Twelve common presentations are assigned to video, audio-only, store-and-forward, remote monitoring or in person in this MN690 Unit 2 analysis, each by the exam element it depends on. Searches like "mn 690 unit 2 assignment example", "mn690 unit 2 sample" and "mn690 unit 2 example" land here.
What a finished MN690 Unit 2 modality selection analysis looks like
Three pages, most of them one table with twelve rows. Columns name the presentation, the exam element that decides it, the available substitute, the risk if that element is missed, the modality chosen and the trigger for moving to an in-person visit. A short opening paragraph defines the modalities: synchronous care in real time, by video or by audio alone; asynchronous store-and-forward, in which photographs or forms are reviewed later; and remote patient monitoring, which sends physiologic readings from home devices over days. Row one, dysuria in a nonpregnant adult woman without fever or flank pain, goes to video under protocol. A child's ear pain goes in person, since the eardrum stays invisible without an otoscope. A forearm rash goes to store-and-forward photographs. Commentary follows on the hardest rows.
How a MN690 Unit 2 example is structured
The exam element comes before the modality in every row, so choices follow from what the diagnosis needs rather than from what the platform offers. Substitutes are judged individually: a home pulse oximeter stands in reasonably for a clinic reading in most patients, with its known inaccuracy in darker skin noted; a patient pressing on a shin partly replaces palpation for edema; nothing replaces ligament testing on a twisted knee. Risk decides the close calls. Sore throat could be handled by video using symptom criteria, but a rapid strep test needs a swab, so the row sends it to a walk-in lab. The commentary distinguishes the three remote modes carefully, because they fail differently: video fails when bandwidth drops, store-and-forward when a photo is poor, and remote monitoring when readings stop arriving and nobody notices.
Three remote modes, defined first
Real-time video or audio, store-and-forward review later, and home device readings over days are separated before any row is filled.
The deciding exam element
Each presentation names the finding that settles it, the tympanic membrane, the flank, the ligament, so the modality chosen has a reason.
Substitutes judged one by one
Oximeter, guided self-palpation and photographs are credited for what they supply, with the oximeter's known inaccuracy in darker skin recorded.
Close calls settled by risk
Sore throat and a cough with fever in a [70]-year-old sit on the line, and each row explains which way it falls and why.
How each mode fails
Dropped bandwidth, a blurred photo and readings that silently stop are listed as distinct failure paths, each with its own backstop.
Where marks go in MN690 Unit 2
Sorting presentations into remote or not, as if telehealth were one modality, overlooks the three-way split the unit rests on, and MN690 rubrics typically expect synchronous, asynchronous and remote monitoring handled separately. Rows that choose a modality without naming the exam element at stake read as preference. Substitutes described as equivalent, a photo as good as an exam, overstate what they supply. Escalation triggers left out leave a remote decision with no exit. High-risk presentations, chest pain above all, placed in any scheduled remote slot draw immediate comment. Audio-only is often dismissed or overused; the stronger analyses say where it serves patients without video access and where it cannot. Sources for protocol claims, such as criteria for uncomplicated cystitis, are expected rather than optional.
Get a MN690 Unit 2 example written to your instructions
List the presentations your prompt names, or the service line under analysis, with whatever instructions and rubric came with Unit 2. Each row returns with the deciding exam element, a judged substitute, the risk if missed and an in-person trigger, with the three remote modes kept distinct. A first custom sample is free, 24-48h.
MN690 Unit 2 questions, answered
What is the difference between synchronous and asynchronous telehealth?
Synchronous care happens in real time, with clinician and patient connected at once by video or audio. Asynchronous care, often called store-and-forward, sends information such as photographs, images or questionnaires for review later. Remote patient monitoring is usually treated separately again, because it streams physiologic readings from home devices over days or weeks rather than capturing one moment.
Is audio-only care acceptable for this kind of analysis?
Often, for the right presentations. Audio-only reaches patients without broadband, a device or comfort with video, and it can serve well for medication follow-up or some behavioral health visits. It removes all visual assessment, so presentations that depend on seeing the patient belong elsewhere. Payer rules for audio-only have shifted repeatedly, so any coverage claim needs a dated source.
How should the analysis handle emergencies?
By keeping them out of scheduled remote care and stating how they are redirected. Chest pain, stroke symptoms or severe breathing difficulty call for emergency services, and the analysis names that route rather than assigning a modality. The stronger papers also say what happens when a routine visit turns urgent partway through, including confirming the patient's location so help can be sent.