NR569 Differential
NR569 Diagnosis
Differential
NR569
in Acute
Diagnosis
Differential
CareinMidterm
Acute
Diagnosis
Care
–in
Study
Midterm
Acute
Guide,
Care
– Study
Practice
Midterm
Guide,
Questions
– Study
Practice
Guide,
& Answers
Questions
Practice
2026_2027
& Answers
Questions
Update.pdf
2026_2027
& AnswersUpdate.pdf
2026_2027 Update.pdf
NR569 Differential Diagnosis in Acute
Care Midterm – Study Guide, Practice
Questions & Answers 2026/2027
Update
NR569 Differential
NR569 Diagnosis
Differential
NR569
in Acute
Diagnosis
Differential
CareinMidterm
Acute
Diagnosis
Care
–in
Study
Midterm
Acute
Guide,
Care
– Study
Practice
Midterm
Guide,
Questions
– Study
Practice
Guide,
& Answers
Questions
Practice
2026_2027
& Answers
Questions
Update.pdf
2026_2027
& AnswersUpdate.pdf
2026_2027 Update.pdf
,NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
Terms in this set (75)
Comprehensive Patient Assessment - Appropriate for new patients in the office or hospital.
- Provides fundamental and personalized knowledge about patient.
- Strengthens the clinician-patient relationship.
- Helps identify or rule out physical causes related to patient concerns.
- Provides a baseline for future assessments.
- Creates a platform for health promotion through education and counseling.
- Develops proficiency in the skills of physical assessment.
Focused Patient Assessment - Appropriate for established patients, especially during routine or urgent care visits.
- Addresses focused concerns or symptoms.
- Assesses symptoms restricted to a specific body system.
- Applies examination methods relevant to assessing the concern or problem as
thoroughly and carefully as possible.
Subjective Information - The clinical record from the Chief Complaint (CC) through the Review of Systems
(ROS) is considered SUBJECTIVE information.
- Includes symptoms which are health concerns the patient tells the provider.
- Includes feelings, perceptions, and concerns obtained from the clinical interview.
- Examples: complaints of sore throat, headache, or pain.
Objective Information - All physical examination, laboratory information and test data are objective data.
Components of Comprehensive Adult Health History - Initial information (Identifying patient information/source/reliability)
- Chief Complaint(s)
- History of Present Illness
- Past Medical History
- Family History
- Personal/Social History
- Review of Systems (ROS)
NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
, NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
SNAPPS method - Summarize the history and findings.
- Narrow the differential diagnosis to two to three possibilities.
- Analyze the differential by comparing and contrasting the possibilities.
- Probe the preceptor by asking questions about alternative approaches or
uncertainties.
- Plan the management of the patient's health issues.
- Select an issue from the case for self-directed learning.
Creating a Differential Diagnosis - The differential diagnosis process involves using clinical reasoning to distinguish
Hoofbeats = Horses NOT Zebras between two or more conditions that share similar signs and symptoms. Based on the
CC the NP gathers information through PMH (subjective data) and physical
examination (objective data) to establish a broad list of common & uncommon
diagnosis. As the provider collects more data, competing hypotheses are either
confirmed, disproved, or their priority changes.
Steps for Creating a Differential Diagnosis 1. Initially start with a broad list of diagnoses until further information or data is
obtained.
2. List your top diagnosis FIRST followed by other potential diagnoses for a specific
problem *but keep it problem oriented until you have an actual diagnosis.*
3. Aggressively prioritize work up of the most likely and most harmful (ie, life
threatening) diagnoses under consideration.
4. Prioritize the work up of ACUTE and REVERSIBLE diseases followed by CHRONIC
and IRREVERSIBLE (eg, delirium r/t a medical cause vs. chronic, progressive
dementia).
5. As information or data that effectively rules out a particular diagnosis for a chief
complaint becomes available, remove that diagnosis from your list & focus your
attention on remaining possibilities.
6. Once a diagnosis has been confirmed, the problem list should be diagnosis-
oriented rather than problem-oriented.
Pertinent Positive - Symptoms or signs that are present that you would expect to find if a possible cause
for for a patient's problem were true, which then supports the diagnosis.
NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
NR569 Diagnosis
Differential
NR569
in Acute
Diagnosis
Differential
CareinMidterm
Acute
Diagnosis
Care
–in
Study
Midterm
Acute
Guide,
Care
– Study
Practice
Midterm
Guide,
Questions
– Study
Practice
Guide,
& Answers
Questions
Practice
2026_2027
& Answers
Questions
Update.pdf
2026_2027
& AnswersUpdate.pdf
2026_2027 Update.pdf
NR569 Differential Diagnosis in Acute
Care Midterm – Study Guide, Practice
Questions & Answers 2026/2027
Update
NR569 Differential
NR569 Diagnosis
Differential
NR569
in Acute
Diagnosis
Differential
CareinMidterm
Acute
Diagnosis
Care
–in
Study
Midterm
Acute
Guide,
Care
– Study
Practice
Midterm
Guide,
Questions
– Study
Practice
Guide,
& Answers
Questions
Practice
2026_2027
& Answers
Questions
Update.pdf
2026_2027
& AnswersUpdate.pdf
2026_2027 Update.pdf
,NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
Terms in this set (75)
Comprehensive Patient Assessment - Appropriate for new patients in the office or hospital.
- Provides fundamental and personalized knowledge about patient.
- Strengthens the clinician-patient relationship.
- Helps identify or rule out physical causes related to patient concerns.
- Provides a baseline for future assessments.
- Creates a platform for health promotion through education and counseling.
- Develops proficiency in the skills of physical assessment.
Focused Patient Assessment - Appropriate for established patients, especially during routine or urgent care visits.
- Addresses focused concerns or symptoms.
- Assesses symptoms restricted to a specific body system.
- Applies examination methods relevant to assessing the concern or problem as
thoroughly and carefully as possible.
Subjective Information - The clinical record from the Chief Complaint (CC) through the Review of Systems
(ROS) is considered SUBJECTIVE information.
- Includes symptoms which are health concerns the patient tells the provider.
- Includes feelings, perceptions, and concerns obtained from the clinical interview.
- Examples: complaints of sore throat, headache, or pain.
Objective Information - All physical examination, laboratory information and test data are objective data.
Components of Comprehensive Adult Health History - Initial information (Identifying patient information/source/reliability)
- Chief Complaint(s)
- History of Present Illness
- Past Medical History
- Family History
- Personal/Social History
- Review of Systems (ROS)
NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
, NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
SNAPPS method - Summarize the history and findings.
- Narrow the differential diagnosis to two to three possibilities.
- Analyze the differential by comparing and contrasting the possibilities.
- Probe the preceptor by asking questions about alternative approaches or
uncertainties.
- Plan the management of the patient's health issues.
- Select an issue from the case for self-directed learning.
Creating a Differential Diagnosis - The differential diagnosis process involves using clinical reasoning to distinguish
Hoofbeats = Horses NOT Zebras between two or more conditions that share similar signs and symptoms. Based on the
CC the NP gathers information through PMH (subjective data) and physical
examination (objective data) to establish a broad list of common & uncommon
diagnosis. As the provider collects more data, competing hypotheses are either
confirmed, disproved, or their priority changes.
Steps for Creating a Differential Diagnosis 1. Initially start with a broad list of diagnoses until further information or data is
obtained.
2. List your top diagnosis FIRST followed by other potential diagnoses for a specific
problem *but keep it problem oriented until you have an actual diagnosis.*
3. Aggressively prioritize work up of the most likely and most harmful (ie, life
threatening) diagnoses under consideration.
4. Prioritize the work up of ACUTE and REVERSIBLE diseases followed by CHRONIC
and IRREVERSIBLE (eg, delirium r/t a medical cause vs. chronic, progressive
dementia).
5. As information or data that effectively rules out a particular diagnosis for a chief
complaint becomes available, remove that diagnosis from your list & focus your
attention on remaining possibilities.
6. Once a diagnosis has been confirmed, the problem list should be diagnosis-
oriented rather than problem-oriented.
Pertinent Positive - Symptoms or signs that are present that you would expect to find if a possible cause
for for a patient's problem were true, which then supports the diagnosis.
NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf NR569 Differential Diagnosis in Acute Care Midterm.pdf
