BUY ESSAYS ONLINE

common complaints of patients presenting to emergency departments

Description

Buy ready-to-submit essays. No Plagiarism Guarantee!

Note: Our papers are 100% human-written. 

Check before you submit. Get Turnitin Score Report in 15 Minutes.

Don't risk the 'Red' score. Get the exact same Turnitin report your professor uses. Join 50,000+ students who submitted their essays with confidence this semester.

I HAVE TO REPLY TO THIS POST                

Abdominal pain is one of the most common complaints of patients presenting to emergency departments, accounting for approximately 4–5% often due to primary care referrals (Vaghef-Davari et al, 2019). A thorough patient history and examination is the foundation of determining the proper diagnosis. Ordering numerous costly tests is not ideal therefor strong examination skills and a complete history will assist in directing potential diagnosis such as those listed below. In this case study possible patient diagnosis based on symptoms, presentation and history can include GERD, Gastritis, peptic ulcer, acute pancreatitis, angina, and even abdominal aortic aneurysm. Diagnostic Considerations for this patient are 1). Gastritis: The patient exceeds the recommended drinking level for men of less than 14 drinks a week and less than 4 drinks on any one occasion. Patient has heart rate of 110, suggesting possible withdrawal and possibly dehydration. (2). Peptic ulcer: the patient has pain radiating to the back, seen in posterior penetrating ulcers. Alcohol intake is a risk factor. (3). Acute pancreatitis. The patient’s alcohol intake is a risk factor, and his temperature is slightly elevated. The pain is persisting and radiates to the back, but the location of the pain is not typical. However, left upper quadrant pain is more typical in pancreatitis, and typically more severe in nature. (4). GERD: The patient has a history of alcohol use which can cause relaxation of the lower esophageal sphincter pressure, leading to symptoms of reflux. He has nausea and epigastric tenderness, which can be present in GERD. However, the lack of heartburn, a burning sensation in the retrosternal area particularly in the post prandial period, coupled with the absence of dysphagia and  regurgitation, make this diagnosis less likely according to the text (Bickley et al, 2021). (5). Angina: The patient has cardiac risk factors of age, smoking, hypertension, and high alcohol intake. Patient reports burning pain in the chest.

Diagnostic Work up:

EKG to rule out immediate cardiac event.

Thorough blood work: CBC, CMP, H&H, LFT’s, troponin

Serum alcohol level and urine toxicology due excessive alcohol use

Ultrasound or CT of upper abdomen

Endoscopy (EGD) with mucosal biopsy is one of the most accurate tests to detect

presence of mucosal irritation (gastritis) or the presence of a peptic ulcer.

Trial of antacids for 4-6 weeks, if no improvement referral for an endoscopy.

Patient counseling/education on alcohol abuse

Echocardiogram to further rule out cardiac related pathophysiology.

This patient is most likely to have alcohol?induced gastropathy; however, peptic ulcer disease cannot be

excluded. An endoscopy would differentiate these two entities. It also includes acute pancreatitis, GERD,

and angina (Bickley et al, 2021).

References:

Bickley, L. S., Szilagyi, P. G., Hoffman, R. M., & Soriano, R. P. (2021). Bate’s guide to physical examination and history taking. Wolter Kluwer.

Vaghef-Davari, F., Ahmadi-Amoli, H., Sharifi, A., Teymouri, F., & Paprouschi, N. (2019) Approach to acute abdominal Ppain: Practical algorithms. Adv J Emerg Med. doi: 10.22114/ajem.v0i0.272.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS

.

5. Grading Rubric

Discussion Criteria A
(100%)
Outstanding or highest level of performance 

B
(87%)
Very good or high level of performance
C
(76%)
Competent or satisfactory level of performance
F
(0)
Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16 points
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 pointsAddresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 pointsAddresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 pointsMinimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
12 points
Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 pointsIntegrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 pointsIntegrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 pointsDoes not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week.
14 points
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 pointsResponds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 pointsResponds to a classmate and/or instructor but does not further the discussion. 10 pointsNo response post to another student or instructor. 0 points
Communicates in a professional manner.
8 points
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 pointsPresents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 pointsPresents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 pointsPresents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION:
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION
Total posts: Participates in the discussion thread at least three times on at least two different days.
0 points lost Posts in the discussion at least three times AND on two different days.-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES:
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned. In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students: Demonstrate understanding of concepts for the week Integrate scholarly resources Engage in meaningful dialogue with classmates Express opinions clearly and logically, in a professional manner Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not: You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days. 3. Threaded Discussion Guiding Principles The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline

Get Fast Essay Writing Help – No Plagiarism Guarantee!

hireessaywriters.royalresearchers.com is one of the best Online assignment writing service websites that provide university students with quality academic essays, personal statements, research proposals, essays, term papers, admission essays, annotated bibliographies, reports, research papers, projects, presentations, dissertation, theses, movie reviews, Book reviews, application papers, among others.

Expert and professional Essay Writers to Cover All Your School Needs!

PLACE YOUR ORDER