Select a patient who you examined during the last 3 weeks. With this patient in mind, address the following in a SOAP Note:

• Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent, as well as possible reasons for these discrepancies.
• Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.
• Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?
• Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.
• Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

 

 I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 150-200 WORDS

 

Numerous theories have been developed regarding what motivates people in various environments. In reality, internal and external factors lead to motivation. Personality and self-concept play a significant role in determining whether an individual will be intrinsically or extrinsically motivated (Schunk, 2012). If one gets to understand the differences between intrinsic and extrinsic motivational factors, they tend to have a greater probability to motivate themselves and others.
 
Every behavior has a cause, and there is a need to understand the cause of the behavior. Motivating factors are the key to changing and improving outcomes in individual lives. Intrinsic motivation means internal.  An individual who is intrinsically motivated enjoys an activity, skill development or any course, for the sake of sole satisfaction. This person learns with fun and has an inward drive to remain competent. There is no source of internal inducement especially when intrinsic motivation is the cause of any behavior.

In the case of extrinsic motivation, this is external. Such a kind of motivation is everywhere and is used within the society. When an individual has to be motivated to behave or do something, this is regarded as extrinsic motivation. Examples of extrinsic motivation include medals, trophies, and discounts for the purpose of increasing morale. A person who is intrinsically motivated tends to do almost everything by himself, without being coerced. On the other hand, an extrinsically motivated person has less morale, unless aspects such as rewards are incorporated.

Extrinsically motivated individuals seek to be rewarded especially when they do what is expected of them. If an organization chooses not to reward this type of personnel, they tend to be less motivated and less inspired to produce more productive results. Extrinsically motivated individuals can be motivated by pay, promotions and job security. These external factors play a significant role and enable workers to perform their best.

Intrinsically motivated workers, on the other hand, find pleasure from completing their tasks. These individuals can, therefore, be motivated through recognition and praise from their management. This, however, does not make them feel more or less satisfied with their job. Intrinsically motivated individuals believe an individual needs to have a genuine fascination for a particular aspect or task to achieve.

Most members in high performing teams are always optimistic that it is fun to work on collaborative teams. This is because they are asked to contribute their best. Characteristics of performance driven teams include;
a) Every individual is working toward the same goals and objectives.
b) Every member is clear on how to work with each other (Stipek, 2013).
c) Team members are ready to diffuse tension among themselves actively.
d) Team members make a decision when there is an agreement, where criticism is highly constructive.
e) Every member respects the team process and other members.

References

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Stipek, D. J. (2013). Motivation to learn: From theory to practice. New York: Cambridge