Raj K. Kalapatapu, MD, FAPA

Emergent medication use is indicated in numerous clinical scenarios, including psychotic agitation, physical aggression, or withdrawal from substances. While there is plenty of literature to help clinicians with medical record documentation in various other settings,^1-3 there is minimal guidance on how to document your rationale for using psychiatric medications in emergency situations.

I have designed a template for structuring progress notes that has helped me to quickly explain my decision-making for using psychiatric medications during an emergency. When writing a progress note to justify your clinical actions in these situations, ask yourself the following questions:

• What symptoms/behaviors needed to be emergently treated? (Use direct quotes from the patient.)
• Which nonpharmacologic interventions were attempted prior to using a medication?
• Does the patient have any medication allergies? (Document if you were unable to assess for allergies.)
• Why did you select this specific route for medication administration?
• What was your rationale for using the specific medication(s)?
• What was the rationale for the selected dose?
• Who was present during medication administration?
• Which (if any) concurrent interventions did you order during or after medication administration?
• Were any safety follow-up checks ordered after medication administration?

A sample progress note

To help illustrate how these questions could guide a clinician’s writing, the following is a progress note I created using this template:

“Patient woke up at 3:15 am, ran out of his room, and demanded to be discharged: ‘Get me out of here now!’ He started cursing and threatened to attack staff. Multiple members of the nursing staff and I initially tried to calm him down by talking with him and asking him to return to his room. He refused. Patient has no known medication allergies. I ordered oral risperidone, 2 mg, but he refused to take any oral medication to treat his agitation. Because of his continued safety threats toward staff, I decided to administer a 5-mg IM injection of olanzapine to treat his agitation. I selected olanzapine per contemporary agitation treatment guidelines. Because patient is unknown to our psychiatric emergency room and had admitted to frequent alcohol use, I did not select the higher 10-mg dose to avoid oversedation and respiratory depression. Multiple nursing staff, sheriff deputies, and I were present when IM olanzapine was administered. Patient was physically held/restrained by nursing staff and deputies to administer IM olanzapine. After olanzapine was given, patient was moved to a seclusion room by nursing staff and deputies, and I started a locked seclusion order for safety concerns. I instructed a nurse to document any adverse effects and check vital signs 45 minutes after olanzapine was administered.”

Emergent medication use is indicated in numerous clinical scenarios, including psychotic agitation, physical aggression, or withdrawal from substances. While there is plenty of literature to help clinicians with medical record documentation in various other settings,^1-3 there is minimal guidance on how to document your rationale for using psychiatric medications in emergency situations.

I have designed a template for structuring progress notes that has helped me to quickly explain my decision-making for using psychiatric medications during an emergency. When writing a progress note to justify your clinical actions in these situations, ask yourself the following questions:

• What symptoms/behaviors needed to be emergently treated? (Use direct quotes from the patient.)
• Which nonpharmacologic interventions were attempted prior to using a medication?
• Does the patient have any medication allergies? (Document if you were unable to assess for allergies.)
• Why did you select this specific route for medication administration?
• What was your rationale for using the specific medication(s)?
• What was the rationale for the selected dose?
• Who was present during medication administration?
• Which (if any) concurrent interventions did you order during or after medication administration?
• Were any safety follow-up checks ordered after medication administration?

A sample progress note

To help illustrate how these questions could guide a clinician’s writing, the following is a progress note I created using this template:

“Patient woke up at 3:15 am, ran out of his room, and demanded to be discharged: ‘Get me out of here now!’ He started cursing and threatened to attack staff. Multiple members of the nursing staff and I initially tried to calm him down by talking with him and asking him to return to his room. He refused. Patient has no known medication allergies. I ordered oral risperidone, 2 mg, but he refused to take any oral medication to treat his agitation. Because of his continued safety threats toward staff, I decided to administer a 5-mg IM injection of olanzapine to treat his agitation. I selected olanzapine per contemporary agitation treatment guidelines. Because patient is unknown to our psychiatric emergency room and had admitted to frequent alcohol use, I did not select the higher 10-mg dose to avoid oversedation and respiratory depression. Multiple nursing staff, sheriff deputies, and I were present when IM olanzapine was administered. Patient was physically held/restrained by nursing staff and deputies to administer IM olanzapine. After olanzapine was given, patient was moved to a seclusion room by nursing staff and deputies, and I started a locked seclusion order for safety concerns. I instructed a nurse to document any adverse effects and check vital signs 45 minutes after olanzapine was administered.”

Emergent medication use is indicated in numerous clinical scenarios, including psychotic agitation, physical aggression, or withdrawal from substances. While there is plenty of literature to help clinicians with medical record documentation in various other settings,^1-3 there is minimal guidance on how to document your rationale for using psychiatric medications in emergency situations.

I have designed a template for structuring progress notes that has helped me to quickly explain my decision-making for using psychiatric medications during an emergency. When writing a progress note to justify your clinical actions in these situations, ask yourself the following questions:

• What symptoms/behaviors needed to be emergently treated? (Use direct quotes from the patient.)
• Which nonpharmacologic interventions were attempted prior to using a medication?
• Does the patient have any medication allergies? (Document if you were unable to assess for allergies.)
• Why did you select this specific route for medication administration?
• What was your rationale for using the specific medication(s)?
• What was the rationale for the selected dose?
• Who was present during medication administration?
• Which (if any) concurrent interventions did you order during or after medication administration?
• Were any safety follow-up checks ordered after medication administration?

A sample progress note

To help illustrate how these questions could guide a clinician’s writing, the following is a progress note I created using this template:

“Patient woke up at 3:15 am, ran out of his room, and demanded to be discharged: ‘Get me out of here now!’ He started cursing and threatened to attack staff. Multiple members of the nursing staff and I initially tried to calm him down by talking with him and asking him to return to his room. He refused. Patient has no known medication allergies. I ordered oral risperidone, 2 mg, but he refused to take any oral medication to treat his agitation. Because of his continued safety threats toward staff, I decided to administer a 5-mg IM injection of olanzapine to treat his agitation. I selected olanzapine per contemporary agitation treatment guidelines. Because patient is unknown to our psychiatric emergency room and had admitted to frequent alcohol use, I did not select the higher 10-mg dose to avoid oversedation and respiratory depression. Multiple nursing staff, sheriff deputies, and I were present when IM olanzapine was administered. Patient was physically held/restrained by nursing staff and deputies to administer IM olanzapine. After olanzapine was given, patient was moved to a seclusion room by nursing staff and deputies, and I started a locked seclusion order for safety concerns. I instructed a nurse to document any adverse effects and check vital signs 45 minutes after olanzapine was administered.”

The Subjective, Objective, Assessment, Plan (SOAP) format of the progress note is widely recognized by clinicians in many specialties, including psychiatry.¹ An online search for how to format a psychiatric SOAP note provides a plethora of styles from which to choose.^2,3 While the suggestions for how to write the Subjective, Objective, and Assessment sections are fairly consistent, suggestions for how to write the Plan section vary widely.

The Plan section should be organized in a way that is systematic and relevant across many psychiatric settings, including outpatient, inpatient, emergency room, jail, pediatric, geriatric, addiction, and consultation-liaison. To best accomplish this, I have designed a format for this section that consists of 6 categories:

1. Safety: Which safety issues need to be addressed?

Examples: If your patient is an inpatient, what precautions are required? If outpatient, Tarasoff? Involuntary hold? Police presence? Child or Adult Protective Services? Access to a firearm?

2. Collateral: Would it be helpful to obtain collateral information from any source?

Examples: Family? Friend? Caregiver? Teacher? Primary care clinician? Therapist? Past medical or psychiatric records?

3. Medical: Are there any medical tests or resources to consider?

Continue to: Examples...

Examples: Laboratory studies or imaging? Consult with a specialist from another field? Nursing orders?

4. Nonpharmacologic: What interventions or assessments would be helpful?

Examples: Psychotherapy? Cognitive testing? Social work? Case manager? Housing assistance? Job coach?

5. Pharmacologic: What interventions or assessments would be helpful? (I placed this category fifth to slow myself down and consider other strategies before quickly jumping to prescribe a medication.)

Examples: Medication? Long-acting injectable? Check pill count? Prescription drug monitoring program?

Continue to: 6. Disposition/follow-up...

6. Disposition/follow-up: What is the disposition/follow-up plan?

Examples: If outpatient, what is the time frame? If inpatient or an emergency room, when should the patient be discharged?

Using these 6 categories in the P section of my SOAP notes has helped me stay organized and think holistically about each patient I assess and treat. I hope other clinicians find this format helpful.

The Subjective, Objective, Assessment, Plan (SOAP) format of the progress note is widely recognized by clinicians in many specialties, including psychiatry.¹ An online search for how to format a psychiatric SOAP note provides a plethora of styles from which to choose.^2,3 While the suggestions for how to write the Subjective, Objective, and Assessment sections are fairly consistent, suggestions for how to write the Plan section vary widely.

The Plan section should be organized in a way that is systematic and relevant across many psychiatric settings, including outpatient, inpatient, emergency room, jail, pediatric, geriatric, addiction, and consultation-liaison. To best accomplish this, I have designed a format for this section that consists of 6 categories:

1. Safety: Which safety issues need to be addressed?

Examples: If your patient is an inpatient, what precautions are required? If outpatient, Tarasoff? Involuntary hold? Police presence? Child or Adult Protective Services? Access to a firearm?

2. Collateral: Would it be helpful to obtain collateral information from any source?

Examples: Family? Friend? Caregiver? Teacher? Primary care clinician? Therapist? Past medical or psychiatric records?

3. Medical: Are there any medical tests or resources to consider?

Continue to: Examples...

Examples: Laboratory studies or imaging? Consult with a specialist from another field? Nursing orders?

4. Nonpharmacologic: What interventions or assessments would be helpful?

Examples: Psychotherapy? Cognitive testing? Social work? Case manager? Housing assistance? Job coach?

5. Pharmacologic: What interventions or assessments would be helpful? (I placed this category fifth to slow myself down and consider other strategies before quickly jumping to prescribe a medication.)

Examples: Medication? Long-acting injectable? Check pill count? Prescription drug monitoring program?

Continue to: 6. Disposition/follow-up...

6. Disposition/follow-up: What is the disposition/follow-up plan?

Examples: If outpatient, what is the time frame? If inpatient or an emergency room, when should the patient be discharged?

Using these 6 categories in the P section of my SOAP notes has helped me stay organized and think holistically about each patient I assess and treat. I hope other clinicians find this format helpful.

The Subjective, Objective, Assessment, Plan (SOAP) format of the progress note is widely recognized by clinicians in many specialties, including psychiatry.¹ An online search for how to format a psychiatric SOAP note provides a plethora of styles from which to choose.^2,3 While the suggestions for how to write the Subjective, Objective, and Assessment sections are fairly consistent, suggestions for how to write the Plan section vary widely.

The Plan section should be organized in a way that is systematic and relevant across many psychiatric settings, including outpatient, inpatient, emergency room, jail, pediatric, geriatric, addiction, and consultation-liaison. To best accomplish this, I have designed a format for this section that consists of 6 categories:

1. Safety: Which safety issues need to be addressed?

Examples: If your patient is an inpatient, what precautions are required? If outpatient, Tarasoff? Involuntary hold? Police presence? Child or Adult Protective Services? Access to a firearm?

2. Collateral: Would it be helpful to obtain collateral information from any source?

Examples: Family? Friend? Caregiver? Teacher? Primary care clinician? Therapist? Past medical or psychiatric records?

3. Medical: Are there any medical tests or resources to consider?

Continue to: Examples...

Examples: Laboratory studies or imaging? Consult with a specialist from another field? Nursing orders?

4. Nonpharmacologic: What interventions or assessments would be helpful?

Examples: Psychotherapy? Cognitive testing? Social work? Case manager? Housing assistance? Job coach?

5. Pharmacologic: What interventions or assessments would be helpful? (I placed this category fifth to slow myself down and consider other strategies before quickly jumping to prescribe a medication.)

Examples: Medication? Long-acting injectable? Check pill count? Prescription drug monitoring program?

Continue to: 6. Disposition/follow-up...

6. Disposition/follow-up: What is the disposition/follow-up plan?

Examples: If outpatient, what is the time frame? If inpatient or an emergency room, when should the patient be discharged?

Using these 6 categories in the P section of my SOAP notes has helped me stay organized and think holistically about each patient I assess and treat. I hope other clinicians find this format helpful.

Clinical errors are common during shift changes in a hospital setting.^1-3 Clinicians on the outgoing shift may forget to communicate important details, such as medication dosages, critical laboratory orders, or other interventions, to the clinicians in the next shift. To help myself formally structure the sign-out process for each patient during a shift change in a psychiatric emergency room, I came up with the acronym COMPRESS for key questions to ask the outgoing provider:

Communicate. Did you communicate with this patient in any way at any time during your shift?

Orders. Did you write any orders for this patient? If not, had another clinician already written orders for this patient?

Medications. Did you review and reconcile the medication list for this patient? If not, had another clinician already reviewed and reconciled the medication list for this patient?

PRogrESs. Did you write a progress note for this patient? If not, had the attending clinician written a progress note for this patient within the last 24 hours?

Sign. Did you sign all of your orders and progress notes for this patient?

In my experience in the psychiatric emergency room, COMPRESS has helped me efficiently structure the outgoing clinicians’ reports about my patients by having them provide vital clinical sign-out information before they leave. I hope that other clinicians working in this setting also find these questions useful.

Clinical errors are common during shift changes in a hospital setting.^1-3 Clinicians on the outgoing shift may forget to communicate important details, such as medication dosages, critical laboratory orders, or other interventions, to the clinicians in the next shift. To help myself formally structure the sign-out process for each patient during a shift change in a psychiatric emergency room, I came up with the acronym COMPRESS for key questions to ask the outgoing provider:

Communicate. Did you communicate with this patient in any way at any time during your shift?

Orders. Did you write any orders for this patient? If not, had another clinician already written orders for this patient?

Medications. Did you review and reconcile the medication list for this patient? If not, had another clinician already reviewed and reconciled the medication list for this patient?

PRogrESs. Did you write a progress note for this patient? If not, had the attending clinician written a progress note for this patient within the last 24 hours?

Sign. Did you sign all of your orders and progress notes for this patient?

In my experience in the psychiatric emergency room, COMPRESS has helped me efficiently structure the outgoing clinicians’ reports about my patients by having them provide vital clinical sign-out information before they leave. I hope that other clinicians working in this setting also find these questions useful.

Clinical errors are common during shift changes in a hospital setting.^1-3 Clinicians on the outgoing shift may forget to communicate important details, such as medication dosages, critical laboratory orders, or other interventions, to the clinicians in the next shift. To help myself formally structure the sign-out process for each patient during a shift change in a psychiatric emergency room, I came up with the acronym COMPRESS for key questions to ask the outgoing provider:

Communicate. Did you communicate with this patient in any way at any time during your shift?

Orders. Did you write any orders for this patient? If not, had another clinician already written orders for this patient?

Medications. Did you review and reconcile the medication list for this patient? If not, had another clinician already reviewed and reconciled the medication list for this patient?

PRogrESs. Did you write a progress note for this patient? If not, had the attending clinician written a progress note for this patient within the last 24 hours?

Sign. Did you sign all of your orders and progress notes for this patient?

In my experience in the psychiatric emergency room, COMPRESS has helped me efficiently structure the outgoing clinicians’ reports about my patients by having them provide vital clinical sign-out information before they leave. I hope that other clinicians working in this setting also find these questions useful.