NURS 6512 Lab Assignment: Assessing the Genitalia and Rectum

NURS 6512 Lab Assignment: Assessing the Genitalia and Rectum

Assessing the Genitalia and Rectum

Genitourinary conditions are common encounters in nursing practice. The problems affect the patient’s health, well-being, and quality of life. Nurse practitioners utilize subjective and objective data alongside diagnostic and laboratory investigations to develop accurate diagnoses for their clients. Evidence-based guidelines inform the developed treatments that aim at promoting recovery while minimizing the risk of adverse events. Therefore, this essay analyzes R.G.’s case study. The topics analyzed include additional subjective and objective information that should be obtained from the patient if subjective and objective data support the assessment, required diagnostics, rejecting or accepting the diagnosis, and possible differential diagnoses.

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Additional Subjective Information

Subjective information refers to the data that the practitioner obtains from the patient or significant others who can offer health-related information about the patient. Subjective data is a symptom as it is based on the patient’s experiences with the disease. The case study has inadequate subjective data. First, the nurse practitioner should provide adequate data about the character of the pain. This includes data such as whether the flank pain is sharp, dull, aching, or crushing. The nurse should also ascertain if the pain radiates to other body parts (Herness et al., 2020). The factors that alleviate or aggravate the urgency and dysuria should also be captured in the subjective data portion. R.G. reports that she currently uses Tylenol. Information about its effectiveness in reducing the symptoms should be obtained.

The practitioner should also obtain information about the color, smell, and amount of urine. Patients with sexually transmitted infections often report frequent urination but reduced urine volume. Abnormal urine smell might indicate urinary tract infections or sexually transmitted infections. Information about the client’s sexual and reproductive life should also be obtained. This includes her sexual habits and last menstrual period. Multiple sexual partners increase the risk of sexually transmitted infections. Information about the treatments used in the past for sexually transmitted infections should also be obtained and their effectiveness. This will guide the current treatment regime (Hudson & Mortimore, 2020). Additional information such as recent use of medications and practices such as douching should also be obtained. Douching has been associated with an increased risk of urinary tract infections.

Additional Objective Information

Objective data refers to the information that the healthcare provider obtains through methods such as inspection, auscultation, percussion, and palpation. The data is obtained through physical examination. Healthcare providers use objective data to validate subjective data. R.G.’s case study is short of objective data. First, the practitioner should assess all the body systems to rule out other possible conditions that could be attributed to the problem (Hudson & Mortimore, 2020). For example, HEENT assessment should provide information about the presence or absence of head trauma, eye drainage, jaundice, neck rigidity, jugular venous distention, nasal flaring, rhinorrhea, and postnasal drainage.

The cardiovascular system should be assessed for abnormal findings such as adventitious heart sounds, peripheral edema, and cyanosis. The respiratory system should be assessed for the presence or absence of adventitious breath sounds, chest pain, and cough. The endocrine system should also be assessed for lymphadenopathy. The client’s musculoskeletal system should be assessed for abnormal problems such as fractures, joint pain, or inflammation. The neurological system should be assessed for problems with balance, coordination, bladder, and bowel control (Herness et al., 2020). A comprehensive assessment of all the body systems is crucial to enable accurate diagnosis and ruling out potential differentials that could be contributing to R.G.’s problem.

If Subjective and Objective Information Support the Assessment

Subjective and objective information support R.G.’s assessment. As noted above, subjective data refers to the information the patient gives about their health problem while objective data refers to that obtained by the healthcare provider. The subjective data that support the assessment in the case study include her history of the presenting illness, information about her past medical history, past surgical history, current use of medication, family history, social history, and history of allergies. The objective data that supports the assessment include vital signs and abdominal assessment. Therefore, subjective and objective data support the client’s assessment.

Appropriate Diagnostics

One of the diagnostics that should be ordered besides urinalysis is the VDRL test. A VDRL test will help rule out sexually transmitted infections. Blood cultures should also be ordered to confirm the presence of an infection. The results will guide the client’s prescription of antibiotics. Ultrasound and CT scans might also be ordered should the provider suspect urinary retention, perinephric abscess, and obstructive pyelonephritis (Herness et al., 2020). Renal tract ultrasound might be required should the provider suspect ascending pyelonephritis.

Rejecting or Accepting the Current Diagnosis

I will accept the current diagnosis of urinary tract infection and reject sexually transmitted infections. R.G.’s complaints align the most with those seen in acute pyelonephritis. Pyelonephritis is a complication associated with urinary tract infection. It develops from an ascending urinary tract infection, which leads to bladder and kidney colonization by bacteria. Patients affected by pyelonephritis experience symptoms seen in R.G.’s case study. They include flank pain, fever, dysuria, increased urinary urgency, and frequency (Herness et al., 2020; Hudson & Mortimore, 2020). The absence of subjective complaints such as foul-smelling and yellow discharge rules out sexually transmitted infections.

Five Possible Differential Diagnoses

Syphilis: Syphilis is the first differential diagnosis that should be considered for this patient. Syphilis is a sexually transmitted infection spread through direct contact with infected media. Patients with syphilis often experience symptoms such as chancre, skin rash, genital or oral warts, fever, weight loss, hair loss, fatigue, lymphadenopathy, and muscle pains. R.G. might have some of the symptoms such as fever (Luo et al., 2021). However, she does not show other signs such as lymphadenopathy, chancre, and skin rashes, hence, making syphilis the least likely diagnosis.

Urethritis: Urethritis is the other differential diagnosis that should be considered for R.G. Urethritis is the inflammation of the urethra. It is a complication of a lower urinary tract infection. Most patients who are diagnosed with urethritis have sexually transmitted infections. Patients often present to the hospital with complaints that include pruritus, dysuria, and urethral discharge (Sarier & Kukul, 2019). The absence of symptoms such as urethral discharge rules out urethritis in R.G.’s case study.

Vulvovaginitis: Vulvovaginitis is the other differential diagnosis that should be considered for R.G. Vulvovaginitis is the inflammation of the vagina and vulva. Vulvovaginitis develops from causes such as genital irritation, infections, and skin diseases that include eczema. The most common symptoms seen in the affected populations include vaginal discharge and itching, pain during sex, dysuria, and spotting (Itriyeva, 2020). R.G.’s case study does not show symptoms such as vaginal irritation and spotting, which rule out vulvovaginitis.

Cervicitis: Cervicitis is the other differential to be considered in the case study. Cervicitis refers to the cervical inflammation. Causes such as sexually transmitted infections are associated with cervicitis. The affected patients often experience symptoms such as white, yellow, or gray vaginal discharge, light vaginal bleeding, pain during sex, and feelings of vaginal or vulva irritation (Shroff, 2023).

Pelvic inflammatory disease: Pelvic inflammatory disease is the other differential diagnosis that should be considered in the case study. Pelvic inflammatory disease is a complication that develops from the infection of the upper reproductive organs. The affected patients experience symptoms such as pelvic and abdominal pain, abnormal, foul-smelling vaginal discharge, pain during sex, fever, and dysuria (Curry et al., 2019; Ravel et al., 2021). R.G. reports symptoms such as pelvic pain, fever, and dysuria. However, the absence of foul-smelling vaginal discharge makes pelvic inflammatory disease the least likely cause of her problems.

Conclusion

In summary, additional subjective and objective information should be obtained in R.G.’s case study. I will accept the diagnosis of urinary tract infection and reject sexually transmitted infections based on the client’s presenting symptoms and objective data. Subjective and objective data support R.G.’s assessment. The possible differential diagnoses identified in the analysis should be ruled out by undertaking further laboratory investigations and diagnostics.

References

Curry, A., Williams, T., & Penny, M. L. (2019). Pelvic Inflammatory Disease: Diagnosis, Management, and Prevention. American Family Physician, 100(6), 357–364.

Herness, J., Buttolph, A., & Hammer, N. C. (2020). Acute Pyelonephritis in Adults: Rapid Evidence Review. 102(3).

Hudson, C., & Mortimore, G. (2020). The diagnosis and management of a patient with acute pyelonephritis. British Journal of Nursing, 29(3), 144–150. https://doi.org/10.12968/bjon.2020.29.3.144

Itriyeva, K. (2020). Evaluation of vulvovaginitis in the adolescent patient. Current Problems in Pediatric and Adolescent Health Care, 50(7), 100836. https://doi.org/10.1016/j.cppeds.2020.100836

Luo, Y., Xie, Y., & Xiao, Y. (2021). Laboratory Diagnostic Tools for Syphilis: Current Status and Future Prospects. Frontiers in Cellular and Infection Microbiology, 10. https://www.frontiersin.org/articles/10.3389/fcimb.2020.574806

Ravel, J., Moreno, I., & Simón, C. (2021). Bacterial vaginosis and its association with infertility, endometritis, and pelvic inflammatory disease. American Journal of Obstetrics and Gynecology, 224(3), 251–257. https://doi.org/10.1016/j.ajog.2020.10.019

Sarier, M., & Kukul, E. (2019). Classification of non-gonococcal urethritis: A review. International Urology and Nephrology, 51(6), 901–907. https://doi.org/10.1007/s11255-019-02140-2

Shroff, S. (2023). Infectious Vaginitis, Cervicitis, and Pelvic Inflammatory Disease. Medical Clinics, 107(2), 299–315.

ORDER A PLAGIARISM-FREE PAPER HERE

This week you will look at

  • Evaluate abnormal findings on the genitalia and rectum
  • Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the breasts, genitalia, prostate, and rectum

 

This week you will have an analysis of a SOAP note.  It is important to remember that this is not to be in SOAP note format.  This should be a narrative paper.

 

Here is the case that you will base this on:

GENITALIA ASSESSMENT

Subjective:

  • CC: dysuria and urinary frequency
  • HPI: RG is a 30 year old female with increase urinary frequency and dysuria that began 3 days ago. Pain is intermittent and described a burning only in urination, but c/o flank pain since last night. Reports intermittent chills and fever. Used Tylenol for pain with no relief. She rates her pain 6/10 on urination. Reports a similar episode 3 years ago.
  • PMH: UTI 3 years ago
  • PSHx: Hysterectomy at 25 years
  • Medication: Tylenol 1000 mg PO every 6 hours for pain
  • FHx: Mother breast cancer ( alive) Father hypertension (alive)
  • Social: Single, no tobacco , works as a bartender, positive for ETOH
  • Allergies: PCN and Sulfa
  • LMP: N/A

Review of Symptoms:

  • General: Denies weight change, positive for sleeping difficulty because e the flank pain. Feels warm.
  • Abdominal: Denies nausea and vomiting. No appetite

Objective:

  • VS: Temp 100.9; BP: 136/80; RR 18; HT 6’.0”; WT 135lbs
  • Abdominal: Bowel sounds present x 4. Palpation pain in both lower quadrants. CVA tenderness
  • Diagnostics: Urine specimen collected, STD testing

Assessment:

  • UTI
  • STD

PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

 

Assignment 2:  The other assignment this week is your practicum application.  For this Assignment, you will either submit your Practicum Application or you will submit a revised/updated Practicum Plan that indicates when you plan to take the Practicum courses.

If you have any questions please let me know!

Lab Assignment: Assessing the Genitalia and Rectum

Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

  • Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
    • Chapter 17, “Breasts and Axillae”
      This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.
    • Chapter 19, “Female Genitalia”
      In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.
    • Chapter 20, “Male Genitalia”
      The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.
    • Chapter 21, “Anus, Rectum, and Prostate”
      This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.
  • Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
    Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

    • Download Chapter 37, “Vaginal Discharge and Itching”
      This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.
  • Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
    • Chapter 3, “SOAP Notes” (Previously read in Week 8)

Links to an external site..

  • Links to an external site. https://www.cdc.gov/std/#
    This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.
  • Document: Final Exam Review (Word document)

Required Media

Special Examinations – Breast, Genital, Prostate, and Rectal – Week 10 (14m)

 

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/

Links to an external site.

Optional Resources

  • LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2020). DeGowin’s diagnostic examination (11th ed.). New York, NY: McGraw Hill Medical.
    • Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 380-390)
      Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.
    • Chapter 11, “The Female Genitalia and Reproductive System”
      In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.
    • Chapter 12, “The Male Genitalia and Reproductive System”
      The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.
    • Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid”
  • Links to an external site. The Journal for Nurse Practitioners, 15(2), 189–194.e2. https://doi.org/10.1016/j.nurpra.2018.09.005

To Prepare

  • Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
  • Based on the Episodic note case study:
    • Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
    • Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
    • Consider what history would be necessary to collect from the patient in the case study.
    • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
    • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Lab Assignment

Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.

  • Analyze the subjective portion of the note. List additional information that should be included in the documentation.
  • Analyze the objective portion of the note. List additional information that should be included in the documentation.
  • Is the assessment supported by the subjective and objective information? Why or why not?
  • Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
  • Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.

By Day 7 of Week 10

Submit your Assignment.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

  1. To submit your completed assignment, save your Assignment as WK10Assgn1+last name+first initial
  2. Then, click on Start Assignment near the top of the page.
  3. Next, click on Upload File and select Submit Assignment for review.

Rubric

NURS_6512_Week_10_Assignment1_Rubric

NURS_6512_Week_10_Assignment1_Rubric

Criteria Ratings Pts
This criterion is linked to a Learning Outcome With regard to the SOAP note case study provided and using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature:·   Analyze the subjective portion of the note. List additional information that should be included in the documentation.
12 to >9.0 ptsExcellent

The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation.

9 to >6.0 ptsGood

The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.

6 to >3.0 ptsFair

The response vaguely analyzes the subjective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.

3 to >0 ptsPoor

The response inaccurately analyzes the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.

12 pts
This criterion is linked to a Learning Outcome ·   Analyze the objective portion of the note. List additional information that should be included in the documentation.
12 to >9.0 ptsExcellent

The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation.

9 to >6.0 ptsGood

The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.

6 to >3.0 ptsFair

The response vaguely analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.

3 to >0 ptsPoor

The response inaccurately analyzes the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.

12 pts
This criterion is linked to a Learning Outcome ·  Is the assessment supported by the subjective and objective information? Why or why not?
16 to >13.0 ptsExcellent

The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation.

13 to >10.0 ptsGood

The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a clear explanation.

10 to >7.0 ptsFair

The response vaguely identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.

7 to >0 ptsPoor

The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation.

16 pts
This criterion is linked to a Learning Outcome ·   What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
20 to >17.0 ptsExcellent

The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis.

17 to >14.0 ptsGood

The response accurately describes appropriate diagnostic tests for the case and explains how the test results would be used to make a diagnosis.

14 to >11.0 ptsFair

The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis.

11 to >0 ptsPoor

The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis.

20 pts
This criterion is linked to a Learning Outcome ·   Would you reject or accept the current diagnosis? Why or why not?·   Identify three possible conditions that may be considered as a differenial diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
25 to >22.0 ptsExcellent

The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature.

22 to >19.0 ptsGood

The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained using three different references from current evidence-based literature.

19 to >16.0 ptsFair

The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two to three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three or fewer references from current evidence-based literature.

16 to >0 ptsPoor

The response inaccurately states or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies three or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using two or fewer references from current evidence-based literature.

25 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 ptsExcellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.0 ptsGood

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3 to >2.0 ptsFair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

2 to >0 ptsPoor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.

5 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 ptsExcellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 ptsGood

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 to >2.0 ptsFair

Contains several (3 or 4) grammar, spelling, and punctuation errors.

2 to >0 ptsPoor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.
5 to >4.0 ptsExcellent

Uses correct APA format with no errors.

4 to >3.0 ptsGood

Contains a few (1 or 2) APA format errors.

3 to >2.0 ptsFair

Contains several (3 or 4) APA format errors.

2 to >0 ptsPoor

Contains many (≥ 5) APA format errors.

5 pts
Total Points: 100

 


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