Conduct a case study analysis and write 5-6 pages on the different

Conduct a case study analysis and write 5-6 pages on the
different characteristics of the supply chain strategy, including
transportation, for a selected company.
Introduction
In this assessment, you will research a selected company and
develop a case study analysis. All operational activities begin
with an estimate of what customer demands will be. Production
schedules, modes of transportation, warehouse space, and other
supply chain activities are all dependent on the accuracy of the
company's demand forecasting. The information management
system must provide thorough, accurate, and timely information
so that supply chain managers can prepare and execute short-
and long-term plans. Satisfying the customer is the number one
challenge for all demand forecasters.
Overview
In this assessment, you will research a selected company and
develop a case study analysis on forecasting and planning a
supply chain.
Instructions
Consider that you work for a company that develops and sells
case studies and case study analyses. Your company's primary
customers are colleges and universities wanting to use them
within their courses, but your company also has customers using
them for management training and development. Your manager
asked you to conduct research and develop a case study analysis
on the company's supply chain strategy, including
transportation. She's specifically interested in you doing the
analysis on one of the companies from this list:
Amazon.
Apple.
L. L. Bean.
Starbucks.
Walmart.
Research and write about the company that you have selected

from the above list.
You and your manager discussed the high-level outline of your
analysis and agreed you should address the following items:
Describe the company's business model and illustrate the
business model through the use of a diagram or visual.
Compare and contrast the company's supply chain strategy with
another organization's strategies and summarize key findings of
areas the other organization excels in.
Use another company from the list to determine which supply
chain areas the company excels at compared to your selected
company.
Analyze the transportation strategy of the company
using examples of the various transportation modes to support
the effectiveness of moving products from factories to
customers.
Analyze the global challenges that the company faces in its
supply chain and discuss risks and associated strategies to
minimize the risks.
Analyze the economic and political factors that can impact the
company’s transportation network and relate to future
improvements.
Analyze the role demand forecasting plays in the company's
supply chain strategy and support the analysis with ways to
manage challenges of forecasting in times of uncertainty.
Analyze how pricing promotions are used to change demand
through relevant examples that demonstrate this strategy.
Submission Requirements
Your assessment should also meet the following requirements:
Format: Based on the intended audience, your report should be
well organized and written in clear, succinct language.
Length: 5–6 double-spaced pages.
Font and font size: Times New Roman, 12 point.
APA format: Use current APA style and formatting for in-text
citations and references. See Evidence and APA for help if you
need it.
References: 3–4 sources are required. As the basis for your

research, you can use any of the resources noted in this course,
in the Capella library, and on the Internet.
Include at least one reference from The Wall Street Journal.
Note: Use of additional resources will assist in achieving
distinguished level ratings.
Before submission, refer to the scoring guide for insight into
the grading criteria for this assessment.
Competencies Measured
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Examine how a supply chain supports an
organizational strategy.
Describe the company's business model.
Compare and contrast the company's supply chain strategy with
another company's strategy.
Explain the transportation strategy of the company.
Competency 2: Assess how to improve supply chain
efficiencies.
Analyze the global challenges the company faces in its supply
chain.
Analyze the economic and political factors that can impact the
company's transportation network.
Analyze the role demand forecasting plays in the company's
supply chain strategy.
Competency 3: Analyze supply chain systems to meet customer
demands.
Explain how pricing promotions are used to change demand.
Competency 4: Communicate in a professional manner that is
consistent with the expectations for supply chain managers and
participants.
Convey purpose in an appropriate tone and style, incorporating
supporting evidence and adhering to organizational,
professional, and scholarly writing standards.

Assessing, Diagnosing, and Treating Adults With Mood
Disorders
It is important for the PMHNP to have a comprehensive
understanding of mood disorders in order to assess and
accurately formulate a diagnosis and treatment plan for patients
presenting with these disorders. Mood disorders may be
diagnosed when a patient’s emotional state meets the diagnostic
criteria for severity, functional impact, and length of time.
Those with a mood disorder may find that their emotions
interfere with work, relationships, or other parts of their lives
that impact daily functioning. Mood disorders may also lead to
substance abuse or suicidal thoughts or behaviors, and although
they are not likely to go away on their own, they can be
managed with an effective treatment plan and understanding of
how to manage symptoms.
In this Assignment you will assess, diagnose, and devise a
treatment plan for a patient in a case study who is presenting
with a mood disorder.
To Prepare
· Review this week’s Learning Resources. Consider the insights
they provide about assessing, diagnosing, and treating mood
disorders.
· Review the Focused SOAP Note template, which you will use
to complete this Assignment. There is also a Focused SOAP
Note Exemplar provided as a guide for Assignme nt
expectations.
· Review the video, Case Study: Petunia Park. You will use this
case as the basis of this Assignment. In this video, a Walden
faculty member is assessing a mock patient. The patient will be
represented onscreen as an avatar.
· Consider what history would be necessary to collect from this

patient.
· Consider what interview questions you would need to ask this
patient.
· Consider patient diagnostics missing from the video:
·
Provider Review outside of interview:
Temp 98.2 Pulse 90 Respiration 18 B/P 138/88
Laboratory Data Available: Urine drug and alcohol screen
negative. CBC within normal ranges, CMP within normal
ranges. Lipid panel within normal ranges. Prolactin Level 8;
TSH 6.3 (H)
The Assignment
Develop a Focused SOAP Note, including your differential
diagnosis and critical-thinking process to formulate a primary
diagnosis. Incorporate the following into your responses in the
template:
· Subjective: What details did the patient provide regarding
their chief complaint and symptomatology to derive your
differential diagnosis? What is the duration and severity of their
symptoms? How are their symptoms impacting their functioning
in life?
· Objective: What observations did you make during the
psychiatric assessment? 
· Assessment: Discuss the patient’s mental status examination
results. What were your differential diagnoses? Provide a
minimum of three possible diagnoses with supporting evidence,
listed in order from highest to lowest priority. Compare
the DSM-5 diagnostic criteria for each differential diagnosis

and explain what DSM-5 criteria rules out the differential
diagnosis to find an accurate diagnosis. Explain the critical -
thinking process that led you to the primary diagnosis you
selected. Include pertinent positives and pertinent negatives for
the specific patient case.
· Plan: What is your plan for psychotherapy? What is your plan
for treatment and management, including alternative therapies?
Include pharmacologic and nonpharmacologic treatments,
alternative therapies, and follow-up parameters as well as a
rationale for this treatment and management plan. Also
incorporate one health promotion activity and one patient
education strategy.
· Reflection notes: What would you do differently with this
client if you could conduct the session again? Discuss what
your next intervention would be if you were able to follow up
with this patient. Also include in your reflection a discussion
related to legal/ethical considerations (demonstrate critical
thinking beyond confidentiality and consent for treatment!),
health promotion, and disease prevention that takes into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NRNP_6665_Week4_Assignment_Rubric
Grid ViewList View
Excellent
Good
Fair

Poor
Create documentation in the Focused SOAP Note Template
about the patient in the case study.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use,
social, and medical history
• Allergies
• ROS
Points:

Points Range:
14 (14%) - 15 (15%)
The response throughly and accurately describes the patient's
subjective complaint, history of present illness, past psychiatric
history, medication trials and current medications,
psychotherapy or previous psychiatric diagnosis, pertinent
histories, allergies, and review of all systems that would inform
a differential diagnosis.
Feedback:

Points:
Points Range:
12 (12%) - 13 (13%)
The response accurately describes the patient's subjective
complaint, history of present illness, past psychiatric history,
medication trials and current medications, psychotherapy or
previous psychiatric diagnosis, pertinent histories, allergies,
and review of all systems that would inform a differential
diagnosis.
Feedback:

Points:
Points Range:
11 (11%) - 11 (11%)
The response describes the patient's subjective complaint,
history of present illness, past psychiatric history, medication
trials and current medications, psychotherapy or previous
psychiatric diagnosis, pertinent histories, allergies, and review
of all systems that would inform a differential diagnosis but is
somewhat vague or contains minor innacuracies.
Feedback:

Points:
Points Range:
0 (0%) - 10 (10%)
The response provides an incomplete or inaccurate description
of the patient's subjective complaint, history of present illness,
past psychiatric history, medication trials and current
medications, psychotherapy or previous psychiatric diagnosis,
pertinent histories, allergies, and review of all systems that
would inform a differential diagnosis. Or the subjective
documentation is missing.
Feedback:

In the Objective section, provide:
• Review of Systems (ROS) documentation and relate if
pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses
Points:
Points Range:
14 (14%) - 15 (15%)
The response thoroughly and accurately documents the

patient's ROS for pertinent systems. Diagnostic tests and their
results are thoroughly and accurately documented.
Feedback:
Points:
Points Range:
12 (12%) - 13 (13%)
The response accurately documents the patient's ROS for

pertinent systems. Diagnostic tests and their results are
accurately documented.
Feedback:
Points:
Points Range:
11 (11%) - 11 (11%)
Documentation of the patient's ROS is somewhat vague or

contains minor innacuracies. Diagnostic tests and their results
are documented but contain minor inaccuracies.
Feedback:
Points:
Points Range:
0 (0%) - 10 (10%)
The response provides incomplete or inaccurate documentation

of the patient's ROS. Systems may have been unnecessarily
reviewed. Or the objective documentation is missing.
Feedback:
In the Assessment section, provide:
• Results of the mental status examination, presented in
paragraph form
• At least three differentials with supporting evidence. List
them from top priority to least priority. Compare the DSM-5
diagnostic criteria for each differential diagnosis and explain
what DSM-5 criteria rules out the differential diagnosis to find
an accurate diagnosis. Explain the critical-thinking process that
led you to the primary diagnosis you selected. Include pertinent
positives and pertinent negatives for the specific patient case.
Points:

Points Range:
18 (18%) - 20 (20%)
The response thoroughly and accurately documents the results
of the mental status exam.
Response lists at least three distinctly different and detailed
possible disorders in order of priority for a differential
diagnosis of the patient in the assigned case study, and it
provides a thorough, accurate, and detailed justification for
each of the disorders selected.
Feedback:

Points:
Points Range:
16 (16%) - 17 (17%)
The response accurately documents the results of the mental
status exam.
provides an accurate justification for each of the disorders
selected.
Feedback:

Points:
Points Range:
14 (14%) - 15 (15%)
The response documents the results of the mental status exam
with some vagueness or innacuracy.
Response lists at least three different possible disorders for a
differential diagnosis of the patient and provides a justification
for each, but may contain some vagueness or innacuracy.

Feedback:
Points:
Points Range:
0 (0%) - 13 (13%)
of the results of the mental status exam and explanation of the
differential diagnoses. Or the assessment documentation is
missing.

Feedback:
In the Plan section, provide:
• Your plan for psychotherapy
• Your plan for treatment and management, including
alternative therapies. Include pharmacologic and
nonpharmacologic treatments, alternative therapies, and follow -
up parameters as well as a rationale for this treatment and
management plan.
• Incorporate one health promotion activity and one patient
education strategy.
Points:

Points Range:
23 (23%) - 25 (25%)
The response provides an evidence-based, detailed, and
appropriate plan for psychotherapy for the patient.
appropriate plan for treatment and management, including
pharmacologic and nonpharmacologic treatments, alternative
therapies, and follow-up parameters. A strong rationale for the
plan is provided that demonstrates critical thinking and content
understanding.
The response includes at least one evidence-based health
promotion activity and one evidence-based patient education
strategy.
Feedback:

Points:
Points Range:
20 (20%) - 22 (22%)
The response provides an evidence-based and appropriate plan
for psychotherapy for the patient.
for treatment and management, including pharmacologic and
up parameters. An adequate rationale for the plan is provided.

The response includes at least one health promotion activity and
one patient education strategy.
Feedback:
Points:
Points Range:
18 (18%) - 19 (19%)

The response provides a somewhat vague or inaccurate plan
The response provides a somewhat vague or inaccurate plan for
treatment and management, including pharmacologic and
up parameters. The rationale for the plan is weak or general.
The response includes one health promotion activity and one
patient education strategy, but it may contain some vagueness
or innacuracy.
Feedback:
Points:

Points Range:
0 (0%) - 17 (17%)
The response provides an incomplete or inaccurate plan for
psychotherapy for the patient.
up parameters. The rationale for the plan is inaccurate or
missing.
The health promotion and patient education strategies are
incomplete or missing.
Feedback:

• Reflect on this case. Discuss what you learned and what
you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (demonstrate
critical thinking beyond confidentiality and consent for
treatment!), health promotion, and disease prevention that takes
into consideration patient factors (such as age, ethnic group,
etc.), PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
Points:
Points Range:
5 (5%) - 5 (5%)
Reflections are thorough, thoughtful, and demonstrate critical
thinking.

Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)
Reflections demonstrate critical thinking.

Feedback:
Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)
Reflections are somewhat general or do not demonstrate
critical thinking.

Feedback:
Points:
Points Range:
0 (0%) - 3 (3%)
Reflections are incomplete, inaccurate, or missing.
Feedback:

Provide at least three evidence-based, peer-reviewed journal
articles or evidenced-based guidelines that relate to this case to
support your diagnostics and differential diagnoses. Be sure
they are current (no more than 5 years old).
Points:
Points Range:
9 (9%) - 10 (10%)
The response provides at least three current, evidence-based
resources from the literature to support the assessment and

diagnosis of the patient in the assigned case study. The
resources reflect the latest clinical guidelines and provide
strong justification for decision making.
Feedback:
Points:
Points Range:
8 (8%) - 8 (8%)

resources from the literature that appropriately support the
assessment and diagnosis of the patient in the assigned case
study.
Feedback:
Points:
Points Range:
7 (7%) - 7 (7%)

Three evidence-based resources are provided to support the
study, but they may only provide vague or weak justification.
Feedback:
Points:
Points Range:
0 (0%) - 6 (6%)

Two or fewer resources are provided to support the assessment
and diagnosis decisions. The resources may not be current or
evidence based.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for parenthetical/in-text citations and reference list.
Points:
Points Range:
5 (5%) - 5 (5%)

Uses correct APA format with no errors
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)

Contains a few (one or two) APA format errors
Feedback:
Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)

Contains several (three or four) APA format errors
Feedback:
Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (five or more) APA format errors

Feedback:
Written Expression and Formatting - English Writing
Standards:
Correct grammar, mechanics, and punctuation
Points:
Points Range:
5 (5%) - 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)

Contains a few (one or two) grammar, spelling, and
punctuation errors
Feedback:
Points:
Points Range:
3.5 (3.5%) - 3.5 (3.5%)

Contains several (three or four) grammar, spelling, and
punctuation errors
Feedback:
Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (five or more) grammar, spelling, and

punctuation errors that interfere with the reader’s understanding
Feedback:
Show Descriptions
Show Feedback
Create documentation in the Focused SOAP Note Template
about the patient in the case study.
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history

• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use,
• Allergies
• ROS--
Levels of Achievement:
Excellent
14 (14%) - 15 (15%)
The response throughly and accurately describes the patient's
subjective complaint, history of present illness, past psychiatric
history, medication trials and current medications,
psychotherapy or previous psychiatric diagnosis, pertinent
histories, allergies, and review of all systems that would inform
a differential diagnosis.
Good
12 (12%) - 13 (13%)

The response accurately describes the patient's subjective
complaint, history of present illness, past psychiatric history,
medication trials and current medications, psychotherapy or
previous psychiatric diagnosis, pertinent histories, allergies,
and review of all systems that would inform a differential
diagnosis.
Fair
11 (11%) - 11 (11%)
The response describes the patient's subjective complaint,
history of present illness, past psychiatric history, medication
trials and current medications, psychotherapy or previous
psychiatric diagnosis, pertinent histories, allergies, and review
of all systems that would inform a differential diagnosis but is
somewhat vague or contains minor innacuracies.
Poor
0 (0%) - 10 (10%)
of the patient's subjective complaint, history of present illness,
past psychiatric history, medication trials and current
medications, psychotherapy or previous psychiatric diagnosis,
pertinent histories, allergies, and review of all systems that
would inform a differential diagnosis. Or the subjective

documentation is missing.
Feedback:
• Review of Systems (ROS) documentation and relate if
pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses--
Excellent
14 (14%) - 15 (15%)
The response thoroughly and accurately documents the patient's
ROS for pertinent systems. Diagnostic tests and their results are
thoroughly and accurately documented.

Good
12 (12%) - 13 (13%)
The response accurately documents the patient's ROS for
pertinent systems. Diagnostic tests and their results are
accurately documented.
Fair
11 (11%) - 11 (11%)
Documentation of the patient's ROS is somewhat vague or
contains minor innacuracies. Diagnostic tests and their results
are documented but contain minor inaccuracies.
Poor
0 (0%) - 10 (10%)
The response provides incomplete or inaccurate documentation
of the patient's ROS. Systems may have been unnecessarily
reviewed. Or the objective documentation is missing.

Feedback:
• Results of the mental status examination, presented in
paragraph form
• At least three differentials with supporting evidence. List
them from top priority to least priority. Compare the DSM-5
positives and pertinent negatives for the specific patient case. --
Excellent
18 (18%) - 20 (20%)
The response thoroughly and accurately documents the results
of the mental status exam.

provides a thorough, accurate, and detailed justification for
each of the disorders selected.
Good
16 (16%) - 17 (17%)
The response accurately documents the results of the mental
status exam.
provides an accurate justification for each of the disorders
selected.
Fair
14 (14%) - 15 (15%)
The response documents the results of the mental status exam

with some vagueness or innacuracy.
Response lists at least three different possible disorders for a
differential diagnosis of the patient and provides a justification
for each, but may contain some vagueness or innacuracy.
Poor
0 (0%) - 13 (13%)
of the results of the mental status exam and explanation of the
differential diagnoses. Or the assessment documentation is
missing.
Feedback:
In the Plan section, provide:
• Your plan for psychotherapy

• Your plan for treatment and management, including
alternative therapies. Include pharmacologic and
up parameters as well as a rationale for this treatment and
management plan.
• Incorporate one health promotion activity and one patient
education strategy.--
Excellent
23 (23%) - 25 (25%)
appropriate plan for psychotherapy for the patient.
appropriate plan for treatment and management, including
pharmacologic and nonpharmacologic treatments, alternative
therapies, and follow-up parameters. A strong rationale for the
plan is provided that demonstrates critical thinking and content
understanding.
The response includes at least one evidence-based health
promotion activity and one evidence-based patient education
strategy.

Good
20 (20%) - 22 (22%)
for treatment and management, including pharmacologic and
up parameters. An adequate rationale for the plan is provided.
The response includes at least one health promotion activity and
one patient education strategy.
Fair
18 (18%) - 19 (19%)

up parameters. The rationale for the plan is weak or general.
The response includes one health promotion activity and one
patient education strategy, but it may contain some vagueness
or innacuracy.
Poor
0 (0%) - 17 (17%)
up parameters. The rationale for the plan is inaccurate or
missing.
The health promotion and patient education strategies are
incomplete or missing.

Feedback:
• Reflect on this case. Discuss what you learned and what
you might do differently. Also include in your reflection a
treatment!), health promotion, and disease prevention that takes
into consideration patient factors (such as age, ethnic group,
etc.), PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).--
Excellent
5 (5%) - 5 (5%)
Reflections are thorough, thoughtful, and demonstrate critical
thinking.
Good

4 (4%) - 4 (4%)
Reflections demonstrate critical thinking.
Fair
3.5 (3.5%) - 3.5 (3.5%)
Reflections are somewhat general or do not demonstrate critical
thinking.
Poor
0 (0%) - 3 (3%)
Reflections are incomplete, inaccurate, or missing.
Feedback:

Provide at least three evidence-based, peer-reviewed journal
articles or evidenced-based guidelines that relate to this case to
support your diagnostics and differential diagnoses. Be sure
they are current (no more than 5 years old).--
Excellent
9 (9%) - 10 (10%)
resources from the literature to support the assessment and
diagnosis of the patient in the assigned case study. The
resources reflect the latest clinical guidelines and provide
strong justification for decision making.
Good
8 (8%) - 8 (8%)
resources from the literature that appropriately support the
study.

Fair
7 (7%) - 7 (7%)
Three evidence-based resources are provided to support the
study, but they may only provide vague or weak justification.
Poor
0 (0%) - 6 (6%)
Two or fewer resources are provided to support the assessment
and diagnosis decisions. The resources may not be current or
evidence based.
Feedback:

Written Expression and Formatting - The paper follows correct
APA format for parenthetical/in-text citations and reference
list.--
Excellent
5 (5%) - 5 (5%)
Uses correct APA format with no errors
Good
4 (4%) - 4 (4%)
Contains a few (one or two) APA format errors
Fair
3.5 (3.5%) - 3.5 (3.5%)
Contains several (three or four) APA format errors

Poor
0 (0%) - 3 (3%)
Contains many (five or more) APA format errors
Feedback:
Written Expression and Formatting - English Writing Standards:
Correct grammar, mechanics, and punctuation--
Excellent
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors

Good
4 (4%) - 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation
errors
Fair
3.5 (3.5%) - 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and
punctuation errors
Poor
0 (0%) - 3 (3%)
Contains many (five or more) grammar, spelling, and
punctuation errors that interfere with the reader’s understanding

Feedback:
Total Points:
100
Name: NRNP_6665_Week4_Assignment_Rubric
NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric
Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Focused SOAP Note Evaluation Template
AND the Rubric as your guide. It is also helpful to review the
rubric in detail in order not to lose points unnecessarily because
you missed something required. After reviewing full details of
the rubric, you can use it as a guide.
· Chief complaint

· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
· Allergies
· ROS
Read rating descriptions to see the grading standards!
· Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least priority. Compare the DSM-5
positives and pertinent negatives for the specific patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
treatment!), health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
(The FOCUSED SOAP psychiatric evaluation is typically the

follow-up visit patient note. You will practice writing this type
of note in this course. You will be focusing more on the
symptoms from your differential diagnosis from the
comprehensive psychiatric evaluation narrowing to your
diagnostic impression. You will write up what symptoms are
present and what symptoms are not present from illnesses to
demonstrate you have indeed assessed for illnesses which could
be impacting your patient. For example, anxiety symptoms,
depressive symptoms, bipolar symptoms, psychosis symptoms,
substance use, etc.)
EXEMPLAR BEGINS HERE
Subjective:
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medication and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for medication
management follow up for anxiety. He was initiated sertraline
last appt which he finds was effective for two weeks then
symptoms began to return.
Or
P.H., a 16-year-old Hispanic female, presents for follow up to
discuss previous psychiatric evaluation for concentration
difficulty. She is not currently prescribed psychotropic
medications as we deferred until further testing and screening
was conducted.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your follow up evaluation? Document
symptom onset, duration, frequency, severity, and impact. What

has worsened or improved since last appointment? What
stressors are they facing? Your description here will guide your
differential diagnoses into your diagnostic impression. You are
seeking symptoms that may align with many DSM-5 diagnoses,
narrowing to what aligns with diagnostic criteria for mental
health and substance use disorders.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest

discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Objective:
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment:
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or

flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
concentration is good. His insight is good.
Diagnostic Impression:You must begin to narrow your
differential diagnosis to your diagnostic impression. You must
explain how and why (your rationale) you ruled out any of your
differential diagnoses. You must explain how and why (your
rationale) you concluded to your diagnostic impression. You
will use supporting evidence from the literature to support your
rationale. Include pertinent positives and pertinent negatives for
the specific patient case.
Also included in this section is the reflection. Reflect on this
case and discuss whether or not you agree with your preceptor’s
assessment and diagnostic impression of the patient and why or
why not. What did you learn from this case? What would you do
differently?
Also include in your reflection a discussion related to
legal/ethical considerations (demonstrating critical thinking
beyond confidentiality and consent for treatment!), health
promotion and disease prevention taking into consideration
patient factors (such as age, ethnic group, etc.), PMH, and other
risk factors (e.g., socioeconomic, cultural background, etc.).
Case Formulation and Treatment Plan
Includes documentation of diagnostic studies that will be
obtained, referrals to other health care providers, therapeutic
interventions including psychotherapy and/or
psychopharmacology, education, disposition of the patient, and
any planned follow-up visits. Each diagnosis or condition
documented in the assessment should be addressed in the plan.
The details of the plan should follow an orderly manner. *See
an example below. You will modify to your practice so there
may be information excluded/included. If you are completing

this for a practicum, what does your preceptor document?
Risks and benefits of medications are discussed including non-
treatment. Potential side effects of medications discussed (be
detailed in what side effects discussed). Informed client not to
stop medication abruptly without discussing with providers.
Instructed to call and report any adverse reactions. Discussed
risk of medication with pregnancy/fetus, encouraged birth
control, discussed if does become pregnant to inform provider
as soon as possible. Discussed how some medications might
decreased birth control pill, would need back up method
(exclude for males).
Discussed risks of mixing medications with OTC drugs, herbal,
alcohol/illegal drugs. Instructed to avoid this practice.
Encouraged abstinence. Discussed how drugs/alcohol affect
mental health, physical health, sleep architecture.
Initiation of (list out any medication and why prescribed, any
therapy services or referrals to specialist):
Client was encouraged to continue with case management and/or
therapy services (if not provided by you)
Client has emergency numbers: Emergency Services 911, the
Client's Crisis Line 1-800-_______. Client instructed to go to
nearest ER or call 911 if they become actively suicidal and/or
homicidal. (only if you or preceptor provided them)
Reviewed hospital records/therapist records for collaborative
information; Reviewed PMP report (only if actually completed)
Time allowed for questions and answers provided. Provided
supportive listening. Client appeared to understand discussion.
Client is amenable with this plan and agrees to follow treatment
regimen as discussed. (this relates to informed consent; you will
need to assess their understanding and agreement)

Follow up with PCP as needed and/or for:
Labs ordered and/or reviewed (write out what diagnostic test
ordered, rationale for ordering, and if discussed fasting/non
fasting or other patient education)
Return to clinic:
Continued treatment is medically necessary to address chronic
symptoms, improve functioning, and prevent the need for a
higher level of care.
References (move to begin on next page)
You are required to include at least three evidence-based, peer-
reviewed journal articles or evidenced-based guidelines which
relate to this case to support your diagnostics and differentials
diagnoses. Be sure to use correct APA 7th edition formatting.
© 2021 Walden University
Page 1 of 3
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP
Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6665: PMHNP Care Across the Lifespan I
Faculty Name
Assignment Due Date
Subjective:

CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
· Current Medications:
· Allergies:
· Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University

of 3
PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED
BELOW:
1). ZERO (0) PLAGIARISM
2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS.
3). PLEASE SEE THE ATTACHED RUBRIC DETAILS,
Assignment instructions, Focus Soap Note Template and
Exemplar, Case Study Translation
4) PLEASE FOLLOW THE APA 7 WRITING
STYLE/FORMAT.
Case Study: Petunia Park
© 2020 Walden University 1
Program Transcript
[MUSIC PLAYING]
DR. MOORE: Hi. Good afternoon. My name is Dr. Moore. Am I
understanding you're

here for a mental health assessment today?
PETUNIA PARK: That's right.
DR. MOORE: OK. So to make sure I have the right patient and
the right chart, can you
tell me your name and your date of birth?
PETUNIA PARK: Yes. I'm Petunia Park. My birthday is July 1,
1995.
DR. MOORE: And can you tell me what today's date is?
PETUNIA PARK: So it's December 1.
DR. MOORE: Do you know the year?
PETUNIA PARK: 2020.
DR. MOORE: And what day of the week is this?
PETUNIA PARK: It's Tuesday.
[CHUCKLING]
DR. MOORE: And do you know where we are today?
PETUNIA PARK: Yes I am here in the beautiful, sunny office
at the clinic.
DR. MOORE: OK, great. Thank you. So can you tell me a little
bit about why you're here
today? What brings you here today?
PETUNIA PARK: Yes. So I have a history of taking
medications and then stopping

them. I don't think I need them. I really feel like the medication
squashes who I am.
DR. MOORE: OK, OK. So I'm going to be able to help you with
that. But to begin, I'm
going to ask you some questions about your family. I'm going to
ask you some history-
type questions. I'm going to ask you some symptoms that you
might be having. And all
of these questions are going to help me work with you on a
treatment plan, OK? So I
would like to begin with, when was the first time that you ever
had any mental health or
substance use treatment in your life?
PETUNIA PARK: OK. Well, when I was a teenager, my mom
put me in the hospital after
I went four or five days without sleeping. I think I may have
been hearing things at that
time. [CHUCKLES] I think they started me on some medication,
but I'm not sure.
DR. MOORE: Oh, OK so you were hospitalized. How many
times have you been
hospitalized for mental health?
PETUNIA PARK: Oh, I've been hospitalized about four times.
The last time was this
past spring. No detox or residential rehabs, though.

DR. MOORE: OK, good. Were any of these hospitalizations due
to any suicide
gestures?
PETUNIA PARK: One was in 2017. I overdosed on Benadryl,
but I've not had those
thoughts since then.
DR. MOORE: Well, I'm very glad to hear that you've not had
any of those thoughts
since then. And I'm glad that you turned out OK from that
overdose. I'm glad that you're
here today. Can you tell me a little bit about what you've been
diagnosed with during
your past treatments?
PETUNIA PARK: Well, I think depression, and anxiety, had
some even say maybe
bipolar.
DR. MOORE: OK, and what medications have you been tried on
before for those
illnesses? And if you can remember, what was your reactions to
those medications?
PETUNIA PARK: Oh, let's see. Oh, I took Zoloft, and that made
me feel really high.
[CHUCKLES] I couldn't sleep. My mind was racing, and then I
took risperidone. That
made me gain a bunch of weight. Seroquel gave me weight, too.
I took Klonopin, and
that seems to slow me down some.
I really can't remember the others. I think the one I just stopped
taking was helping. It

started with an L, I think. I don't really remember the name, but
it squashed me in
creativity.
DR. MOORE: OK, well, we're going to try to help you find
some medication that doesn't
make you feel squashed or have any of those negative side
effects today. But in order
to do that, I need some more information. And the next
questions I'm going to ask you
are about substances you may have used. And I want you to
know that you don't get in
trouble in here if you've used some of these substances. It really
just helps me to make
sure that what's in your system that could be impacting your
neurochemistry. And when
we do talk about medications, so I don't give you something that
would negatively
interact with something you may be using, OK? So do you--
PETUNIA PARK: OK.
DR. MOORE: --use any nicotine?
PETUNIA PARK: Yes. I smoke about a pack a day, and I'm not
going to quit for you,
either. [CHUCKLES] Oh.
DR. MOORE: That's OK, that's OK. And what about alcohol?

When was your last drink
of alcohol?
PETUNIA PARK: When I was 19 because alcohol and me do
not work well together.
[CHUCKLES]
DR. MOORE: OK, and what about any marijuana? When was
your last use of any
marijuana?
PETUNIA PARK: Oh no. I tried that once and got really
paranoid.
DR. MOORE: OK. What about any last use of cocaine?
PETUNIA PARK: Never.
DR. MOORE: Last use of any stimulants or methamphetamines?
DR. MOORE: What about any huffing or inhalants?
DR. MOORE: OK, have you used anything like Klonopin or
Xanax, any of those
sedative medications?
DR. MOORE: All right, good. What about any hallucinogenics
like LSD, or PCP, or
mushrooms?

PETUNIA PARK: No, never.
DR. MOORE: Wonderful. OK, what about any use of pain pills
or opiate medications?
Anything prescribed or anything you've obtained from the
street?
PETUNIA PARK: No, never.
DR. MOORE: Good. And anything synthetic like Spice, or
ecstasy, Bath Salts, Mollies,
anything like that?
DR. MOORE: Oh, wonderful. Well, I'm glad to hear that. You
know those things aren't
good for your brain. So I encourage you to continue to stay
away from those things.
Have you ever had any blackouts or seizures from drugs or
alcohol? Or seen things that
you weren't sure were there?
DR. MOORE: Good. What about any legal issues or any DUIs?

DR. MOORE: OK. Good, good. All right, so I'm just going to
ask a little bit about your
family right now. Any blood relatives have any mental health or
substance abuse
issues?
PETUNIA PARK: Yeah, well, well, why would you ask that?
It's not your business.
DR. MOORE: Right. I could see where you might find that
wouldn't be any my business.
But really, sometimes these issues can be genetic. They're alarm
behaviors. So my
understanding of your family helps me to understand you.
PETUNIA PARK: Huh. Well, my mother was seen as crazy. I
think they said she had
bipolar or something. And my father went to prison for drugs.
And well, we haven't
heard, or seen, or heard from him in 8 or 10 years. My brother,
while I think he's a little
schizo, but he hasn't ever went to the doctor. Nobody else with
anything.
DR. MOORE: OK. So that sounds like it must be tough growing
up not seeing your
father and having some of those issues in your family. But any
family, blood relatives
commit suicide?
PETUNIA PARK: Well, my mom tried, but nobody really did it,
you know?
DR. MOORE: OK. Have you ever done anything like that, or
anything like cut on
yourself, burn yourself?

PETUNIA PARK: I already told you, I tried to kill myself. Why
ask me that again? No, I'm
not going to kill myself or anyone else, and I don't cut myself.
DR. MOORE: OK. Well, I'm glad to hear that. And I want you
to know that I am here for
you, and we most certainly will make sure you have a crisis like
number at the end of
this session if you do have those thoughts in the future. So I'm
glad to hear that you
don't have those thoughts today. OK. What type of medical
issues do you have?
PETUNIA PARK: Oh, hoo. Let's see. I have a thyroid issue that
I take some medicine
for, that hypothyroidism. And I take a birth control pill for
polycystic ovaries.
DR. MOORE: OK, when was your last menses?
PETUNIA PARK: Oh, well I have a regular one each month. So
let's see. It was last
month sometime.
DR. MOORE: OK, so any chance that you're pregnant?
PETUNIA PARK: [LAUGHS] Lordy, no. I may have a lot of sex
around, but I'm safe.

DR. MOORE: Hm. You "have a lot of sex around." Can you
maybe tell me what that
means?
PETUNIA PARK: Well, it's exciting and thrilling to find new
people to explore sex with. It
helps me keep my moods high, high, high. [CHUCKLES]
DR. MOORE: OK, so that makes you feel really high and kind
of what, OK?
PETUNIA PARK: Oh yeah.
DR. MOORE: So who raised you?
PETUNIA PARK: My mom and my older brother, mainly.
DR. MOORE: And who do you live with now?
PETUNIA PARK: Well, I live with my boyfriend. And
sometimes, stay with my mom
when he gets mad at me for sleeping around some.
DR. MOORE: So that's created some issues in your relationship,
I see. OK. Are you
single, married, widowed, or divorced?
PETUNIA PARK: I've never been married.
DR. MOORE: OK. Do you have any children?
PETUNIA PARK: No.
DR. MOORE: All right. Are you working?

PETUNIA PARK: Yes, I work part time at my aunt's bookstore.
She's more tolerant of
the days I don't come in from feeling too depressed.
DR. MOORE: OK, so I hear some, maybe, feelings of
depressed. OK. What is your
level of education?
PETUNIA PARK: Oh, I'm in vo-tech school right now for
cosmetology. I'm going to do
makeup for movie stars. [CHUCKLES]
DR. MOORE: Oh, that sounds really wonderful. OK, so but
what about now? What do
you do for fun now?
PETUNIA PARK: Well, I am writing my life story, and it's
going to be published. I also
paint like Picasso. I'm going to sell those paintings to movie
stars, too.
DR. MOORE: Well, that's wonderful. Maybe someday you can
show me your paintings
as well. OK, have you ever been arrested or convicted for
anything?
PETUNIA PARK: No. The police did pick me up and take me to
the hospital once. I
didn't have much sleep that week. And they said I was dancing

around in my nightgown
in a field with my guitar. I really don't remember much of that,
though. I think maybe my
mom made up that story against me because she wanted me to
go back to my
boyfriend's house.
DR. MOORE: OK, so that was one of your hospitalizations that
we talked about earlier.
OK, what about any history of trauma with childhood or adult?
Any kind of physical,
sexual, emotional abuse?
PETUNIA PARK: Well, my dad was pretty hard on us when he
was around. But he
didn't really touch us or anything. More just yelled at us a lot.
DR. MOORE: OK. All right, so I've gathered some history here.
Now, I want to get into
more of some of the symptoms that brought you in to see me
today. So you mentioned
before that sometimes your depression keeps you from working
at your aunt's
bookstore. Can you tell me a little bit more about what that
looks like for you?
PETUNIA PARK: Well, about four or five times a year, I have
these times when I just
don't want to get out of bed. I have no energy, no motivation to
do anything. I just can't
feel any interest in my creativity. I feel like I'm not worth
anything because I feel that
creativity slipping away.
So this is usually happening after I've been up for five days
working hard on my works

with my writing, painting, and music. Everyone says I'm
depressed, but I'm not sure. It
could be that I'm just exhausted from working so hard.
DR. MOORE: OK, so I hear you talking about these creativity
episodes right before you
crash. Per se, this depression. Tell me a little bit more about
those episodes. What do
those look like for you?
PETUNIA PARK: Oh, I love those times. Those are the reasons
I don't always take my
medication because I feel like I'm squashed. I have lots of
energy to do a lot of things. I
can go four or five days with very little sleep. I get lots of
things done, but my friends tell
me I talk too much and appear scattered.
[SIGHS] They're just jealous of all the accomplishments I'm
getting done. These are the
times I look to explore my mind and body with feeling good
through sex with other
people.
DR. MOORE: OK, how long do those episodes last typically
when you have them?
PETUNIA PARK: About a week.

DR. MOORE: About a week. OK. So I want to ask a little bit
more about some other
symptoms that maybe we haven't talked about. Do you feel like
you worry a lot or have
any kind of anxiety and panic symptoms?
PETUNIA PARK: No, no no. I'm not a worry.
DR. MOORE: OK, do you do anything that you feel like you
have to do repetitively over
and over? And if you can't do them, you feel like the end of the
world is coming?
Something like maybe count on threes or wash your hands 20
times? Anything like
that?
PETUNIA PARK: [LAUGHS] No, no. I don't have OCD, if
that's what you're asking.
DR. MOORE: OK, what about hearing or seeing things you're
not sure others see or
hear? Anything like that?
PETUNIA PARK: Not right now. It's been a couple of months
since that happened.
Sometimes when I'm not sleeping good, I hear voices telling me
how great and
wonderfully talented I am.
DR. MOORE: OK. So, but no voices right now?
PETUNIA PARK: No.
DR. MOORE: OK, good. What about your appetite? How's your
appetite?

PETUNIA PARK: Well, when I'm really creative, I'm too busy
to eat. And when I'm
crashing and resting, I eat everything in sight.
DR. MOORE: OK, so what about your sleep? On average, how
much time do you think
you sleep in a whole 24-hour period? And do you have any bad
dreams?
PETUNIA PARK: No bad dreams. Most of the time, I get about
five or six hours. When
I'm creative, I'm lucky to get three hours and a whole week.
Ugh. And when I'm crashed,
I sleep about 12 or 16 hours a day.
DR. MOORE: OK, wonderful. So this is great. I have a lot of
information from you that I
think we will be able to come up with a treatment plan and
maybe find some medication
that's going to help you feel better without you feeling so
squashed and having negative
side effects, but really help you be able to function through the
day.
[MUSIC PLAYING]

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