Genetic disorder - Philadelphia chromosome Your assignment is to investigate a genetic disorder that is Philadelphia chromosome 1. The symptoms and/or effects of having the disorder. How is this disorder diagnosed? 2. Any treatments currently in use or proposed for the future - include medications, therapies, surgeries, etc.  3. The prognosis of having the disorder.  In other words, can you survive the disorder?  If so, what is the life expectancy of the individual? What is lifelike for that individual living with this disorder. Can he/she be independent? Can there be quality of life with this disorder? 4. Any other pertinent facts about this disorder 5. Include images for a visual component relating to the disease, individuals affected by the disease, the actual chromosome involved, treatments, timeline, etc.  These must include the following aspects of a visual component:  a. Description – the ability to engage in written discourse intended to convey a mental image of a visual media object. Students should include a legend or caption for the visual image that includes appropriate terminology. b. Explanation – the ability to explain plausible meanings and/or purposes of the image. Students should explain what the image is/represents and/or depicts. A source for this image must be included in the Work's Cited slide c. Consequences & Implications – the ability to discuss the potential consequences and/or implications of the visual image’s meaning. Students must discuss the implication/consequence (effect/significance) of the inclusion of this image into the project and how it adds to the overall content of the project (how does it help to better represent the genetic disorder) 8. MLA citations for sources consulted (minimum of 3). This includes all visual components. 9. The information that you are providing should be written in 3rd person.  Final Project Part I Patient Analysis Template This patient analysis template includes an overview of the interview and the systems that you reviewed for your volunteer patient for Final Project Part I, as well as an interpretation of the findings from the physical health assessment, possible collaborative diagnoses, and health promotion recommendations. Complete this template by replacing the bracketed text with the relevant information. 1. Patient Identification a. Initials used for name (make sure there are no other identifiers) [C.K] b. Age, sex, race, marital status [28, Male, African-American, Single] c. Any Information that needs to be known immediately—e.g., deafness, blindness. [None at this time.] 2. Results and Treatment a. Provide an overview of the information collected in the patient health history in Module Three. How did this inform the comprehensive health assessment that you conducted? [Insert text.] b. Interpret your findings for each system from the comprehensive, client-centered, head-to-toe health assessment that you conducted. Make sure that you discuss the appli ...

1. Genetic disorder - Philadelphia chromosome
Your assignment is to investigate a genetic disorder that is
Philadelphia chromosome
1. The symptoms and/or effects of having the disorder. How is
this disorder diagnosed?
2. Any treatments currently in use or proposed for the future -
include medications, therapies, surgeries, etc.
3. The prognosis of having the disorder. In other words, can
you survive the disorder? If so, what is the life expectancy of
the individual? What is lifelike for that individual living with
this disorder. Can he/she be independent? Can there be quality
of life with this disorder?
4. Any other pertinent facts about this disorder
5. Include images for a visual component relating to the disease,
individuals affected by the disease, the actual chromosome
involved, treatments, timeline, etc. These must include the
following aspects of a visual component:
a. Description – the ability to engage in written discourse
intended to convey a mental image of a visual media object.
Students should include a legend or caption for the visual image
that includes appropriate terminology.
b. Explanation – the ability to explain plausible meanings
and/or purposes of the image. Students should explain what the
image is/represents and/or depicts. A source for this image must
be included in the Work's Cited slide
c. Consequences & Implications – the ability to discuss the
potential consequences and/or implications of the visual
image’s meaning. Students must discuss
the implication/consequence (effect/significance) of the
inclusion of this image into the project and how it adds to the
overall content of the project (how does it help to better

2. represent the genetic disorder)
8. MLA citations for sources consulted (minimum of 3). This
includes all visual components.
9. The information that you are providing should be written in
3rd person.
Final Project Part I Patient Analysis Template
This patient analysis template includes an overview of the
interview and the systems that you reviewed for your volunteer
patient for Final Project Part I, as well as an interpretation of
the findings from the physical health assessment, possible
collaborative diagnoses, and health promotion
recommendations.
Complete this template by replacing the bracketed text with the
relevant information.
1. Patient Identification
a. Initials used for name (make sure there are no other
identifiers)
[C.K]
b. Age, sex, race, marital status
[28, Male, African-American, Single]
c. Any Information that needs to be known immedia tely—e.g.,
deafness, blindness.
[None at this time.]
2. Results and Treatment
a. Provide an overview of the information collected in the

3. patient health history in Module Three. How did this inform the
comprehensive health assessment that you conducted?
[Insert text.]
b. Interpret your findings for each system from the
comprehensive, client-centered, head-to-toe health assessment
that you conducted. Make sure that you discuss the applicable
anatomical, physiological, psychological, nutritional, and
cultural factors that contributed to your interpretation.
[Insert text.]
c. What are the appropriate treatments and follow -up care for
your client? Use evidence and research to support your
recommendations.
[Insert text.]
d. Explain an appropriate communication plan to inform the
client of relevant treatments and follow-up care.
[Insert text.]
3. Diagnosis
a. Formulate multiple client-centered, collaborative diagnoses
for your practice client. Support your diagnoses with health
assessment data and evidence-based research.
[Insert text.]
b. How did you narrow down your multiple collaborative
diagnoses to one clear collaborative diagnosis? Support your
reasoning with health assessment data and evidence-based
research.
[Insert text.]
c. Research and evaluate at least two health promotion tools for
their use in preventative health for your client.
[Insert text.]
d. Recommend health promotion tools that will result in
improved patient outcomes or promote health maintenance. Be
sure to support your recommendations with evidence-based
research. (This will be more fully developed in your Final
Project Part 2).
[Insert text.]
Comments: [Insert text.]

4. Comprehensive Health Assessment Checklist
Final Project Part I, the comprehensive health assessment, will
be graded using the Final Project I Rubric. This checklist is a
resource to help you plan for your client assessment, but you
should not refer to it during the assessment. Refer to the
Comprehensive Health Demonstration VideoGuidelines
document for recording guidelines.
Comprehensive Health Assessment Checklist
Complete this template by filling in the blank cells of each
table.
Student Name
Date
Introduction
Done
Comments
1. Establish contract to perform assessment. (2 points)
2. Wash hands. (2 points)
Skin/Hair/Nails
Done
Comments
1. Inspect and palpate skin of arms and legs (note color,
thickness, and any irregularities. (1 point)

5. 2. Inspect and palpate nails of fingers and toes (note color,
thickness, and any irregularities. (1 point)
3. Inspect the hair for distribution, texture (1 point)
HEENT
Head/Neck
Done
Comments
1. Inspect neck. (1 point)
2. Palpate and auscultate temporal arteries. (1 point)
3. Palpate frontal and maxillary sinuses. (1 point)
4. Palpate TMJ with patient opening and closing jaw. (1 point)
5. Palpate lymph nodes of head, clavicle, and axilla.
(1 point)
6. Palpate thyroid from behind. (1 point)
7. Palpate and auscultate carotid arteries bilaterally one at a
time. (1 point)

6. Eyes
Done
Comments
1. Inspect external eye. (1 point)
2. Palpate upper and lower eyelids. (1 point)
3. Test extraocular movements. (1 point)
4. Check pupillary reflex with penlight in both eyes. (1 point)
5. Test accommodation. (1 point)
6. Test peripheral vision. (2 points)
7. Test vision with Snellen chart or, if no chart is available,
explain how you would do this. (1 point)
Ears
Done
Comments
1. Inspect external ears. (1 point)
2. Perform whisper test. (1 point)

7. Nose
Done
Comments
1. Inspect symmetry (1 point)
2. Assess for patent nares bilat (1 point)
3. Assess for sense of smell (1 point)
4. Inspect nares with penlight (1 point)
Throat
Done
Comments
1. Examine mouth: tongue, down, up, left, and right. (1 point)
2. Explain how you would test the gag. (1 point)
Use tongue depressor touching each side of the pharynx
3. Inspect Oral Mucosa (1 point)
Cardiac *Have client seated, supine, and in the left lateral
decubitus (LLD) position for this assessment
Done
Comments
1. Inspect neck for JVD. (1 point)

8. 2. Palpate pulses (bilaterally): PMI/heart patient on left side,
brachial, carotid, radial, femoral, popliteal, posterior tibial, and
dorsalis pedis. (5 points)
3. Auscultate with diaphragm to identify S1 and S2 at the sites
listed below. (5 points)
· Erbs point: 3rd LICS
· Aortic: 2nd RICS
· Pulmonic: 2nd LICS
· Tricuspid: 4th LICS
· Mitral: 5th LICS, midclavicular line
Repeat with bell of stethoscope to assess for abnormal heart
sounds.
4. Auscultate bilateral renal arteries, bilateral femoral arteries,
and aorta. (2 points)
5. Palpate capillary refill in fingers and toes. (1 point)
Respiratory
Done
Comments
1. Palpate for fremitus. (1 point)
2. Palpate for symmetrical chest expansion. (1 point)

9. 3. Check pulse oximetry or, if oximeter is not available, explain
how to do this. (1 point)
4. Percuss anterior (6 locations) and posterior (10 locations)
chest. (5 points)
5. Auscultate anterior (6 locations) and posterior (10 locations)
chest with patient taking deep breaths and also when patient is
saying, “99.” (5 points)
Gastrointestinal
Done
Comments
1. Inspect abdomen. (1 point)
2. Auscultate RLQ, RUQ, LUQ, LLQ. (1 point)
3. Percuss: three spots in each of the four quadrants in zigzag
pattern, spleen, and liver span. (1 point)
4. Perform light palpation in all four quadrants. (3 points)
5. Explain how you perform deep palpation as well as how you
would palpate liver, bilateral kidneys, and spleen. (2 points)
6. Perform abdominal exam in correct order. (1 point)

10. 7. Percuss for CVA tenderness. (1 point)
Musculoskeletal
Done
Comments
1. Inspect joints: shoulders, elbows, wrists, fingers, spine, hips,
knees, ankles, and toes. (1 point)
2. Neck: ROM forward, back, side to side, ear to shoulder,
TEST STRENGTH forward, back, side to side. (1 point)
3. Shoulders: ROM flexion, extension, adduction TEST
STRENGTH shoulder shrug. (1 point)
4. Arms: TEST STRENGTH flexion, extension. (1 point)
5. Elbows: ROM flexion, extension, pronation, supination. (1
point)
6. Hands/wrists: ROM flexion, extension, adduction, abduction
TEST STRENGTH wrists up, wrists down, hand grasps. (1
point)
7. Spine: ROM flexion, extension, lateral bend, and rotation. (1
point)

11. 8. Hips ROM flexion, extension, adduction, abduction TEST
STRENGTH flexion. (1 point)
9. Knees: ROM flexion, extension TEST STRENGTH extension.
(1 point)
10. Ankles: ROM dorsiflexion, plantar flexion, inversion,
eversion, straighten and curl toes TEST STRENGTH
dorsiflexion, plantar flexion. (1 point)
Neurological (May be integrated in Head-to-Toe)
Done
Comments
1. Assess Deep tendon reflexes bilaterally: biceps, patella, and
Achilles. (2 points)
2. CN V: clench teeth, move jaw side to side, sharp and dull
sensation face, corneal light reflex.
(1 point)
Note: CNs II, III, IV, VI, VIII, XI already tested during above
assessment techniques.
3. CN VII: raise both eyebrows, frown, close eyes tight, smile.
(1 point)
4. CNs IX, X, XII: open mouth, say “ahh,” stick out tongue. (1
point)

12. Motor
Done
Comments
5. Run heel down shin. (1 point)
6. Finger to nose. (1 point)
7. Walk across room. (1 point)
8. Walk heel to toe. (1 point)
9. Walk on toes. (1 point)
10. Walk on heels. (1 point)
11. Rapid alternating movements. (1 point)
Sensory
Done
Comments
12. Sharp/dull pain discrimination, arms and legs.
(1 point)
13. Romberg test. (1 point)

13. 14. Graphesthesia. (1 point)
15. Stereognosis. (1 point)
Psychiatric
Done
Comments
1. Orientation: person, place, time. (1 point)
2. Attention: counting backwards from 100 by 7s for one
minute. (1 point)
3. Comprehension: give the patient a piece of paper with the
following written on it: “Take paper in left hand, fold it in half,
and place it on floor.”
(1 point)
4. Long-term memory: ask patient how he or she celebrated his
or her last birthday. (1 point)
5. Short-term memory: give patient four words and ask him or
her to count backwards by 20 and then repeat the four words. (1
point)
6. Thank the patient. (1 point)

14. Points MAY BE deducted for the following:
· Not interacting with the patient to explain actions (3 points)
· Fragmented or disorganized assessment (1–2 points)
· Exceeding the 30-minute time limit (2 points)
TOTAL POINTS POSSIBLE IS 100
TOTAL POINTS = [Insert text.]