Medical Staff Medical Record Policy
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New Patient Medical History Form
NEW PATIENT MEDICAL HISTORY FORM Full Name: Date: Birth Date: Age: ALLERGIES o NO ALLERGIES ALLERGY ALLERGIC REACTION MEDICATIONS MEDICATIONS DOSE TIMES PER DAY (Please list ALL) (Mg., pill, etc.) If you need more room to list medications, please write them on a blank sheet of paper with the required information HEALTH MAINTENANCE SCREENING TEST HISTORY CHolesterol Date: Facility/Provider: Abnormal Result? Y N Colonoscopy/SIGMOID Date: Facility/Provider: Abnormal Result? Y N Mammogram Date: Facility/Provider: Abnormal Result? Y N PAP SMEAR Date: Facility/Provider: Abnormal Result? Y N BONE density Date: Facility/Provider: Abnormal Result? Y N VACCINATION HISTORY Last Tetanus Booster or TdaP: Last Pnuemovax (Pneumonia): Last Flu Vaccine: Last Prevnar: Last Zoster Vaccine (Shingles): PERSONAL MEDICAL HISTORY DISEASE/CONDITION CURRENT PAST COMMENTS Alcoholism/Drug Abuse Asthma Cancer (type:_________________________________) Depression/Anxiety/Bipolar/Suicidal Diabetes (type:_______________________________) Emphysema (COPD) Heart Disease High Blood Pressure (hypertension) High Cholesterol Hypothyroidism/Thyroid Disease Renal (kidney) Disease Migraine Headaches Stroke Other: Other: SURGERIES TYPE (specify left/right) Date Location/Facility WOMEN’S HEALTH HISTORY Date of Last Menstrual Cycle: Age of First Menstruation: _____ Age of Menopause: _____ Total Number of Pregnancies: Number of Live Births: Pregnancy Complications: Patient Name: DOB: family MEDICAL HISTORY o NO Significant Family History IS KNOWN 4 CHECK ALL THat apply Stroke Cancer -
Central Venous Pressure Venous Examination but Underestimates Ultrasound Accurately Reflects the Jugular
Ultrasound Accurately Reflects the Jugular Venous Examination but Underestimates Central Venous Pressure Gur Raj Deol, Nicole Collett, Andrew Ashby and Gregory A. Schmidt Chest 2011;139;95-100; Prepublished online August 26, 2010; DOI 10.1378/chest.10-1301 The online version of this article, along with updated information and services can be found online on the World Wide Web at: http://chestjournal.chestpubs.org/content/139/1/95.full.html Chest is the official journal of the American College of Chest Physicians. It has been published monthly since 1935. Copyright2011by the American College of Chest Physicians, 3300 Dundee Road, Northbrook, IL 60062. All rights reserved. No part of this article or PDF may be reproduced or distributed without the prior written permission of the copyright holder. (http://chestjournal.chestpubs.org/site/misc/reprints.xhtml) ISSN:0012-3692 Downloaded from chestjournal.chestpubs.org at UCSF Library & CKM on January 21, 2011 © 2011 American College of Chest Physicians CHEST Original Research CRITICAL CARE Ultrasound Accurately Refl ects the Jugular Venous Examination but Underestimates Central Venous Pressure Gur Raj Deol , MD ; Nicole Collett , MD ; Andrew Ashby , MD ; and Gregory A. Schmidt , MD , FCCP Background: Bedside ultrasound examination could be used to assess jugular venous pressure (JVP), and thus central venous pressure (CVP), more reliably than clinical examination. Methods: The study was a prospective, blinded evaluation comparing physical examination of external jugular venous pressure (JVPEXT), internal jugular venous pressure (JVPINT), and ultrasound collapse pressure (UCP) with CVP measured using an indwelling catheter. We com- pared the examination of the external and internal JVP with each other and with the UCP and CVP. -
Cardiovascular Assessment
Cardiovascular Assessment A Home study Course Offered by Nurses Research Publications P.O. Box 480 Hayward CA 94543-0480 Office: 510-888-9070 Fax: 510-537-3434 No unauthorized duplication photocopying of this course is permitted Editor: Nurses Research 1 HOW TO USE THIS COURSE Thank you for choosing Nurses Research Publication home study for your continuing education. This course may be completed as rapidly as you desire. However there is a one-year maximum time limit. If you have downloaded this course from our website you will need to log back on to pay and complete your test. After you submit your test for grading you will be asked to complete a course evaluation and then your certificate of completion will appear on your screen for you to print and keep for your records. Satisfactory completion of the examination requires a passing score of at least 70%. No part of this course may be copied or circulated under copyright law. Instructions: 1. Read the course objectives. 2. Read and study the course. 3. Log back onto our website to pay and take the test. If you have already paid for the course you will be asked to login using the username and password you selected when you registered for the course. 4. When you are satisfied that the answers are correct click grade test. 5. Complete the evaluation. 6. Print your certificate of completion. If you have a procedural question or “nursing” question regarding the materials, call (510) 888-9070 for assistance. Only instructors or our director may answer a nursing question about the test. -
Bates' Pocket Guide to Physical Examination and History Taking
Lynn S. Bickley, MD, FACP Clinical Professor of Internal Medicine School of Medicine University of New Mexico Albuquerque, New Mexico Peter G. Szilagyi, MD, MPH Professor of Pediatrics Chief, Division of General Pediatrics University of Rochester School of Medicine and Dentistry Rochester, New York Acquisitions Editor: Elizabeth Nieginski/Susan Rhyner Product Manager: Annette Ferran Editorial Assistant: Ashley Fischer Design Coordinator: Joan Wendt Art Director, Illustration: Brett MacNaughton Manufacturing Coordinator: Karin Duffield Indexer: Angie Allen Prepress Vendor: Aptara, Inc. 7th Edition Copyright © 2013 Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2009 by Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2007, 2004, 2000 by Lippincott Williams & Wilkins. Copyright © 1995, 1991 by J. B. Lippincott Company. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appear- ing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia PA 19103, via email at [email protected] or via website at lww.com (products and services). 9 8 7 6 5 4 3 2 1 Printed in China Library of Congress Cataloging-in-Publication Data Bickley, Lynn S. Bates’ pocket guide to physical examination and history taking / Lynn S. -
1- Assessing Pain
Foundations of Assessing and Treating Pain Assessing Pain Table of Contents Assessing Pain........................................................................................................................................2 Goal:..............................................................................................................................................2 After completing this module, participants will be able to:..............................................................2 Professional Practice Gaps............................................................................................................2 Introduction............................................................................................................................................. 2 Assessment and Diagnosis of Pain Case: Ms. Ward..........................................................................3 Confidentiality..........................................................................................................................................4 Pain History: A Standardized Approach..................................................................................................4 Evaluating Pain Using PQRSTU: Steps P, Q, R, S T, and U..............................................................5 Ms. Ward's Pain History (P, Q, R, S, T, U)..........................................................................................6 Video: Assessing Pain Systematically with PQRTSTU Acronym........................................................8 -
Medical History and Physical Examination Worksheet
U.S. Department of State OMB No. 1405-0113 EXPIRATION DATE: xx/xx/20xx MEDICAL HISTORY AND ESTIMATED BURDEN: 15 minutes PHYSICAL EXAMINATION WORKSHEET (See Page 2 - Back of Form) Photo Surnames Given Names Exam Date (mm-dd-yyyy) I Birth Date (mm-dd-yyyy) Document Type Document Number Case or Alien Number I I 1. Medical History (Past or present) No Yes No Yes Obstetrics Applicant appears to be providing unreliable or false Pregnant, on day of exam □ □ information, specify in remarks □ □ Estimated delivery date (mm-dd-yyyy) General LMP □ □ Illness or injury requiring hospitalization (including psychiatric) □ □ Previous live births, number: Birth dates of live births (mm-dd-yyyy) Cardiology □ □ Hypertension □ □ Congestive heart failure or coronary artery disease Arrhythmia □ □ Sexually Transmitted Diseases □ □ Rheumatic heart disease Congenital heart disease Previous treatment for sexually transmitted diseases, □ □ specify date (mm-yyyy) and treatment: Pulmonology □ □ Syphilis □ □ Tobacco use: □ Current □ Former □ □ Gonorrhea □ □ Asthma Chronic obstructive pulmonary disease □ □ Endocrinology Tuberculosis history: Diagnosed (mm-yyyy) □ □ □ □ Diabetes Treatment Completed (mm-yyyy) Thyroid disease Diagnosed (mm-yyyy) □ □ Treatment Completed (mm-yyyy) Hematologic/Lymphatic Diagnosed (mm-yyyy) □ □ Anemia Treatment Completed (mm-yyyy) □ □ Sickle Cell Disease □ □ Fever □ □ Thalassemia □ □ Cough Other hemoglobinopathy Night sweats □ □ □ □ Other □ □ Weight loss □ □ An abnormal or reactive HIV blood test Psychiatry Diagnosed (mm-yyyy) □ □ Psychological/Psychiatric -
Teaching Bedside Physical Examination with Ultrasound
SHARE DECEMBER 2019 V42, NO.12 MEDICAL EDUCATION: PART II TEACHING BEDSIDE PHYSICAL EXAMINATION WITH ULTRASOUND: AN OPPORTUNITY TO RE-ENGAGE AND INVIGORATE LEARNERS Kang Zhang, MD, FACP; Irene Ma, MD, PhD, FRCPC, FACP, RDMS, RDCS Dr. Zhang ([email protected]) is associate program director, Internal Medicine Residency Spokane, and clinical instructor and internal medicine clerkship director, University of Washington School of Medicine-Spokane. Dr. Ma ([email protected]) is associate professor, Division of General Internal Medicine, director of ultrasonography and procedural skills, Internal Medicine Residency Program, University of Calgary. he bedside physical examination is an integral pleural effusion.3 However, accuracy of the examination component of the clinical encounter. However, is limited by patient characteristics and size of the effu- Twith decreased time spent teaching at the bedside,1 sions. POCUS offers direct visualization of the pleural there has been a notable decline in physical exam skills effusion, confirming not only of its presence, but also among medical trainees. In the past decade, there has allows for a visual estimation of its size. Bedside rounds been increasing literature supporting the use of point-of- is an excellent way to illustrate ultrasound augmented care ultrasound (POCUS) to augment the physical exam physical examination to learners. As the patient is sitting to better guide physicians with clinical decision making.2 upright, learners are asked to determine if pleural effu- In this article, we describe a strategy to teach bedside sion is present or absent by the traditional physical exam physical examination skills by incorporating POCUS, on both hemithoraces. A mark is made at the first area which provides immediate visual feedback to the learn- of dullness that either represents the diaphragm or top of ers. -
Hawaiiseventh Grade Physical Examination
Hawaii Seventh Grade Physical Examination Fact Sheet and Frequently Asked Questions Introduction In the interest of the health of Hawaii’s youth, children entering seventh grade are required to complete a physical examination, also called a well-child visit. A well-child visit is provided by a licensed physician*, physician assistant, or advanced practice registered nurse. A well-child visit creates a safe environment for youth to talk to their healthcare provider about health and wellness, and can help to address and prevent health-related issues like obesity, smoking, and stress. It is also an opportunity for your child to receive age-appropriate immunizations. What do I need to know? All students entering the seventh grade must complete a physical examination as required by state law (HRS §302A-1159). A child can receive his or her physical examination within twelve (12) months before the first day of instruction. Additional TB clearance is not required unless the child is new to the school system. Parents or legal guardians should submit a completed Form 14 (Student’s Health Record) to the school when they register their child for seventh grade. Does a form need to be completed? Yes. On the day of your child’s physical examination appointment, please give the healthcare provider the Form 14 to fill in during the visit. Submit the completed Form 14 to the school your child will attend for seventh grade. Link to Form 14: To download a copy of the Form 14 and for more information about the seventh grade physical examination requirement, visit www.hawaiipublicschools.org and search for “Physical Exam.” Why is it important? Adolescence is a time of tremendous physical, emotional, and social change. -
Jugular Venous Pressure
NURSING Jugular Venous Pressure: Measuring PRACTICE & SKILL What is Measuring Jugular Venous Pressure? Measuring jugular venous pressure (JVP) is a noninvasive physical examination technique used to indirectly measure central venous pressure(i.e., the pressure of the blood in the superior and inferior vena cava close to the right atrium). It is a part of a complete cardiovascular assessment. (For more information on cardiovascular assessment in adults, see Nursing Practice & Skill ... Physical Assessment: Performing a Cardiovascular Assessment in Adults ) › What: Measuring JVP is a screening mechanism to identify abnormalities in venous return, blood volume, and right heart hemodynamics › How: JVP is determined by measuring the vertical distance between the sternal angle and the highest point of the visible venous pulsation in the internal jugular vein orthe height of the column of blood in the external jugular vein › Where: JVP can be measured in inpatient, outpatient, and residential settings › Who: Nurses, nurse practitioners, physician assistants, and treating clinicians can measure JVP as part of a complete cardiovascular assessment What is the Desired Outcome of Measuring Jugular Venous Pressure? › The desired outcome of measuring JVP is to establish the patient’s JVP within the normal range or for abnormal JVP to be identified so that appropriate treatment may be initiated. Patients’ level of activity should not be affected by having had the JVP measured ICD-9 Why is Measuring Jugular Venous Pressure Important? 89.62 › The JVP is -
Clinical Characteristics and Prognosis Of
Lyu et al. BMC Cardiovascular Disorders (2019) 19:209 https://doi.org/10.1186/s12872-019-1177-1 RESEARCH ARTICLE Open Access Clinical characteristics and prognosis of heart failure with mid-range ejection fraction: insights from a multi-centre registry study in China Lyu Siqi, Yu Litian* , Tan Huiqiong, Liu Shaoshuai, Liu Xiaoning, Guo Xiao and Zhu Jun Abstract Background: Heart failure (HF) with mid-range ejection fraction (EF) (HFmrEF) has attracted increasing attention in recent years. However, the understanding of HFmrEF remains limited, especially among Asian patients. Therefore, analysis of a Chinese HF registry was undertaken to explore the clinical characteristics and prognosis of HFmrEF. Methods: A total of 755 HF patients from a multi-centre registry were classified into three groups based on EF measured by echocardiogram at recruitment: HF with reduced EF (HFrEF) (n = 211), HFmrEF (n = 201), and HF with preserved EF (HFpEF) (n = 343). Clinical data were carefully collected and analyzed at baseline. The primary endpoint was all-cause mortality and cardiovascular mortality while the secondary endpoints included hospitalization due to HF and major adverse cardiac events (MACE) during 1-year follow-up. Cox regression and Logistic regression were performed to identify the association between the three EF strata and 1-year outcomes. Results: The prevalence of HFmrEF was 26.6% in the observed HF patients. Most of the clinical characteristics of HFmrEF were intermediate between HFrEF and HFpEF. But a significantly higher ratio of prior myocardial infarction (p = 0.002), ischemic heart disease etiology (p = 0.004), antiplatelet drug use (p = 0.009), angioplasty or stent implantation (p = 0.003) were observed in patients with HFmrEF patients than those with HFpEF and HFrEF. -
Medical History and Physical Examination Worksheet
U.S. Department of State OMB No. 1405-0113 EXPIRATION DATE: xx/xx/xxxx MEDICAL HISTORY AND PHYSICAL EXAMINATION WORKSHEET ESTIMATED BURDEN: 35 minutes For use with DS-2053 (See Page 2 - Back of Form) Name (Last, First, MI) Exam Date (mm-dd-yyyy) Birth Date (mm-dd-yyyy) Passport Number Alien (Case) Number 1. Past Medical History (indicate conditions requiring medication or other treatment after resettlement and give details in Remarks) NOTE: The following history has been reported, has not been verified by a physician, and should not be deemed medically definitive. No Yes No Yes General Ever caused SERIOUS injury to others, caused MAJOR Illness or injury requiring hospitalization (including psychiatric) property damage or had trouble with the law because of Cardiology medical condition, mental disorder, or influence of alcohol or drugs Angina pectoris Hypertension (high blood pressure) Obstetrics and Sexually Transmitted Diseases Pregnancy Fundal height cm Cardiac arrhythmia Last menstrual period Date (mm-dd-yyyy) Congenital heart disease Sexually transmitted diseases, specify Pulmonology History of tobacco use Current useYes No Endocrinology and Hematology Asthma Diabetes mellitus Chronic obstructive pulmonary disease (emphysema) Thyroid disease History of tuberculosis (TB) disease History of malaria Treated Yes No Other Current TB symptoms Yes No Malignancy, specify Neurology and Psychiatry Chronic renal disease History of stroke, with current impairment Chronic hepatitis or other chronic liver disease Seizure disorder Hansen's Disease -
The Contribution of the Medical History for the Diagnosis of Simulated Cases by Medical Students
International Journal of Medical Education. 2012;3:78-82 ISSN: 2042-6372 DOI: 10.5116/ijme.4f8a.e48c The contribution of the medical history for the diagnosis of simulated cases by medical students Tomoko Tsukamoto, Yoshiyuki Ohira, Kazutaka Noda, Toshihiko Takada, Masatomi Ikusaka Department of General Medicine, Chiba University Hospital, Japan Correspondence: Tomoko Tsukamoto, Department of General Medicine, Chiba University Hospital, 1-8-1 Inohana, Chuo-ku, Chiba city, Chiba, 260-8677 Japan. Email: [email protected] Accepted: April 15, 2012 Abstract Objectives: The case history is an important part of diag- rates were compared using analysis of the χ2-test. nostic reasoning. The patient management problem method Results: Sixty students (63.8%) made a correct diagnosis, has been used in various studies, but may not reflect the which was based on the history in 43 students (71.7%), actual reasoning process because a list of choices is given to physical findings in 11 students (18.3%), and laboratory the subjects in advance. This study investigated the contri- data in 6 students (10.0%). Compared with students who bution of the history to making the correct diagnosis by considered the correct diagnosis in their differential diagno- using clinical case simulation, in which students obtained sis after taking a history, students who failed to do so were clinical information by themselves. 5.0 times (95%CI = 2.5-9.8) more likely to make a final Methods: A prospective study was conducted. Ninety-four misdiagnosis (χ2(1) = 30.73; p<0.001). fifth-year medical students from Chiba University who Conclusions: History taking is especially important for underwent supervised clinical clerkships in 2009 were making a correct diagnosis when students perform clinical surveyed.