Assignment: Lab Assignment: Assessing the Genitalia and Rectum NURS 6512N-32

April 5, 2022
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Assignment: Lab Assignment: Assessing the Genitalia and Rectum NURS 6512N-32

Assignment: Lab Assignment: Assessing the Genitalia and Rectum NURS 6512N-32

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Assignment: Lab Assignment: Assessing

the Genitalia and Rectum

Photo Credit: Getty Images
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.
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:
o 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.
o Search the Walden library or the Internet for evidence-based resources to support your
answers to the questions provided.
o Consider what history would be necessary to collect from the patient in the case study.
o 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?
o 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

Assignment Lab Assignment Assessing the Genitalia and Rectum NURS 6512N-32

Assignment Lab Assignment Assessing the Genitalia and Rectum NURS 6512N-32

Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK10Assgn+last
name+first initial.(extension)” as the name.
 Click the Week 10 Assignment Rubric to review the Grading Criteria for the
Assignment.

 Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading
criteria from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the
document you saved as “WK10Assgn+last name+first initial.(extension)” and
click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit
my paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 10 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 10 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 10
To participate in this Assignment:
Week 10 Assignment

What's Coming Up in Module 4?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will consider how evidence-based practice guidelines and ethical
considerations factor into health assessments. You specifically explore evidence-based
practice guidelines and ethical considerations for specific scenarios.
Week 11 Final Exam
Photo Credit: [DirtyDog_Creative]/[Vetta]/Getty Images
Next week, you take your Final Exam, which will cover the topics and resources from
Weeks 7, 8, 9, and 10 for this course. Please take the time to review and plan your time
accordingly so that you may be better prepared for your exam.
Next Module
To go to the next Module:
Module 4

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Learning Resources

Required Readings (click to expand/reduce)
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Seidel's guide to physical examination: An interprofessional
approach (9th 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.
Chapter 5, “Amenorrhea”
Amenorrhea, or the absence of menstruation, is the focus of this chapter.
The authors include key questions to ask patients when taking histories
and explain what to look for in the physical exam.
Chapter 6, “Breast Lumps and Nipple Discharge”
This chapter focuses on the important topic of breast lumps and nipple
discharge. Because breast cancer is the most common type of cancer in
women, it is important to get an accurate diagnosis. Information in the
chapter includes key questions to ask and what to look for in the physical
exam.
Chapter 7, “Breast Pain”
Determining the cause of breast pain can be difficult. This chapter
examines how to determine the likely cause of the pain through diagnostic
tests, physical examination, and careful analysis of a patient’s health
history.
Chapter 27, “Penile Discharge”
The focus of this chapter is on how to diagnose the causes of penile
discharge. The authors include specific questions to ask when gathering a
patient’s history to narrow down the likely diagnosis. They also give advice
on performing a focused physical exam.
Chapter 36, “Vaginal Bleeding”
In this chapter, the causes of vaginal bleeding are explored. The authors
focus on symptoms outside the regular menstrual cycle. The authors
discuss key questions to ask the patient as well as specific physical
examination procedures and laboratory studies that may be useful in
reaching a diagnosis.
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)
Cucci, E., Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015).
Sclerosing adenosis of the breast: Report of two cases and review of the
literature. Polish Journal of Radiology, 80, 122–127.
doi:10.12659/PJR.892706. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/

Sabbagh , C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., &
Regimbeau, J. M. (2014). What is the best position for analyzing the lower
and middle rectum and sphincter function in a digital rectal examination? A
randomized, controlled study in men. Digestive and Liver Disease, 46(12),
1082–1085. doi:10.1016/j.dld.2014.08.045

Westhoff , C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and
technology make the routine pelvic examination obsolete? Journal of
Women’s Health, 20(1), 5–10.

This article describes the benefits of new technology and
guidelines for pelvic exams. The authors also detail which
guidelines and technology may become obsolete.

Centers for Disease Control and Prevention. (2019). Sexually transmitted
diseases (STDs). Retrieved from http://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)

Optional Resource
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s
diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

 Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular
Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)
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” (pp.
541–562)
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” (pp. 563–584)
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”
(pp. 445–527)
Required Media (click to expand/reduce)
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/

Name: NURS_6512_Week_10_Assignment_Rubric

Excellent Good Fair Poor
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.

Points Range: 10 (10%) – 12 (12%)
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.
Points Range: 7 (7%) – 9 (9%)
The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.
Points Range: 4 (4%) – 6 (6%)
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.
Points Range: 0 (0%) – 3 (3%)
The response inaccurately analyzes the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
·   Analyze the objective portion of the note. List additional information that should be included in the documentation.
Points Range: 10 (10%) – 12 (12%)
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.
Points Range: 7 (7%) – 9 (9%)
The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.
Points Range: 4 (4%) – 6 (6%)
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.
Points Range: 0 (0%) – 3 (3%)
The response inaccurately analyzes the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation.
·  Is the assessment supported by the subjective and objective information? Why or why not?
Points Range: 14 (14%) – 16 (16%)
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.
Points Range: 11 (11%) – 13 (13%)
The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a clear explanation.
Points Range: 8 (8%) – 10 (10%)
The response vaguely identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.
Points Range: 0 (0%) – 7 (7%)
The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation.
·   What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
Points Range: 18 (18%) – 20 (20%)
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.
Points Range: 15 (15%) – 17 (17%)
The response accurately describes appropriate diagnostic tests for the case and explains how the test results would be used to make a diagnosis.
Points Range: 12 (12%) – 14 (14%)
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.
Points Range: 0 (0%) – 11 (11%)
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.
·   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.
Points Range: 23 (23%) – 25 (25%)
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.
Points Range: 20 (20%) – 22 (22%)
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.
Points Range: 17 (17%) – 19 (19%)
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.
Points Range: 0 (0%) – 16 (16%)
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.
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.
Points Range: 5 (5%) – 5 (5%)
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.
Points Range: 4 (4%) – 4 (4%)
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.
Points Range: 3 (3%) – 3 (3%)
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.
Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
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