerAssignmentGuidelinesandRubric.html.zip** ## Module One Short Answer Assignment Guidelines and Rubric.html ## HUM 102 Module One Short Answer Assignment Guideli…

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    Please see attachment below for assignment details.

    – ## ModuleOneShortAnswerAssignmentGuidelinesandRubric.html.zip

    **## ModuleOneShortAnswerAssignmentGuidelinesandRubric.html.zip**

    ## Module One Short Answer Assignment Guidelines and Rubric.html

    ## HUM 102 Module One Short Answer Assignment Guidelines and Rubric

    ### Overview

    Creative works help us make sense of the world around us. This assignment will allow you to explore how creative works from the subject areas in the humanities (visual art, performing art, literary art) can help us better understand important topics. You will write about three creative works of your choice that portray the same topic in similar or different ways.

    ### Directions

    For this short answer assignment, first choose a topic that interests you (for example, family, money, climate change, and so on). Next, select three creative works that portray this topic. One creative work should come from each humanities subject area (one work of visual art, one work of performing art, and one work of literary art). You can find the table with these categories in the module guide.

    You can find creative works from the three humanities subject areas in the textbook, on the internet, or anywhere else around you that has a creative work that portrays the topic you chose.

    Specifically, you must address the following:

    #### Three Creative Works

    1. Rationale: State the artist and title of each of the three creative works you selected, then explain your rationale for selecting the three creative works. Include the following in your response:

    1. What do you connect to about each creative work?
    2. What emotions does each work evoke in you?

    #### One Work in Depth

    1. Make Sense: Choose one of the works you selected and be certain to clearly state the artist and title, then explain how the work helps the audience make sense of the topic it portrays. Consider the following in your response:

    1. What insights about the topic does the creative work convey to an audience?
    2. How does experiencing this creative work help an audience understand more about this topic?

    ### What to Submit

    Your submission should be a 1-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your paper. While you won't be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2‒5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### Module One Short Answer Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Three Creative Works: Rationale | Explains the rationale for selecting the three creative works including what the connection is to each work and what emotions these works evoke | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include stating the artist and title of the work(s) or a clearer or more thorough explanation of the connection to the work(s) or what emotions the work(s) evoked | Does not attempt criterion | 47.5 |
    | One Work in Depth: Make Sense | Explains how the work helps the audience make sense of the topic it portrays | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer and more detailed explanation of how the work helps the audience make sense of the topic, insights the work gives about the topic, or clarification of the additional understanding the creative work offers | Does not attempt criterion | 47.5 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Total: | 100% |

    **## ModuleOneShortAnswerAssignmentGuidelinesandRubric.html.zip**

    ## Module One Short Answer Assignment Guidelines and Rubric.html

    ## HUM 102 Module One Short Answer Assignment Guidelines and Rubric

    ### Overview

    Creative works help us make sense of the world around us. This assignment will allow you to explore how creative works from the subject areas in the humanities (visual art, performing art, literary art) can help us better understand important topics. You will write about three creative works of your choice that portray the same topic in similar or different ways.

    ### Directions

    For this short answer assignment, first choose a topic that interests you (for example, family, money, climate change, and so on). Next, select three creative works that portray this topic. One creative work should come from each humanities subject area (one work of visual art, one work of performing art, and one work of literary art). You can find the table with these categories in the module guide.

    You can find creative works from the three humanities subject areas in the textbook, on the internet, or anywhere else around you that has a creative work that portrays the topic you chose.

    Specifically, you must address the following:

    #### Three Creative Works

    1. Rationale: State the artist and title of each of the three creative works you selected, then explain your rationale for selecting the three creative works. Include the following in your response:

    1. What do you connect to about each creative work?
    2. What emotions does each work evoke in you?

    #### One Work in Depth

    1. Make Sense: Choose one of the works you selected and be certain to clearly state the artist and title, then explain how the work helps the audience make sense of the topic it portrays. Consider the following in your response:

    1. What insights about the topic does the creative work convey to an audience?
    2. How does experiencing this creative work help an audience understand more about this topic?

    ### What to Submit

    Your submission should be a 1-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your paper. While you won't be graded on the quality of your citations in this assignment, you may receive guidance from your instructor on how to properly cite sources.

    Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2‒5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

    ### Module One Short Answer Assignment Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Three Creative Works: Rationale | Explains the rationale for selecting the three creative works including what the connection is to each work and what emotions these works evoke | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include stating the artist and title of the work(s) or a clearer or more thorough explanation of the connection to the work(s) or what emotions the work(s) evoked | Does not attempt criterion | 47.5 |
    | One Work in Depth: Make Sense | Explains how the work helps the audience make sense of the topic it portrays | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a clearer and more detailed explanation of how the work helps the audience make sense of the topic, insights the work gives about the topic, or clarification of the additional understanding the creative work offers | Does not attempt criterion | 47.5 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 5 |
    | Total: | 100% |

  • [Solved] Module 1 project 1 IDS-104

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    Please see attachment below – ## ModuleOneShortPaperGuidelinesandRubric.html.zip **## ModuleOneShortPaperGuidelinesandRubric.html.zip** ## Module One Short Paper Guidelines and Rubric.html ## IDS 104 Module One Short Paper Guidelines and Rubric ### Overview Digital communities are everywhere, from s…

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    Assignment Prompt & Instructions

    Please see attachment below

    – ## ModuleOneShortPaperGuidelinesandRubric.html.zip

    **## ModuleOneShortPaperGuidelinesandRubric.html.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## IDS 104 Module One Short Paper Guidelines and Rubric

    ### Overview

    Digital communities are everywhere, from social media groups and online learning forums to gaming and hobby-based platforms. These spaces bring people together with shared interests, goals, or experiences, and often become valuable resources for connection and support. Understanding the dynamics among various digital communities is important not only for academic growth, but also for navigating professional networking spaces and personal interest groups.

    ### Directions

    In this assignment, you will explore two types of digital communities from the "List of Digital Communities” located in the Supporting Materials section. This assignment will help you build awareness of how to engage meaningfully with digital spaces and prepare you to make informed decisions in online environments.

    Specifically, you must address the following rubric criteria:

    1. Describe a digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    2. Describe an additional digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    3. Discuss how each digital community you described could support your academic or personal growth. Consider the following:

    1. How might participating in one or both of these communities help you feel more connected or motivated?
    2. What kind of support or resources could you gain?

    ### What to Submit

    Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    ### Supporting Materials

    The following resource supports your work on this short paper:

    [List of Digital Communities](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20One%20List%20of%20Digital%20Communities.docx?isCourseFile=true)
    Use this list to complete the short paper.

    ### Module One Short Paper Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Digital Community | Describes a digital community from one of the categories on the provided list, including the main purpose or focus of the community, who typically participates in the community, and what tools or platforms members use to interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a community from the list provided, discussing the main purpose or focus of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Additional Digital Community | Describes an additional digital community from one of the categories on the provided list, including the main purpose or focus of the group, who typically participates in the community, and how members interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a different community from the list provided, discussing the main purpose of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Academic or Personal Growth | Discusses how each digital community described could support their academic or personal growth | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing both digital communities selected and how they may support their academic or personal growth | Does not attempt criterion | 30 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    ## Course Documents/IDS 104 Module One List of Digital Communities.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/module-1-project-1-ids-104)

    ## IDS 104 List of Digital Communities

    Using the following list, select two digital communities from the categories provided to complete the Module One Short Paper Assignment. Examples for each category have been provided; you may also select an example that is not listed.

    ·
    **Learning Community**

    · Online course discussion groups

    · Massive Open Online Course (MOOC) communities

    · How-to groups

    · SNHUconnect

    ·
    **Professional or Networking Community**

    · Social media dedicated to professionals

    · Professional associations

    · Trade union sites

    · Conferences

    · Military

    ·
    **Local Community**

    · Social media neighborhood groups

    · Swap and trade “buy nothing” groups

    · Political campaigns

    · Local governments and organizations

    ·
    **Support Community**

    · Counseling and recovery programs

    · Parenting forums

    · LGBTQIA+ forums

    · Grief support

    · Refugee support

    · Weight loss, pregnancy, health-related groups

    ·
    **Fan Community**

    · Pop culture fandoms

    · Sports team fandoms

    · Conventions

    · Brands

    · Influencers

    ·
    **Gaming Community**

    · Players/enthusiasts

    · “Clans,” guilds, clubs

    ·
    **Hobby Community**

    · Homesteading, gardening

    · Live action role playing (LARP)

    · Genealogy

    · Book clubs

    ## image1.png

    ## image2.svg

    **## ModuleOneShortPaperGuidelinesandRubric.html.zip**

    ## Module One Short Paper Guidelines and Rubric.html

    ## IDS 104 Module One Short Paper Guidelines and Rubric

    ### Overview

    Digital communities are everywhere, from social media groups and online learning forums to gaming and hobby-based platforms. These spaces bring people together with shared interests, goals, or experiences, and often become valuable resources for connection and support. Understanding the dynamics among various digital communities is important not only for academic growth, but also for navigating professional networking spaces and personal interest groups.

    ### Directions

    In this assignment, you will explore two types of digital communities from the "List of Digital Communities” located in the Supporting Materials section. This assignment will help you build awareness of how to engage meaningfully with digital spaces and prepare you to make informed decisions in online environments.

    Specifically, you must address the following rubric criteria:

    1. Describe a digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    2. Describe an additional digital community from one of the categories on the provided list. Include the following:

    1. What is the main purpose or focus of the community?
    2. Who typically participates in this community?
    3. What tools or platforms do members use to interact or share information with each other?
    3. Discuss how each digital community you described could support your academic or personal growth. Consider the following:

    1. How might participating in one or both of these communities help you feel more connected or motivated?
    2. What kind of support or resources could you gain?

    ### What to Submit

    Submit your short paper as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    ### Supporting Materials

    The following resource supports your work on this short paper:

    [List of Digital Communities](https://www.sweetstudy.com/questions/Course%20Documents/IDS%20104%20Module%20One%20List%20of%20Digital%20Communities.docx?isCourseFile=true)
    Use this list to complete the short paper.

    ### Module One Short Paper Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Digital Community | Describes a digital community from one of the categories on the provided list, including the main purpose or focus of the community, who typically participates in the community, and what tools or platforms members use to interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a community from the list provided, discussing the main purpose or focus of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Additional Digital Community | Describes an additional digital community from one of the categories on the provided list, including the main purpose or focus of the group, who typically participates in the community, and how members interact or share information | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include selecting a different community from the list provided, discussing the main purpose of the community, describing who typically participates in the community, or discussing what tools or platforms members of the group use to interact with each other | Does not attempt criterion | 30 |
    | Academic or Personal Growth | Discusses how each digital community described could support their academic or personal growth | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing both digital communities selected and how they may support their academic or personal growth | Does not attempt criterion | 30 |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
    | Total: | 100% |

    ## Course Documents/IDS 104 Module One List of Digital Communities.docx

    ![SNHU logo](https://www.sweetstudy.com/questions/module-1-project-1-ids-104)

    ## IDS 104 List of Digital Communities

    Using the following list, select two digital communities from the categories provided to complete the Module One Short Paper Assignment. Examples for each category have been provided; you may also select an example that is not listed.

    ·
    **Learning Community**

    · Online course discussion groups

    · Massive Open Online Course (MOOC) communities

    · How-to groups

    · SNHUconnect

    ·
    **Professional or Networking Community**

    · Social media dedicated to professionals

    · Professional associations

    · Trade union sites

    · Conferences

    · Military

    ·
    **Local Community**

    · Social media neighborhood groups

    · Swap and trade “buy nothing” groups

    · Political campaigns

    · Local governments and organizations

    ·
    **Support Community**

    · Counseling and recovery programs

    · Parenting forums

    · LGBTQIA+ forums

    · Grief support

    · Refugee support

    · Weight loss, pregnancy, health-related groups

    ·
    **Fan Community**

    · Pop culture fandoms

    · Sports team fandoms

    · Conventions

    · Brands

    · Influencers

    ·
    **Gaming Community**

    · Players/enthusiasts

    · “Clans,” guilds, clubs

    ·
    **Hobby Community**

    · Homesteading, gardening

    · Live action role playing (LARP)

    · Genealogy

    · Book clubs

    ## image1.png

    ## image2.svg

  • [Solved] Business Finance – Operations Management Homework

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    In-depth study guidance and analytical solution covering Business Finance – Operations Management Homework.

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  • [Solved] shel4045.1

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Research Designs

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    In-depth study guidance and analytical solution covering Research Designs.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] reflection paper

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    In-depth study guidance and analytical solution covering reflection paper.

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  • [Solved] help with edu 71

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    In-depth study guidance and analytical solution covering help with edu 71.

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  • [Solved] Clients

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    In-depth study guidance and analytical solution covering Clients.

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  • [Solved] shel4045

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    there are 4 assignments here–deliver each at interval of 5 hrs Ai report needed– follow all compentencies needed in each to avoid revision 1=4pages 2=2pages 3=4pages 4=5pages \ instrucNURSFPX4045Assessment1withissue.zip](https://www.sweetstudy.com/files/instrucnursfpx4045assessment1withissue-zip-…

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    Assignment Prompt & Instructions

    there are 4 assignments here–deliver each at interval of 5 hrs
    Ai report needed– follow all compentencies needed in each to avoid revision
    1=4pages
    2=2pages
    3=4pages
    4=5pages
    \
    instrucNURSFPX4045Assessment1withissue.zip](https://www.sweetstudy.com/files/instrucnursfpx4045assessment1withissue-zip-10438741 "instrucNURSFPX4045Assessment1withissue.zip")
    \
    instructionNURSFPX4045Assessment2.zip](https://www.sweetstudy.com/files/instructionnursfpx4045assessment2-zip "instructionNURSFPX4045Assessment2.zip")
    \
    instructionNURS-FPX4045Assessment3withlynncase.zip](https://www.sweetstudy.com/files/instructionnurs-fpx4045assessment3withlynncase-zip "instructionNURS-FPX4045Assessment3withlynncase.zip")
    \
    InstructionNURSFPX4045Assessment4Questions.zip](https://www.sweetstudy.com/files/instructionnursfpx4045assessment4questions-zip "InstructionNURSFPX4045Assessment4Questions.zip")

  • [Solved] 4 soaps needed RW

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    4 soaps needed RW – ## AGPCSOAPNoteAssignmentInstructions.pdf – ## SOAPNoteTemplate-Final1_124176454.PDF **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you c…

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    4 soaps needed RW

    – ## AGPCSOAPNoteAssignmentInstructions.pdf

    – ## SOAPNoteTemplate-Final1_124176454.PDF

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## SOAPNoteTemplate-Final1_124176454.PDF**

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought

    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Use the “OLDCART” approach for collecting data and documenting

    findings. [O=onset, L=location, D=duration, C=characteristics,

    A=associated/aggravating factors, R=relieving factors, T=treatment,

    S=summary]

    PMH: This should include past illness/diagnosis, conditions, traumas,

    hospitalizations, and surgical history. Include dates if possible.

    ALLERGIES State the offending medication/food and the reactions.

    MEDICATIONS Names, dosages, and routes of administration along with indication of

    use.

    SH Related to the problem, educational level/literacy, smoking, alcohol,

    drugs, HIV risk, sexually active, caffeine, work and other stressors.

    Cultural and spiritual beliefs that impact health and illness. Financial

    resources.

    FH Use terms like maternal, paternal, and the diseases along with the ages

    they were deceased or diagnosed if known.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Required for all SOAP notes: Immunizations, exercise, diet, etc.

    Remember to use the United States Clinical Preventative Services Task

    Force (USPSTF) for age-appropriate indicators. This should reflect what

    the patient is presently doing regarding the guidelines. Other wellness

    visits including but not limited to dental and eye exams.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional

    Head

    Eyes

    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral

    Vascular

    Respiratory

    Breast

    Gastrointestinal

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    [https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Genitourinary
    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    Endocrine

    Hematologic/Lymphatic
    Allergic/Immunologic

    Other

    O: OBJECTIVE DATA
    VITALS: HR: RR: BP: Temp:

    SpO2%: Ht: Wt: BMI:

    Age: LMP: PAIN:

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance

    Head

    Eyes

    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular

    Respiratory

    Breast

    Gastrointestinal
    Genitourinary Male

    • External Exam

    • Internal Exam

    Genitourinary Female

    • External Exam

    • Internal Exam

    Musculoskeletal

    Integumentary

    Neurological

    Psychiatric

    Endocrine

    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Allergic/Immunologic

    Other

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1.

    2.

    3.

    VISIT CODES CPT BILLING CODES

    DIAGNOSTICS

    POC TESTING

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1. Diagnosis:

    Diagnostics Order: labs, diagnostics testing (tests that you planned

    for/ordered during the encounter that you plan to review/evaluate

    relative to your work up for the patient’s chief complaint.)

    Therapeutic: changes in meds, skin care, counseling, include full

    prescribing information for any pharmacologic interventions

    including quantity and number of refills for any new or refilled

    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no

    refills)

    Education: information clients need in order to address their health

    problems. Include follow-up care. Anticipatory guidance and

    counseling.

    SOAP Note _______
    NU___:_________

    Herzing University

    Name:_________________________
    Typhon Encounter #: _____________________

    Comprehensive:____Focused:____

    Consultation/Collaboration: referrals or consult while in clinic with

    another provider. If no referral made was there a possible referral

    you could make and why? Advance care planning.

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    Enter Guidance, Health Promotion, and/or Disease Prevention for

    patient, family, and/or caregiver.

    FOLLOW UP

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