MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment

MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
Mixed Up Soap Note (20%, CO 1, 3/ MO 2)

The goal of this assignment is to introduce to the SOAP note format. A SOAP template has been provided below for your use. You will read the Mixed-up Soap Note Scenario. You will identify the Subjective components in the narrative. You will take that data that you’ve been given, and you will enter the data in the appropriate area on the Soap note, you will want to abbreviate the content and complete a Review of Systems. There is limited objective data. You will then contemplate the information that you’ve been given, and from this information, you will create a diagnosis and a plan. You will complete the SOAP note, and you can utilize the second document to present your rationales and research. What you will see is that you can do the majority of your Diagnosis with an excellent history. Focus your diagnoses on what you “see.” Often as a provider, you start your diagnoses based on a physical finding or a complaint and then you will fine tune it based on your examination or other tests. For example, a patient presents with a cough based on history; you may then determine the patient is having respiratory distress through observation, you will then continue to fine tune your diagnosis to Wheezing with your examination and then once you have finished you have narrowed it down to Mild intermittent Asthma with exacerbation. This process will start with a vague diagnosis and become more specific as you gather more specific data. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
Subtitle or Section:
Read the rest of the case study below and then complete the blank Soap Note attached to the scenario.

Use only the information provided.

Decide what is pertinent and then place the components in the correct sections of subjective and objective components

Use appropriate abbreviations and concise terminology if appropriate

If you are lacking pertinent information supply the questions that you would ask the patient (pretend you are completing the visit, how would you phrase the questions)

Provide a second Word document answering the following questions

What type of history will you obtain for this visit?

What additional history would you obtain from the family that is significant to A.J.’s situation

Practice using clinical reasoning and list possible diagnoses for A.J. based on the subjective information provided

Provided the following:

· Medical Diagnosis (2)

o ICD 10 code
o Provide pathophysiology
o Pertinent positives
o Pertinent negatives
· Differential diagnosis (3-5)
· ICD 10 code
o Provide pathophysiology (brief for each)
o Pertinent positives
o Pertinent negatives
· Health maintenance/risk profile
· Reference List
APA format
Subtitle or Section:
Mixed Up Soap Note Scenario
Grading Rubric
SOAP Template Actions
 
5220 Advanced Health Assessment
Mixed up Subjective and Objective Data Work Sheet
A.J. is a 15-year-old female who is presenting to your primary clinic setting with her mother.  A.J. is a new patient, and this is her initial visit.  Her complaint is “left leg pain.” MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
Vitals:    Temp:  37.0 C
HR: 88
RR: 16
BP: 110/72
Height: 5’ 6.”
Weight: 70.5 kg

Read the rest of the case study below and then complete the blank Soap Note attached to the scenario.  Use only the information provided.

Decide what is pertinent and then place the components in the correct sections of subjective and objective components
Use appropriate abbreviations and concise terminology if appropriate

Provide a second Word document answering the following questions

What type of history will you obtain for this visit? MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
What additional history would you obtain from the family that is significant to A.J.’s situation
Practice using clinical reasoning and list possible diagnoses for A.J. based on the subjective information provided
For each of the following

Medical Diagnosis, 2 primary

Provide pathophysiology/Rationale/Plan
ICD 10 code

Differential diagnosis, 3-5 Differentials

Provide pathophysiology/Rationale/plan
ICD 10 code

Health maintenance/risk profile

Pertinent positives
Pertinent negatives

Reference list
APA format

 
A.J. is a 15-year-old female, student.   A.J. participates competitively in Gymnastics.  She recently (3 days ago) had an injury to her left leg when she landed in an awkward position with a dismount from the uneven bars.  She has previously had an injury to her left knee, so the family put a brace on and started crutch use, but has not sought medical care.  The family knew that they had this upcoming appointment, so they chose to wait to seek care.  The left leg pain is isolated to the front lateral aspect of the left knee; It is not improved with their interventions, the mother states that she has given A.J. Motrin 600 mg 3-4 times a day since the injury. The injury is painful at night and worse when she is up at night with pain.  A.J. states that she is having trouble bending her knee when the brace is off.  She is frustrated with the injury and wants it better so that she can go back to practice; she has an important meet in 2 weeks.  A.J is currently a freshman in school (has just started back to school), previously her grades are A’s and B’s and struggles a bit in her algebra class but has utilized a tutor for help and is making progress in that class. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
 
A.J. states that most of her friends are in the gym, she has a few friends at school, but since the gym takes so much of her time, it is hard to have time for friends in other settings.  A lot of her friends from middle school do not seem to have similar interests, 9th grade was a new school for her and mom is hinting that it has been a hard transition.  Including this injury is making it hard for her to get around the campus between classes.
 
A.J. has no allergies
 
A.J. takes no medications
 
A.J. denies changes in her weight
 
A.J. eats a healthy diet, she has recently talked about becoming a vegetarian, no one in the family has food allergies, and they do not maintain a vegetarian diet.  Mom is concerned that she is not getting enough protein.  A.J. has not mentioned concerns with her weight but often notes that she is taller than other gymnasts and gets frustrated that she is not as limber or agile as her other competitors. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
 
A.J. Denies drugs, alcohol or use of illegal substance, no sports enhancing drugs
 
A.J. denies sexual encounters, she likes boys, denies a boyfriend
 
A.J. participated in gymnastics five days a week for 1 to ½ hours a session, she likes to run as well but is recreational, no other clubs or interests
 
Previous left knee injury one year ago, no other broken bones to injuries
 
Birth history, term female, two other sibs (older) who are healthy.  Parents are married, and state that they are happy and financially comfortable.  She lives in a two story house, and her bedroom is upstairs, she is having challenges with navigating the steps with the crutches, one inside dog, no other animals.  Denies mental health concerns, but has been sadder the last couple of days and mom states short tempered with a recent injury.  No surgeries, hospitalizations or significant illness, trauma, or disabilities.  +yearly flu shots, and last got immunizations around age 11 and had one HPV and one Hepatitis A immunization at age 11; mom states that immunizations were up to date.  Denies use of glasses or hearing aid, had her vision and hearing checked at PCP visit at age 11, has not sought primary care since that visit MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment.  A.J. denies eye or vision issues, denies issues with her hearing or ear pain, denies a headache, denies nasal drainage, nose bleeds, or problems with smell or taste.  No sore throat or voice changes, no mouth or teeth issues, and routinely sees a dentist, last visit in the past six months.
 
A.J. Denies issues with her heart, no palpitations or chest pain, no syncope, no abdominal pain or problems with voiding or stooling, denies constipation or diarrhea and no blood in her stool.  No other concerns in her musculature other than her left knee.
 
A.J. is currently having issues sleeping relating to pain, she is sleeping in her bed and has tried to elevate her left leg, denies problems with concentration at school or any memory issues.
 
Family denies any previous blood transfusions or use of chronic medications.
 
A.J. started her periods at age 12 years and had them monthly, used pads and had a period in the past month, no concerns verbalized with length or intensity of bleeding, no birth control and has never seen a GYN.
 
A.J. does not work outside the home
 
Parents: Dad has a high-stress job and hyper tension, on medications, Mom is a stay at home mom, +weight issues but overall no meds and healthy.  Siblings (one in college, girl, +weight issues and overall healthy), brother (senior in high school, is looking at going away to school, healthy).  Mom states no mental health concerns in the family, denies diabetes, exposure to communicable diseases, no recent travel outside of the US, no smokers, no stroke, lung disease, or asthma, no blood disorders, seizures, headache.  Paternal grandfather with hypertension MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
 
 
The concept with permission granted and appreciation per Dr. J Michaels.
 

Name

mixed up soap rubric

Description
Rubric Detail

Levels of Achievement

Criteria
Excellent
Competent
Novice
Needs Improvement

Case Study Completion
Weight 5.00%
100 %
Student is at ease with the information and appropriately understands and displays ability to process the information from the scenario
75 %
unable to process the information from exam finding, displays lack of synthesis of case study information, student is unable to elaborate or provide additional details
50 %
Student understands the information but is unable to provide basic details
0 %
Student does not display ability to provide basic information

Formating/use of soap note template
Weight 5.00%
100 %
Appropriate Use of the Form
75 %
Competent use of the form
50 %
Basic use of the form
0 %
Inadequate use of the form

Subjective
Weight 30.00%
100 %
Appropriately documents the Subjective components from the case study material, Review of systems (ROS)is completed appropriately, 3 HPI, 3 or greater ROS, 2+ Past/Social/Family History item
75 %
one error in completion of the form, subjective components are missing, or mixing of subjective/objective components, lack of Review of system components or Review of system components are inappropriate or mixing of physical 2 HPI, 2 ROS, 1 Past/Social/Family History
50 %
greater than one error or Inappropriate completion of the form, subjective components are missing, or mixing of subjective/objective components, lack of Review of system components or Review of system components are inappropriate or mixing of physical
0 %
Incomplete or missing components

Medical Diagnosis/Rule Outs/Health Profile/Pertinent positives/Pertinent negatives/Diffenentials/Alteration in health prevention
Weight 30.00%
100 %
Appropriately completes the components and displays synthesis of information in the appropriate sections
75 %
on error or inappropriately labeled/mixed or general lack of synthesis of information provided
50 %
greater than one error, Components are missing or inappropriately labeled/mixed or overall lack of synthesis of information provided
0 %
Incomplete or missing components

Plan/Rationale/Patho
Weight 30.00%
100 %
Appropriately completes the components and displays synthesis of information in the appropriate sections
75 %
One error or Components are missing or inappropriately labeled/mixed or General lack of synthesis of information provided
50 %
Greater than one error, Components are missing or inappropriately labeled/mixed or overall lack of synthesis of information provided
0 %
Incomplete or Missing Components

 
 
 

SOAP Note Form

S/ Identifying Information:   (initials, age/DOB, gender, reliability)
Family Hx:
 

Personal/Social Hx:

Chief Complaint/RFE:

Hx Present Illness: (7 Variables but do not list as such)

CURRENT HEALTH

Medications:

Allergies:

Last PE & Screenings:

Immunization Status:

LMP & Birth Control (if applicable)

PMH

Illnesses & Trauma:

Hospitalizations/Surgeries:

OB Hx/Sexual Hx:

Emotional/Psy Hx:

REVIEW OF SYSTEMS

General

Nutrition

Skin/Hair/Nails

HEENT

Breasts

Respiratory

CV/peripheral vascular
 

GI

GU

MSK

Psych

Neuro

Lymph/Heme/Endocrine

O/ Physical Exam: T:        P:        R:        BP:          HT:         WT:         BMI:

General

Skin

Head

EENT

Neck 

Breasts/Chest

Lungs

Heart/ perip vascular

Abdomen

Genitalia/Rectum

Lymph

MSK

Neuro

Medical Dx: (2max)
Rule Outs (only if applicable):

Health Profile:

age/gender/racial  risks:

Pertinent Positives:(1DX)

personal/family:

screening needs:

Pertinent Negatives:
counseling needs:

Immunization/chemo needs:

Differential DX:(3-5) 
Alteration in Health Prevention R/T:

Screening deficits:

Counseling deficits:

Nursing Dx: 
Immunization/chemo deficits:

 

I. PLAN:  Do separate sections in the plan  to include: Max 1-2 pages
 
Diagnostics:
 
Medications/Treatments:
 
Education:
 
Follow-up:
 
Referrals:
 
Prevention Plan:
 

II. Rationale: ( Max 2 pages)

III. Patho: (Max 2 pages)

 
 
 
 
 
 
 
Mixed Up Soap Note
Name
Institution
 
 

What type of history will you obtain for this visit?

Presenting complain
History of presenting complaint
Past medical history (Sataloff, 2019)
Drug history
Family history
Social history

What additional history would you obtain from the family that is significant to A.J.’s situation

Family history e.g. Cardiac and diabetes history
Presence of genetic conditions in the family

Practice using clinical reasoning and list possible diagnoses for A.J. based on the subjective information provided

Muscle or tendon injury
Medial tibial stress syndrome
Stress fracture,
Exertional compartment syndrome
Nerve entrapment

For each of the following:
Medical Diagnosis: Muscle or tendon injury:
Pathophysiology

Muscle strain occurs from overstretched muscles and is common among sporting people. Symptoms include leg pain and mobility difficulties among others.
Muscle strains cause excessive fiber stretching due to exertion of tensile force at the muscle. The pathophysiological process is characterized by destruction, repair and remodeling. Destruction involves tearing and myofibrils necrosis, creation of hematoma and division of inflammatory cells (Bengtsson, Ekstrand, Waldén & Hägglund, 2017). Repair and remodeling phases involve necrotic tissue phagocytosis, myofibrils regeneration and concomitant development of connective scar tissue, neoformation of vessels and growth of neurons also occur (Hamilton et al., 2020) MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment

ICD 10 code: ICD-10-CM Code S86
Diagnosis 2: Medial tibial stress syndrome

Pathophysiology:
Clinical exercise induced pain caused by repetitive loading stress during running and jumping and triggered on palpation over a length of ≥5consecutive centimeters. It occurs along the posteromedial tibial border.
Foot inversion by dorsiflexes of the tibialis anterior is followed by extension of the great toe. Other toes extend causing pain and dysfuctions.
ICD-10-CM Diagnosis Code S83.132A
Differential diagnosis, 3-5 Differentials
Stress fracture

Tiny cracks in bones caused by repetitive force, often from overuse — such as repeatedly jumping up and down or running long distances. Stress fractures can also develop from normal use of a bone that’s weakened by a condition such as osteoporosis.
ICD-10-CM Diagnosis Code M84.35

 

Exertional compartment syndrome
It is associated with pain and pressure on the leg due to failure of muscle expansion on the affected tissues. It causes inflammation, pain and disability of arms and legs. It is nerve condition or exercise induced.
ICD-10-CM Diagnosis Code M79.A22 (ICD10data, 2018).
Nerve entrapment
It is characterized by pain, tingling, numbness and muscle weakness. It is a medical condition resulting from direct exertion of pressure on the nerves (Black, Brindle & Honaker, 2016). Localized structural changes and microvascular function interferences cause dysfunction of peripheral-nerves (Kastenschmidt, Mannaa, Muñoz & Villalta, 2019).
ICD-10-CM Diagnosis Code S84.02XD

 

Pertinent positives

muscle injury;
pain

Pertinent negatives

Broken bone

 
 
References
 
Kastenschmidt, J. M., Mannaa, A. H., Muñoz, K. J., & Villalta, S. A. (2019). Immune System Regulation of Muscle Injury and Disease. In Muscle Gene Therapy (pp. 121-139). Springer, Cham.
Hamilton, B., Pollock, N., Reurink, G., de Vos, R. J., Purdam, C., & Thorborg, K. (2020). Muscle Injury Classification and Grading Systems. In Prevention and Rehabilitation of Hamstring Injuries (pp. 189-198). Springer, Cham.
Bengtsson, H., Ekstrand, J., Waldén, M., & Hägglund, M. (2017). No difference in muscle injury rates during professional football matches preceded by three to five days of recovery. British Journal of Sports Medicine, 51(4), 294-294.
Black, J. M., Brindle, C. T., & Honaker, J. S. (2016). Differential diagnosis of suspected deep tissue injury. International wound journal, 13(4), 531-539.
ICD10data. (2018). The Web’s Free 2019/2020 ICD-10-CM/PCS Medical Coding Reference. Retrieved from https://www.icd10data.com/
Sataloff, R. T. (2019). Patient history. Obesity and Voice, 65. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
 
 

SOAP Note Form

S/ Identifying Information:   A.J, 15, F
 
MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment
Family Hx: Parents: Dad has a high-stress job and hyper tension, on medications, Mom is a stay at home mom, +weight issues but overall no meds and healthy.  Siblings (one in college, girl, +weight issues and overall healthy), brother (senior in high school, is looking at going away to school, healthy).  Mom states no mental health concerns in the family, denies diabetes, exposure to communicable diseases, no recent travel outside of the US, no smokers, no stroke, lung disease, or asthma, no blood disorders, seizures, headache.  Paternal grandfather with hypertension

Personal/Social Hx: Has few school friends.
Denies drugs, alcohol or use of illegal substance, no sports enhancing drugs; denies sexual encounters, she likes boys, denies a boyfriend

Chief Complaint/RFE: Left leg pain

Hx Present Illness: (7 Variables but do not list as such)she had  left leg injury 3 days ago; previous left knee injury;

CURRENT HEALTH

Medications:  Motrin 600 mg 3-4 times a day

Allergies: NKA

Last PE & Screenings:  Previous left knee injury one year ago, no other broken bones to injuries

Immunization Status: yearly flu shots, and last got immunizations around age 11 and had one HPV and one Hepatitis A immunization at age 11

LMP & Birth Control (if applicable):  N/a

PMH

Illnesses & Trauma:  none

Hospitalizations/Surgeries: never been hospitalized;

OB Hx/Sexual Hx: regular period; began at 12 years

Emotional/Psy Hx: concerns with height; often notes that she is taller than other gymnasts and gets frustrated that she is not as limber or agile as her other competitors.no major mental health concerns; short tempered and sad due to the injury

REVIEW OF SYSTEMS

General : Negative for fevers, chills, fatigue; weight loss

Nutrition : eats a healthy diet; wants to become vegetarian; not obese

Skin/Hair/Nails : negative for itching, burning, rashes; red and sore at the site of injury

HEENT: denies vision or hearing problems; does not wear glasses or hearing aids; denies nasal drainage, nose bleeds and problems with smell and taste; No sore throat or voice changes, no mouth or teeth issues, and routinely sees a dentist, last visit in the past six months. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment

Breasts : no lumps or masses

Respiratory : negative for cough; dyspnea on exertion; denies chest pain

CV/peripheral vascular : Denies issues with her heart, no palpitations

GI : Normal bowel sounds, soft, non tender, non distended. No guarding or rebound; no abdominal pain or problems with voiding or stooling, denies constipation or diarrhea and no blood in her stool

GU: Negative for pain; urine normal in frequency and quality

MSK  : positive for painful on the left leg

Psych :  negative for mental issues or trauma

Neuro  : denies syncope

Lymph/Heme/Endocrine  : negative for enlarged nodes in the groin. No history of splenectomy

O/ Physical Exam: T: 37.0C  HR: 88      RR: 16       BP: 110/72        HT: 5.6”     WT: 70.5Kg        BMI: 24.2

General : appears sad and in pain

Skin  : no rashes and lesions

Head  : no head injuries; headache

EENT  no eye or vision issues, hearing or ear pain; nasal drainage, nose bleeds, or problems with smell or taste.  No sore throat or voice changes, no mouth or teeth issues, and routinely sees a dentist, last visit in the past six months.

Neck: no lumps; pain ; no sore throat

Breasts/Chest  : no palpitations or chest pain

Lungs  : clear to auscultation and percussion bilaterally

Heart/ perip vascular : . pulses+2 bilat pedal and +2 radia

Abdomen  : symmetrical without distention; bowel sounds are normal in quality and intensity; No masses or splenomegaly noted; negative for tenderness with deep palpation

Genitalia/Rectum  : no itching or reddening
MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment

Lymph  : no inflamed lymph nodes

MSK  : left leg pain

Neuro : no problems with concentration at school or any memory issues.

Medical Dx: (2max)  :
X-ray
Physical examination
Symptom history
Rule Outs (only if applicable):

Health Profile:

age/gender/racial  risks:

Pertinent Positives:(1DX)
muscle injury;
pain

personal/family:

screening needs:

Pertinent Negatives:
Broken bone
counseling needs:

Immunization/chemo needs:

Differential DX:(3-5)
·         Muscle or tendon injury
·         Medial tibial stress syndrome
·         Stress fracture,
·         Exertional compartment syndrome
·         Nerve entrapment,
Alteration in Health Prevention R/T:

Screening deficits:

Counseling deficits:

Nursing Dx:  •      Muscle or tendon injury
Immunization/chemo deficits:

 

I. PLAN:  Do separate sections in the plan  to include: Max 1-2 pages
 
Diagnostics:
·         Grade 2 Muscle or tendon injury
 
Medications/Treatments:
·         Over-the-counter (OTC) nonsteroidal anti-inflammatory drugs (NSAIDs), such as ibuprofen and naproxen; for pain relieving
 
Education:
·         Recovery exercise; massage Therapy; appropriate muscle resting
 
Follow-up:
·         Visit clinic every two weeks
 
Referrals:
·         Physical therapist
 
Prevention Plan: 
·         Patient will walk at a moderate pace for 3 to 5 minutes before doing any sports or other physical activities.
·         Wear shoes that provide stability and ensure that any other protective equipment fits appropriately and is in good condition. MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment.
·         Lift heavy objects or items with care and always use the correct technique.
 

II. Rationale: ( Max 2 pages)
Muscle strain occurs from overstretched muscles and is common among sporting people. Symptoms include leg pain and mobility difficulties among others.

III. Patho: (Max 2 pages)
Muscle strains cause excessive fiber stretching due to exertion of tensile force at the muscle. The pathophysiological process is characterized by destruction, repair and remodeling. Destruction involves tearing and myofibrils necrosis, creation of hematoma and division of inflammatory cells. Repair and remodeling phases involve necrotic tissue phagocytosis, myofibrils regeneration and concomitant development of connective scar tissue, neoformation of vessels and growth of neurons also occur MIXED UP SOAP NOTE – Nurs 5220 Advanced Health Assessment


Kolb’s Reflective Cycle Essay

Kolb’s Reflective Cycle Essay
Kolb’s reflective cycle essay is a resourced piece in the nursing discipline. Writing a nursing essay using Kolb’s cycle helps you involve every necessary information in your paper. It is crucial to have a deep understanding of Kolb’s reflective cycle.
This blog will give tips on Kolb’s reflective cycle and how to use it as a writing model. A professional writes this information; reading it will help hint at why you need to use Kolb’s reflective cycle. Let’s get started!
What is Kolb’s reflective cycle essay?
Kolb’s reflective cycle essay is an educational tool developed by David Kolb, an American educational theorist, to help students learn from their experiences. It is based on the idea that learning is a continuous process.
The cycle consists of four stages:

Having an experience
Reflecting on the experience
Forming abstract concepts from experience
Testing those concepts in new situations

The first stage is the experience

 In this stage, the student has an experience through research, observation, or an activity that can be reflected on. This experience can be anything from reading a book or attending a lecture to participating in a team-building exercise.

The second stage is the reflection

In this stage, the student takes time to think about the experience, what it meant to them, and what they learned from it. They can ask themselves questions such as: What was the experience like? What did I know?

The third stage is the formation of abstract concepts.

 In this stage, the student takes the reflections from the second stage and turns them into more abstract ideas. Students take the concepts they have learned and form them into general principles or theories that can be applied to other situations.

The fourth stage is the testing of the concepts.

 In this stage, the student takes the abstract concepts they have formed and applies them to new situations. This allows them to test the validity of their ideas and see how they can be used in different contexts.
 Kolb’s reflective cycle essay
Kolb’s reflective cycle essay is a valuable tool for students to learn from their experiences and apply their knowledge to new areas. It encourages students to take the time to reflect on their experiences and think critically about them. This helps them better understand the subject matter and how it can be applied in other settings.
How do you write a reflective essay using Kolb? David Kolb’s reflective cycle is a popular method of reflective writing used by many to help improve their reflective skills. It is based on the idea that there are four stages of learning: Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation.
 This cycle is designed to help individuals learn from their experiences and gain a deeper understanding of their actions and reactions. When writing a reflective essay using Kolb’s cycle or Gibbs’s reflective cycle, it is essential to remember the four stages and consider how each step affects the other.

The first stage is Concrete experience.

This is the experience of a situation and involves the individual experiencing it. When writing about this stage, reflecting on what was done and the individual’s reaction is essential.

The second stage is Reflective Observation.

This is when the individual reflects on their experience and gains a deeper understanding. They evaluate their expertise and gain insight into how they reacted to it. It is essential to consider what you learned, what was reflected upon, and how this experience could be applied.

The third stage is Abstract Conceptualisation.

This is when the individual uses reflective observation information to understand the situation better. They take the knowledge gained and turn it into a concept that can be applied to other conditions. When writing about this stage, it is important to consider how the experience is interpreted and what connections are made between the incident and different situations.

The fourth stage is Active Experimentation.

Here, you take the concepts learned and apply them to new or different situations. Using the knowledge that you gained will help you try out new ideas and test your theories. When writing about this stage, it is essential to consider how you experimented with the knowledge you gained and how it affected your behavior in the new situation.
The summary of Kolb’s reflective cycle?
What is the summary of Kolb’s reflective cycle? Kolb’s reflective cycle is a theoretical model of experiential learning developed by David Kolb. The cycle has four stages: concrete experience, thoughtful observation, abstract conceptualization, and active experimentation. This cycle is used to help individuals gain a better understanding of their experiences and to assess their learning and development.
By reflecting on your experiences, you will gain insight into your strengths and weaknesses and identify areas you need improvement. The cycle can be used in various settings, including formal education, workplace learning, and personal development.
 Kolb’s model of reflection encourages individuals to reflect on their experiences, analyze their learning outcomes, and build on their knowledge and skills. Through this process of reflection, individuals can develop new ways of looking at the world and make informed decisions.
How do you write Kolb’s reflective cycle?
Kolb’s reflective cycle is an effective way of reflecting on your experiences and learning from them. It is a four-step cycle consisting of having an experience, reflecting on it, conceptualizing it, and applying it. This cycle allows you to look at your experiences reflectively and thoughtfully and can be used in various settings.

The top most important aspect is experience.

This could be as simple as reading a book or a more complex experience, like attending a workshop. At this stage, paying attention to what you are learning and experiencing is essential. This will help you to form a deeper understanding of the material and to create a better understanding of the context and purpose of the experience.

It is important to also reflect on the experience.

It would help if you took the time to think about what you have learned and experienced. This can be done through journaling, discussing with others, or simply meditating on the experience. This reflection will help you to gain insight into your experiences, as well as to understand the context of the experience better.

The third step is to conceptualize the experience.

 During this stage, you should consider how the experience has affected you and how you can use the knowledge you have gained to improve your life. This can take writing down ideas, drawing diagrams, or creating an action plan. It’s important to remember that this step is not just about understanding the experience but also finding ways to apply it in real life.

The final step is to apply what you have learned.

This could be in the form of changes to your daily routine, or it could be in the form of taking on a new challenge. Whatever you choose to do, make sure that you have thought through the application of your experience and that you are taking steps to ensure that the experience positively impacts your life.
Kolb’s learning cycle in nursing.
Kolb’s learning cycle in nursing example and Gibbs’s reflective cycle in nursing are important tools for nurses, allowing them to reflect on their experiences and develop their skills. By reflecting on their experiences and analyzing them, nurses can gain a deeper understanding of their practice and develop strategies for improvement. Furthermore, actively experimenting with the techniques you create helps you c ensure that you constantly learn and grow in your practice.

The cycle begins with a concrete experience

 This stage involves the nurse reflecting on their experiences in practice, such as interactions with patients and colleagues. This reflection allows you to recognize feelings, such as satisfaction or frustration, and gain an understanding of the experience.

Reflective observation stage

This stage involves the nurse reflecting on their experiences, breaking them down into smaller chunks, and then analyzing them to gain a better understanding. This analysis helps the nurse to gain a deeper insight into the experience, allowing them to identify what went well and what could be improved.

Abstract conceptualisation stage

Abstract conceptualization is a stage where you begin to draw conclusions and develop strategies for improvement. This stage involves reflecting and analyzing the experience to identify patterns and relationships between the different elements. This allows them to develop an understanding of the experience and develop strategies for improving their practice in the future.

Active experimentation stage

 The fourth and final stage is active experimentation, which is the stage where the nurse puts the strategies they developed in the previous steps into practice. This stage involves taking action, using the technique you developed to improve their practice in the future.
Why use Kolb’s reflective cycle?
Kolb’s reflective cycle helps you better understand experiences and encourages you to think deeply about the lessons you can learn from them. By reflecting on their experiences and developing new ideas and theories, you will become more aware of your learning process and how it can be improved. This helps you develop problem-solving and critical-thinking skills. Kolb’s reflective cycle can be used in various settings, from formal education to professional development.
It encourages you to take a more active role in learning and developing new skills and knowledge. It can also help you identify areas to improve and develop strategies.
Application of Kolb’s learning cycle
How do you apply Kolb’s theory in the classroom? Kolb’s, learning cycle is applied in many fields, including nursing. It can help you reflect on your practice and evaluate your nursing learning.
For example, you can use the cycle to reflect on a particular situation, such as a problematic patient interaction. By reflecting on the experience and the associated emotions, you will gain new insights and understanding. From there, you can form abstract concepts and generate new ideas for handling similar situations in the future.
 Practice and think critically about improving your care. It also helps you develop new skills and knowledge, ultimately improving patient outcomes. Through reflective practice, you can become more self-aware and create a better understanding of your practice.
Finalizing
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