Review the diagnostic process described in the following textbook: Stern, S. C., Cifu, A. S., & Altkorn, D. (2014). Sympton to Diagnosis. McGrawmHill Company
1. Identify the Problem: Constructs a complete problem list that consists of Chief Complaint, Other acute symptoms, Chronic active problems, significant past medica history, significant family
/social history, abnormal physical exam findings and preliminary abnormal lab findings
2. Frame the differential diagnoses:
Uses anatomic framework and/or organ/system framework and/or pathophysiologic framework to frame the differential diagnoses. The list addresses the problem list from the first step/criteria effectively. The differential diagnoses list(s) are comprehensive for each problem elicited.
3. Organize the differentials: The differential diagnoses are organized in clinically useful subgroups. Addresses all the differential diagnoses.
4. Use Pivotal Points to limit differentials: Uses pivotal points such as acute vs. chronic,unilateral vs. bilateral etc. to limit the differential diagnoses list. The final list is patient specific
5.Explore patient specific differentials: Explores the patient specific differential
diagnoses list using history, Physical exam findings, risk factors, associated symptoms etc. The patient specific differentials list comprehensive and detailed.
6. Rank the differentials to develop hypotheses: Ranks the differentials using the results of the exploration; Uses evidence from literature to accurately identify the leading differential diagnosis, must not miss differential diagnosis, and alternative diagnosis.
7. Summarize evidence based diagnostics and treatment plan for the first three
differentials: Evidence based diagnostics and treatment plan is appropriate for the diagnosis and accurately addresses the problem identified. Evidence based diagnostics and treatment plan includes plans for evaluation/follow up care as appropriate.
Evidence based diagnostics and treatment plan is individualized to the patient’s age and
development, culture, religion, family, environment, education, and/or any other unique concerns
uncovered in assessment.
8. Demonstrate appropriate and effective written communication. Demonstrates
Scholarly writing, APA style formatting: Appropriate medical terminology is used. Redundant (repetitious) words, phrases, and other distracting information is omitted.Format
follows a standard. Narratives have a logical flow. Submission is free of errors in scholarly tone,
style, and APA formatting.
Reference: Stern, S. C., Cifu, A. S., & Altkorn, D. (2014). Symptom to Diagnosis
McGraw Hill Company.
The Patient History An Evidence-Based Approach Chapters 58-62 (Neuro) and 63-64 (Psych)
Symptom to Diagnosis An Evidence-Based Approach Chapters 1 and 11
Practice Guidelines for Family Nurse Practitioners Chapters 13 and 18
The Diagnostic Process
Psychiatric Mental Health
Ms. G is a 20-year-old college student who presents with c/o feeling anxious, sad, and frequent anger outbursts. Onset 6-8 weeks; The patient has no significant Medical history
Vital signs: Temp: 98.4F; BP: 124/84; HR: 112; RR: 22/min; Spo2: 99% RA; The Physical Exam is unremarkable; Mental Status Exam: Mood: Anxious, Affect: Appears anxious, distracted, psychomotor agitation evidenced by pacing; Thought Process: Denies HI/SI/AVH; Thought content: Logical; Speech: Rate/Volume/Content: Unremarkable; Insight: Fair; Judgment: Fair
References to use are below. Also, use additional references APA 7th edition
Henderson, M. C., Tierney, L. M., Jr., & Smetana, G. W. (2012). The patient history: An evidence-based approach to differential diagnosis (2nd ed.). Columbus, OH: McGraw-Hill. ISBN-13: 978-0071624947
Papadakis, M. A., & McPhee, S. J. (2020). Current medical diagnosis and treatment: 2018. (59th ed.). New York, NY: McGaw-Hill Education. ISBN: 978-1-260-45528-1
Stern, S. D. C., Cifu, A., & Altkorn, D. (2020). Symptom to diagnosis: An evidence-based guide (4th ed.). Columbus, OH: McGraw-Hill. ISBN-13: 978-1-260-12111-7