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NR 569 EXAM PREP LATEST DIFFERENTIAL DIAGNR 569 EXAM PREP LATEST DIFFERENTIAL DIAGNOSIS IN ACUTE CARE PRACTICUMNOSIS IN ACUTE CARE PRACTICUM$19.49
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,1. What are the three main components of a differential diagnosis? Explain each
component briefly and give an example of how it can be applied in acute care settings.
Answer: The three main components of a differential diagnosis are: a) the problem list,
which is a summary of the patient's chief complaints, history, physical examination
findings, and laboratory results; b) the differential diagnosis list, which is a ranked list of
possible diagnoses that can explain the patient's problem list; and c) the diagnostic plan,
which is a set of tests, procedures, or interventions that can confirm or rule out the
diagnoses on the differential diagnosis list. For example, in acute care settings, a patient
who presents with chest pain, dyspnea, and diaphoresis may have a problem list that
includes acute coronary syndrome, pulmonary embolism, or anxiety disorder. The
differential diagnosis list may rank these diagnoses based on their likelihood and
severity, and the diagnostic plan may include an electrocardiogram, a chest X-ray, and a
D-dimer test.
2. What are some common sources of diagnostic errors in acute care settings? How can
they be prevented or minimized?
- Answer: Some common sources of diagnostic errors in acute care settings are: a)
cognitive biases, such as anchoring, confirmation, or availability bias, which can lead to
premature closure or misinterpretation of data; b) communication breakdowns, such as
incomplete handoffs, poor documentation, or lack of feedback, which can result in
missed or delayed information; and c) system factors, such as workload, time pressure,
or resource limitations, which can affect the quality and safety of care. To prevent or
minimize these errors, some strategies are: a) using structured tools and checklists to
guide the diagnostic process and avoid cognitive pitfalls; b) ensuring clear and effective
communication among the health care team members and with the patient and family;
and c) implementing system-level interventions to reduce diagnostic delays, improve
access to diagnostic tests, and enhance clinical decision support.
3. What are some key principles of evidence-based practice in differential diagnosis? How
can they be applied in acute care settings?
- Answer: Some key principles of evidence-based practice in differential diagnosis are: a)
using the best available evidence from high-quality research studies to inform the
diagnostic process; b) applying clinical judgment and expertise to interpret and apply the
evidence to the individual patient's context and preferences; and c) involving the patient
and family in shared decision making and informed consent. To apply these principles in
acute care settings, some steps are: a) conducting a focused literature search to find
relevant and reliable sources of evidence on the differential diagnosis of the patient's
problem; b) critically appraising the evidence for its validity, relevance, and applicability
to the patient's situation; and c) discussing the evidence with the patient and family and
,eliciting their values and preferences to reach a mutually agreeable diagnostic plan.
4. What are some common clinical decision rules or algorithms that can aid in differential
diagnosis in acute care settings? Give an example of how one of them can be used in
practice.
- Answer: Clinical decision rules or algorithms are standardized tools that use specific
criteria or variables to guide clinical decision making in differential diagnosis. They can
help reduce uncertainty, improve accuracy, and optimize resource utilization in acute
care settings. Some examples of common clinical decision rules or algorithms are: a) the
Wells criteria for pulmonary embolism, which uses clinical features and risk factors to
estimate the pretest probability of pulmonary embolism; b) the Ottawa ankle rules for
ankle injury, which uses physical examination findings to determine the need for ankle X-
ray; and c) the CURB-65 score for community-acquired pneumonia, which uses clinical
variables to assess the severity of pneumonia and guide management. For example, the
Wells criteria for pulmonary embolism can be used to stratify patients with suspected
pulmonary embolism into low-, moderate-, or high-risk groups based on their scores.
Depending on their risk level, different diagnostic tests can be ordered to confirm or
exclude pulmonary embolism.
5. What are some common pitfalls or challenges in differential diagnosis in acute care
settings? How can they be overcome or addressed?
- Answer: Some common pitfalls or challenges in differential diagnosis in acute care
settings are: a) dealing with complex or atypical presentations that do not fit into a
single diagnosis or category; b) managing multiple comorbidities or competing diagnoses
that may confound or obscure the primary diagnosis; c) recognizing rare or emerging
conditions that may not be familiar or well-studied; and d) balancing the need for timely
diagnosis with the risk of overdiagnosis or overtreatment. To overcome or address these
challenges, some approaches are: a) using a broad differential diagnosis that considers
all possible causes
Question 10.Question : Which of the following conditions is associated with
cigarette smoking?
Student Answer: Glaucoma
Increased sperm quality
Bladder cancer
Eczema
Points Received: 0 of 2
Comments:
, Question 11.Question : A chronic cough lasts longer than:
Student Answer: 3 weeks
1 month
6 months
1 year
Points Received: 0 of 2
Comments:
Question 12.Question : The 'freezing phenomenon' is a cardinal feature of?
Student Answer: Parkinson's disease
Alzheimer's disease
A CVA
Bell's palsy
Points Received: 0 of 2
Comments:
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