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Assignment questions
NursingCase studyPhysical assessment

iHuman Dianne Steinberg: differentials and chest exam

The third question is the one that rewards preparation: naming which auscultation, palpation and percussion findings were normal and which were not, which means recording them during the case rather than reconstructing afterwards.

Editorial process

Last reviewed · August 15, 2026

01

Three questions about one virtual patient

Do the iHuman case before drafting anything, and record the examination findings as you go, because the third question asks for them specifically and they cannot be reconstructed afterwards from a summary. The first question asks for a list of appropriate differential diagnoses with reasoning, and the discipline is the same as in any differential: each candidate has to be tied to a finding that supports it and, ideally, to one that would argue against it. Build the list from the presenting complaint and the history the case gives you rather than from a textbook list of respiratory diagnoses, since the marks are for reasoning from this patient's data. Keep the list to a workable size — three to five well-argued candidates beats eight named ones, since the reasoning is what is marked rather than the breadth of the list, and a long list dilutes the argument for each.

The second question asks for the final diagnosis and the assessment findings that support it, which is a request for convergence: say which specific findings, taken together, made this diagnosis rather than the others on your list, and be explicit about the finding that excluded your nearest alternative. That is what a diagnostic argument looks like. The third question is the most technical and the most commonly under-answered, because it asks about all three examination modalities rather than auscultation alone. Auscultation covers breath sound character and intensity, and the presence, timing and location of crackles, wheeze, rhonchi or a rub, plus transmitted voice sounds where they are relevant. Palpation covers chest expansion symmetry, tactile fremitus, tenderness and tracheal position. Percussion covers resonance against dullness or hyperresonance, and diaphragmatic excursion. For each, say what was found in this patient and whether it was normal — and say what each finding would have indicated had it been abnormal.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Build a differential from a specific patient's data rather than from a category list.
  • 02
    Argue a final diagnosis by convergence and by exclusion of the nearest alternative.
  • 03
    Report chest findings across auscultation, palpation and percussion.
  • 04
    Explain what each examination manoeuvre would have shown had it been abnormal.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases may be present in the quizzes, the midterm exam, and the final exam. Here you can view information on how to access and navigate iHuman. This week, complete the iHuman case titled “Dianne Steinberg VE”. After completing your iHuman Case Study, answer the following questions: What is your list of appropriate differential diagnoses and why? What is the final diagnosis and what assessment findings serve to support this? What are the specific auscultation, palpation, and percussion findings of the lungs that are normal vs. abnormal? Discussion1 Week3 iHuman Case Study
02

Turn the brief into deliverables

  1. 01
    A reasoned differential list with support for each candidate.
  2. 02
    A final diagnosis with the findings that support it.
  3. 03
    Chest findings across all three modalities, normal and abnormal.
  4. 04
    APA citations to course texts and library sources.
  5. 05
    Substantive responses to at least two classmates.
03

Differentials, the final diagnosis, then the chest findings

01

Differentials from the case data

List three to five candidates, each tied to findings for and against.

02

The final diagnosis

State it and give the converging findings that support it.

03

What excluded the alternatives

Name the finding that ruled out the nearest competing diagnosis.

04

Auscultation findings

Report breath sounds, adventitious sounds and their location and timing.

05

Palpation and percussion

Report expansion, fremitus, tracheal position, resonance and excursion.

04

Sources for respiratory examination findings

Recommended databases

  • The iHuman case itself
  • South University Online Library
  • NCBI Bookshelf (StatPearls)
  • Your course textbook on physical assessment

Search sequence

  1. 1.
    Record every examination finding during the case rather than trying to recall them later.
  2. 2.
    Look up the expected findings for your leading diagnosis, so you can say which were present.
  3. 3.
    Read on tactile fremitus and percussion note, which are the two most often reported vaguely.
  4. 4.
    Find a source for each differential you name, since the assignment requires citations.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Community-Acquired Pneumonia

    StatPearls, NCBI Bookshelf · 2023

    Expected examination and investigation findings in pneumonia, the commonest case-study endpoint.

  2. 02

    Acute Bronchitis

    StatPearls, NCBI Bookshelf · 2023

    Acute bronchitis findings, which is the nearest alternative that must usually be excluded.

  3. 03

    Chronic Obstructive Pulmonary Disease (COPD)

    StatPearls, NCBI Bookshelf · 2023

    Chronic airway disease findings, useful for the percussion and expansion answers.

  4. 04

    Upper Respiratory Tract Infections With Focus on The Common Cold

    StatPearls, NCBI Bookshelf · 2023

    Upper respiratory infection, which is often the differential that history rather than examination excludes.

06

Review before submission

Common mistakes

  • Writing the differential from a textbook list rather than from the case's findings.
  • Naming the final diagnosis without saying what excluded the alternatives.
  • Answering the third question with auscultation only.
  • Reporting findings without saying whether they were normal.
  • Attempting the write-up without having recorded findings during the case.

Submission checklist

  • Does each differential connect to a specific finding?
  • Have you named what excluded your nearest alternative?
  • Are palpation and percussion both covered, not just auscultation?
  • Is each finding labelled normal or abnormal?
  • Have you cited sources and replied to two classmates?

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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