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Therapy SOAP Note Example and Template: How to Write SOAP Notes and Progress Notes in Occupational Therapy and Mental Health Counseling

SOAP notes remain one of the most widely used documentation tools in healthcare, providing clinicians, therapists, and nursing students with a structured method to record patient encounters. Rooted in clarity and organization, the SOAP note format captures both subjective and objective data, offering a systematic way to track progress, support treatment plans, and facilitate continuity of care across disciplines. In settings ranging from occupational therapy and mental health counseling to nursing education, SOAP notes provide a consistent framework that ensures patient information is accurate, comprehensive, and clinically meaningful.

For nursing students in particular, learning to write a SOAP note is more than a documentation exercise—it is a skill that reinforces clinical reasoning, sharpens observation, and strengthens communication with other health professionals. A well-constructed therapy SOAP note not only documents a therapy session or intervention but also serves as a progress note that allows healthcare providers to evaluate outcomes, refine strategies, and align care with established therapy goals. Whether used by an occupational therapist charting rehabilitation progress, or by a mental health professional documenting behavioral health interventions, SOAP notes provide a structured approach to note-taking that supports both patient safety and professional accountability.

Understanding how to organize each section of a SOAP note, from the subjective and objective findings to the assessment and plan, is critical for effective note writing. Equally important is recognizing common challenges in documentation and applying best practices that ensure notes are clear, concise, and clinically valuable. By mastering SOAP note writing, nursing students prepare themselves for the demands of clinical practice, where accurate and timely notes are essential not only for individual care but also for interdisciplinary collaboration and long-term therapy documentation.

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What is a SOAP Note?

A SOAP note is a structured method of clinical documentation used to record patient encounters in a clear, systematic way. The acronym SOAP stands for Subjective, Objective, Assessment, and Plan, four categories that guide how information is collected and presented. Developed in the 1960s by Dr. Lawrence Weed as part of the Problem-Oriented Medical Record, SOAP notes quickly became a standard across healthcare professions because they promote accuracy, clarity, and continuity of care.

For nursing students, learning how to write a SOAP note is more than just filling in sections of a chart—it is a way of demonstrating clinical reasoning. The format requires the student to capture what the patient reports (subjective section), what can be measured or observed (objective section), what those findings mean clinically (assessment), and what steps will be taken to address them (plan). By organizing information in this way, SOAP notes provide a structured document that other healthcare providers can easily interpret and use to guide patient management.

Understanding the SOAP note format for nursing students

The SOAP format is designed to move from raw information to clinical action. Each section has its own function, and together they form a complete picture of the patient encounter:

Subjective Section (S)
- Captures what the patient or caregiver reports about their condition.
- Includes symptoms, history, and perceived changes in health status.
- For example, in a therapy session, a patient might say: “I still feel tightness in my shoulder, especially in the mornings.”
- For nursing students, this section emphasizes listening and accurate note-taking, since what patients share provides the context for all clinical decision-making.
Objective Section (O)
- Records observable, measurable data gathered through assessment and physical examination.
- Examples include range of motion, vital signs, wound measurements, lab values, or observed behaviors during a therapy note.
- Nursing students are trained to differentiate between subjective and objective findings to avoid confusion and maintain accuracy in note documentation.
Assessment (A)
- Synthesizes subjective and objective information into a clinical impression.
- This is where a clinician interprets findings, identifies progress toward therapy goals, and highlights barriers.
- For example: “Improved grip strength suggests progress toward independent dressing, though limited shoulder range continues to restrict overhead activities.”
- Students learn that the assessment should not repeat data but explain what the data means.
Plan (P)
- Outlines the next steps and proposed interventions.
- May include adjustments to the treatment plan, therapy goals, or follow-up schedules.
- Example: “Continue occupational therapy sessions twice weekly, add stretching exercises, reassess shoulder range in two weeks.”
- This section ensures that the SOAP note leads directly to action and aligns with best practice in clinical care.

By following the SOAP note template, nursing students learn to present information in an organized manner. The structured note format also supports clinical reasoning, showing not just what was observed but why it matters and what will be done next.

Why SOAP notes are important for clinicians and therapists

SOAP notes are more than a note-taking template—they are a critical tool in professional practice. For clinicians and therapists across nursing, occupational therapy, speech therapy, and mental health counseling, these notes serve several essential purposes:

Facilitating continuity of care: Because SOAP notes are structured and standardized, they allow one healthcare provider to pick up where another left off. For example, if a nursing student documents a patient’s pain level and mobility limitations, an occupational therapist can use those details to adjust interventions without repeating assessments. This continuity ensures patients receive consistent, coordinated care.
Tracking progress and outcomes: By documenting objective findings over time, SOAP notes help clinicians track progress toward therapy goals. In behavioral health, for instance, a mental health professional might use SOAP notes to record changes in mood, participation, and coping strategies across weekly therapy sessions. In rehabilitation, progress notes may highlight improvements in range of motion or independence in activities of daily living.
Supporting accountability and legal documentation: SOAP notes provide a legal record of care, ensuring that interventions are supported by documented evidence. Accurate, timely notes protect clinicians, demonstrate compliance with standards of care, and justify the necessity of interventions for insurance reimbursement.
Improving clinical reasoning: For nursing students, SOAP note writing is a learning tool. By forcing the writer to distinguish between the subjective and objective sections, interpret findings in the assessment, and design interventions in the plan, SOAP notes strengthen critical thinking. This process teaches students how to organize their thoughts, justify decisions, and communicate effectively with other members of the healthcare team.
Enhancing interdisciplinary collaboration: Therapists, nurses, and physicians often rely on SOAP note examples and templates as a common language for documentation. For example, in occupational therapy, the subjective section may include the patient’s self-report of pain, while the objective section includes observed functional performance. A clinician from another discipline can immediately understand the patient’s status and build on that information without confusion.

Example in practice:
Imagine a patient recovering from a stroke who is receiving care from multiple providers. A nurse documents changes in vital signs, an occupational therapist tracks progress in self-feeding, and a mental health professional records emotional adjustment during counseling sessions. Each clinician uses the SOAP note format, which ensures that all aspects of the patient’s condition are recorded systematically. The result is a comprehensive view of patient progress and a shared understanding across the care team.

What Does the Acronym SOAP Stand For?

The acronym SOAP represents four essential components of clinical documentation: Subjective, Objective, Assessment, and Plan. Each section of a SOAP note has a specific role, and together they provide a structured way to record, analyze, and act on patient information. For nursing students working in therapy settings—whether in occupational therapy, speech therapy, physical rehabilitation, or mental health counseling—understanding this format is key to writing progress notes that are both clinically accurate and useful for interdisciplinary care.

SOAP notes do more than document a single therapy session. They create a structured record that demonstrates clinical reasoning, ensures continuity of care, and helps track progress toward therapy goals. Below, we break down each section with therapy-focused details and examples.

Breaking down the Subjective section

The subjective section captures the patient’s own report of their symptoms, concerns, or experiences. Because it is based on what the patient (or sometimes caregiver) communicates, it reflects the personal and lived side of illness or recovery.

Therapy-focused details to include:

Patient’s self-reported pain, fatigue, or emotional state
Descriptions of difficulties with activities of daily living (ADLs) or participation
Perceived progress toward therapy goals
Reports about adherence to home exercise programs, coping strategies, or interventions
Relevant contextual information (work, family, or social environment)

Examples:

Occupational therapy: “Patient reports increased independence with self-feeding but states fatigue limits ability to complete full meals without assistance.”
Speech therapy: “Client says, ‘I get frustrated when people can’t understand me,’ reporting difficulty with articulation during conversations at work.”
Mental health counseling: “Client reports feeling more anxious before social interactions, though panic attacks have decreased from daily to once or twice a week.”

👉 For nursing students, the key is to document what is said without interpretation. This helps clinicians understand how patients perceive their condition and guides the objective and assessment sections

Key details in the Objective section

The objective section records measurable, observable information gathered during the therapy session. Unlike the subjective section, which relies on the patient’s words, the objective section reflects what the clinician observes, tests, or measures.

Therapy-focused details to include:

Vital signs, physical examination findings, or standardized test results
Measurable performance in therapy tasks (time to complete, level of assistance, repetitions achieved)
Direct observation of behavior, posture, or participation
Quantifiable outcomes compared to previous notes (e.g., improvement in range of motion or speech intelligibility)

Examples:

Occupational therapy: “Patient donned pullover shirt with minimal assistance; required two verbal prompts. Right shoulder flexion measured at 125°, improved from 110° last session.”
Speech therapy: “Client produced 20/25 target words with correct articulation at phrase level, an increase from 15/25 in the previous session.”
Mental health counseling: “During session, client maintained eye contact for 70% of interactions, compared to 50% in prior session.”

👉 For nursing students, this section reinforces the importance of objective data collection—making notes clear, reproducible, and clinically reliable.

How to analyze the Assessment section

The assessment section synthesizes the subjective and objective findings into a clinical interpretation. This is where the clinician demonstrates reasoning: connecting what the patient reports with what was observed, identifying progress toward therapy goals, and outlining barriers to improvement.

Therapy-focused details to include:

Clinical impressions about progress or regression
Integration of subjective and objective sections
Identification of functional improvements or ongoing challenges
Notes on how current findings affect therapy goals and treatment plans

Examples:

Occupational therapy: “Improved shoulder range of motion and reduced need for assistance indicate progress toward the goal of independent dressing. Fatigue remains a limiting factor.”
Speech therapy: “Accuracy in articulation at the phrase level shows significant improvement, though generalization to spontaneous conversation has not yet occurred.”
Mental health counseling: “Decrease in panic attacks suggests positive response to cognitive behavioral therapy interventions, but persistent social avoidance indicates further work is needed.”

👉 For students, this section is often the hardest because it requires interpretation. The assessment should be concise, reflect clinical reasoning, and connect directly to the next steps in the plan.

What should be included in the Plan section

The plan section outlines the next steps for care, making it actionable and forward-looking. It ensures that the SOAP note is not just a record of what happened, but a guide for continued therapy.

Therapy-focused details to include:

Planned interventions for upcoming therapy sessions
Frequency and duration of therapy (e.g., twice weekly for four weeks)
Short- and long-term therapy goals
Referrals to other professionals when needed (e.g., occupational therapist to speech therapy, or nursing to mental health counseling)
Education for patients and caregivers to support continuity of care

Examples:

Occupational therapy: “Continue OT twice weekly; add graded strength training for upper extremity; reassess dressing independence in 2 weeks.”
Speech therapy: “Introduce conversational role-play activities to support generalization of articulation; continue weekly therapy sessions; reassess progress in one month.”
Mental health counseling: “Continue cognitive behavioral therapy focusing on exposure techniques; increase homework assignments; reevaluate anxiety scores at next session.”

👉 For nursing students, the plan demonstrates the ability to translate assessment into intervention. It connects findings to actions, showing how therapy progresses logically and consistently.

Why Are SOAP Notes Important in Nursing?

In nursing, accurate documentation is more than a routine task—it is the backbone of professional practice. SOAP notes (Subjective, Objective, Assessment, Plan) give nursing students, clinicians, and therapists a structured format to capture and communicate patient information. Far beyond a record of events, SOAP notes function as a clinical reasoning tool, a legal document, a method of communication among healthcare teams, and a learning resource for students in training. When used consistently, SOAP notes transform therapy progress notes into living documents that guide patient care and enhance outcomes in both physical health and mental health settings.

The role of SOAP notes in effective documentation

One of the primary reasons SOAP notes are important is their ability to promote effective documentation. For nursing students, mastering this structured approach ensures that they can record patient encounters in a way that is:

Organized: Each section (S, O, A, P) guides the writer to present information in a logical sequence.
Accurate: SOAP notes emphasize objective detail and measurable outcomes, reducing ambiguity.
Legal and ethical: Documentation provides evidence of care delivered, which is crucial in case of audits, legal disputes, or insurance claims.
Traceable: Notes become part of the patient’s permanent medical record, ensuring accountability and continuity.

Therapy Example:
An occupational therapy SOAP note may document a stroke patient’s progress in dressing independently.

Objective: “Patient buttoned shirt with moderate assistance, compared to requiring full assistance in prior session.”
Assessment: “Increased fine motor control suggests progress toward independence in self-care.”
This kind of detail shows measurable improvement, which is critical not only for care planning but also for reimbursement and clinical evaluation.

In nursing, such clarity ensures that therapy notes are useful beyond the session—they form the foundation for long-term care planning.

How health professionals and mental health professionals use SOAP notes

SOAP notes are used across multiple disciplines, but the way they are applied varies depending on clinical goals.

Nurses and Physicians

Document medical interventions, symptoms, and patient responses.
Example: “Objective: Blood pressure 150/95, HR 88 bpm. Assessment: Hypertension not well controlled. Plan: Adjust medication dosage and monitor daily BP.”

Therapists (Occupational, Physical, Speech)

Record therapy-specific interventions and functional progress.
Example (Occupational therapy SOAP note): “Subjective: Patient reports difficulty opening jars at home. Objective: Grip strength measured at 15 lbs, previously 12 lbs. Assessment: Strength improving but still below functional threshold. Plan: Continue hand-strengthening exercises and introduce adaptive tools.”

Mental Health Counselors and Psychologists

Track changes in thoughts, emotions, and behavior patterns.
Example (Mental health counseling SOAP note): “Subjective: Client states, ‘I feel less anxious in social situations.’ Objective: GAD-7 score decreased from 15 to 9. Assessment: Reduction in symptoms consistent with progress. Plan: Continue weekly CBT and assign exposure homework.”

These examples highlight the flexibility of the SOAP note template. Regardless of whether the focus is wound care, mobility training, or anxiety management, SOAP notes maintain a consistent format that allows professionals to document and share information effectively.

Best practices to ensure accurate therapy notes

Because SOAP notes directly impact patient care, accuracy and precision are non-negotiable. Nursing students and clinicians can follow best practices to ensure their notes meet professional standards:

Be specific, not vague.
- Poor: “Patient improving in mobility.”
- Better: “Patient ambulated 20 meters with standby assistance, compared to 10 meters last session.”
Avoid assumptions.
- In the Objective section, only record what you observed or measured, not interpretations.
Use professional, clinical language.
- Replace informal terms (“doing okay”) with precise observations (“reported pain decreased from 6/10 to 3/10”).
Ensure consistency across sessions.
- Progress should be documented against prior notes to demonstrate trends, not isolated events.
Connect the Assessment to the Plan.
- Assessment identifies the problem; Plan addresses it.
- Example: If a patient shows difficulty with balance, the plan should directly incorporate balance exercises, not unrelated interventions.
Highlight measurable outcomes.
- Use scales, percentages, or standard tests (e.g., MoCA scores in cognitive therapy, ROM measurements in occupational therapy).
Protect confidentiality.
- Notes should focus on clinical relevance and exclude sensitive, non-essential personal information.

Therapy-Focused Examples

Occupational Therapy SOAP Note:
- Subjective: “Client states, ‘I get tired quickly when brushing my teeth.’”
- Objective: “Patient completed grooming task in 4 minutes with two rest breaks. Oxygen saturation dropped to 90%.”
- Assessment: “Patient demonstrates endurance limitations affecting self-care independence.”
- Plan: “Incorporate energy conservation strategies, continue ADL training, monitor O2 saturation.”
Mental Health Counseling SOAP Note:
- Subjective: “Client reports experiencing intrusive thoughts less frequently, from daily to 2-3 times weekly.”
- Objective: “PHQ-9 score decreased from 18 (moderate depression) to 12 (mild depression). Affect brighter, eye contact improved.”
- Assessment: “Symptoms improving with current treatment; progress toward goals evident.”
- Plan: “Maintain CBT sessions weekly, introduce journaling as coping strategy.”
Nursing SOAP Note (in therapy context):
- Subjective: “Patient reports moderate pain in right knee after walking.”
- Objective: “Pain score 6/10, swelling noted, ROM reduced compared to baseline.”
- Assessment: “Pain likely due to post-surgical inflammation.”
- Plan: “Administer analgesic per order, apply cold compress, reassess pain in 30 minutes, continue PT as tolerated.”

These examples emphasize that SOAP notes are not static checklists—they are dynamic records that evolve with patient progress, helping clinicians make informed decisions.

How Do SOAP Notes Improve Patient Care?

Structured clinical notes aren’t just clerical work — when done well, they change how care is delivered. For therapy settings in particular (occupational therapy, speech therapy, mental health counseling and rehab nursing), the S/O/A/P structure helps clinicians capture what matters, measure change, and coordinate timely interventions. Below I explain how SOAP notes improve care, give therapy-focused examples, and offer practical guidance you can apply in clinical placements.

Using SOAP notes to improve therapy progress notes

At their best, SOAP-based progress notes turn a single therapy session into a usable piece of clinical intelligence. The key mechanisms are:

Consistent measurement: By specifying objective metrics (ROM degrees, repetitions achieved, PHQ-9/GAD-7 scores, number of intelligible words per minute), notes make small improvements visible. That visibility drives decisions—escalate, maintain, or modify an intervention based on measurable trends rather than impressions. Evidence shows that structured and standardized documentation improves the completeness and clinical usefulness of follow-up notes.
Actionable assessments: The Assessment section forces the clinician to interpret the S + O data and prioritize problems—e.g., limited shoulder elevation is the immediate barrier to independence in dressing. A clear assessment leads directly to a focused plan (graded strengthening + ADL practice), shortening the feedback loop between observation and treatment change.
Better progress tracking: Therapy progress notes built on SOAP let therapists compare session-to-session outcomes. For example, an occupational therapist who documents “right shoulder flexion 100° → 115° over two sessions” has clear evidence to justify increasing task complexity or discharging a compensatory strategy.

Therapy example:
An SLP documents:
S: “I can say sentences but slur words when tired.”
O: 18/25 target words correct at conversational level (previously 12/25).
A: Improvement with structured practice but fatigue affects generalization.
P: Add conversational role-play in session; schedule shorter, more frequent sessions; provide fatigue-management strategies.

This sequence turns a subjective complaint into an immediate, measurable plan that targets the real barrier (fatigue), improving the likelihood of functional carryover.

(Core sources: StatPearls overview of SOAP plus studies on structured documentation quality).

Why clinicians and occupational therapists rely on SOAP note examples and templates

Clinicians use templates and well-written examples because they balance efficiency with clinical rigor:

Time efficiency with safeguards: Templates reduce the cognitive load of documentation so therapists can focus on treatment. Good templates prompt inclusion of necessary elements (session length, assistance level, objective measures), which reduces omissions that could harm continuity or reimbursement. Professional bodies (e.g., AOTA, ASHA) recommend documentation practices and provide sample formats to ensure notes meet professional and payer expectations. AOTA ASHA
Standardization across providers: In multidisciplinary teams, standardized templates make entries predictable and scannable. An occupational therapist’s objectively stated function (e.g., “dressing with minimal assistance”) is immediately interpretable by a nurse, case manager, or physician.
Training and defensibility: For students and new clinicians, examples illustrate how to link data to clinical reasoning. Well-constructed templates also provide documentation that stands up to audits—showing medical necessity, treatment progress, and clinician decisions.

That said, templates must be used thoughtfully. Overly generic or “copy-paste” notes can hide nuance and harm patient safety; the trend in good practice is to tailor templates so they prompt meaningful, specific entries rather than canned text.

How SOAP notes support communication among health professionals

SOAP notes function as a common language across professions. They improve interdisciplinary communication in several concrete ways:

Clear handoffs and continuity: When a nurse, therapist, or mental health clinician documents in a consistent SOAP structure, the next professional can quickly scan S → O → A → P and understand current status, recent changes, and planned interventions. This reduces redundant assessments and speeds decision-making during rounds or transfers.
Efficient problem prioritization: The Assessment succinctly states clinical impressions and problems—this helps the team triage who needs to act. For example, an OT’s A stating “fall risk increased due to unilateral weakness” signals nursing to prioritize fall precautions and PT/OT to revise mobility goals.
Shared care planning in EHRs: Electronic health records that support SOAP-style entries allow cross-discipline visibility (progress notes, therapy goals, and referrals). While EHRs have pros and cons, reviews show that structured documentation combined with interoperable records supports better team communication when templates are thoughtfully implemented.

Interprofessional vignette :
A stroke patient’s OT SOAP note documents worsening left-hand dexterity and decreased participation in self-feeding (S/O/A/P). The speech therapist reads this before a joint session and adds a strategy for safe swallowing and adaptive utensils to the plan. Nursing updates the care plan and schedules extra mealtime assistance. Because each discipline used a clear SOAP entry, the team quickly coordinated targeted interventions and avoided duplicated assessments.

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Example of a SOAP Note in Therapy Context

Physical SOAP Note Therapy Example

Billy Johnson Physical Therapy SOAP Note Documentation

Patient: Billy Johnson
Age: 42 years old
Gender: Male
Date of Assessment: [Current Date]
Time: [Current Time]
Setting: Outpatient Physical Therapy Clinic, Riverside Rehabilitation Center
Physical Therapist: [Therapist Name], DPT
Supervisor: [Supervisor Name], DPT, OCS

SUBJECTIVE DATA

Chief Complaint

Mr. Johnson is a 42-year-old male referred to physical therapy for evaluation and treatment of right shoulder pain and dysfunction following a work-related injury 6 weeks ago. The patient reports experiencing pain rated at 6/10 on a numerical pain scale in his right shoulder with overhead activities. He describes the pain as sharp and aching, worse with lifting and reaching overhead.

Current Symptoms and Concerns

The patient states his primary complaint is “I can’t lift my arm above my head without severe pain.” He reports significant functional limitations including difficulty reaching overhead shelves, trouble washing his hair, and inability to throw a ball with his son. Mr. Johnson expresses frustration about his inability to return to his job as a warehouse supervisor, which requires frequent lifting and overhead reaching.

The patient describes pain as:

Location: Right shoulder, specifically anterior and lateral aspects
Quality: Sharp with movement, aching at rest
Intensity: 6/10 with activity, 3/10 at rest
Duration: Constant since injury 6 weeks ago
Aggravating factors: Overhead reaching, lifting objects >10 lbs, sleeping on right side
Relieving factors: Rest, ice, over-the-counter pain medication

Mr. Johnson reports sleep disturbances due to pain, particularly when lying on his right side. He denies numbness or tingling in his arm or hand. No complaints of neck pain or radiating symptoms below the elbow.

Past Medical History

Mr. Johnson has a relatively unremarkable medical history, including:

Hypertension: Well-controlled with medication for 5 years
Previous left ankle fracture: Occurred 8 years ago, fully recovered
No previous shoulder injuries or surgeries
No history of diabetes, heart disease, or other chronic conditions

Mechanism of Injury

The patient sustained his injury while lifting a 40-pound box overhead at work. He reports feeling immediate sharp pain in his right shoulder followed by weakness and inability to continue the lifting motion. He was evaluated in the emergency department the same day, where X-rays were negative for fracture. MRI performed 2 weeks post-injury showed partial thickness rotator cuff tear of the supraspinatus tendon with mild subacromial bursitis.

Current Medications

Lisinopril 10 mg PO daily (for hypertension)
Ibuprofen 600 mg PO TID PRN (for pain and inflammation)
Muscle relaxant (Cyclobenzaprine) 10 mg PO BID PRN (for muscle spasm)

Allergies

NKDA – No known drug allergies. Patient denies environmental allergies.

Social History

Mr. Johnson is married with two children (ages 8 and 12). He works full-time as a warehouse supervisor, which requires frequent lifting, carrying, and overhead reaching. He has been on modified duty since his injury, performing only clerical tasks. The patient is right-hand dominant and reports being very active prior to injury, including weekend recreational basketball and coaching his son’s Little League team.

He denies tobacco use and reports minimal alcohol consumption (1-2 beers on weekends). Mr. Johnson is motivated to return to full work duties and recreational activities. He completed some college coursework and demonstrates good health literacy and understanding of his condition.

Goals and Expectations

Patient’s stated goals:

“I want to be able to lift things over my head without pain”
“I need to get back to work at full capacity”
“I want to be able to throw a ball with my son again”
“I’d like to sleep through the night without shoulder pain”

OBJECTIVE DATA

Vital Signs

Blood Pressure: 128/82 mmHg – well-controlled
Heart Rate: 78 beats per minute – regular rhythm
Respiratory Rate: 16 breaths per minute – within normal limits
Height: 5’10” (178 cm)
Weight: 185 lbs (84 kg)
BMI: 26.5 (slightly overweight)

Observation and Posture

Mr. Johnson presents as a well-developed male in no acute distress. He demonstrates:

Posture: Forward head posture with rounded shoulders bilaterally, more pronounced on the right
Arm positioning: Right arm held in protective position close to body
Facial expression: Grimaces with attempted shoulder movements
Cooperation: Excellent, follows all instructions appropriately

Range of Motion Assessment

Active Range of Motion (AROM) – Right Shoulder:

Flexion: 110° (normal: 180°) – limited by pain
Extension: 35° (normal: 60°) – within functional limits
Abduction: 90° (normal: 180°) – significant limitation, painful arc 60-90°
Internal Rotation: T12 level (normal: T6-T8) – limited
External Rotation: 30° (normal: 90°) – significantly limited

Passive Range of Motion (PROM) – Right Shoulder:

Flexion: 130° – capsular end feel, pain at end range
Abduction: 110° – capsular end feel with pain
External Rotation: 45° – firm capsular end feel
Internal Rotation: T10 level – restricted

Left Shoulder (Unaffected):

All ranges within normal limits and pain-free

Strength Assessment (Manual Muscle Testing)

Right Shoulder:

Deltoid (Middle): 3/5 – weak and painful
Supraspinatus: 2+/5 – significantly weak with positive drop arm test
Infraspinatus: 3-/5 – weak with external rotation
Subscapularis: 4-/5 – mild weakness
Biceps: 4+/5 – nearly normal
Triceps: 5/5 – normal

Left Shoulder (Unaffected):

All muscle groups 5/5 – normal strength

Special Tests

Empty Can Test (Supraspinatus): Positive – pain and weakness
Hawkins-Kennedy Test: Positive – reproduces shoulder pain
Neer Impingement Sign: Positive – pain with forced flexion
Drop Arm Test: Positive – unable to slowly lower arm from 90° abduction
Speed’s Test: Negative – no bicipital tendon involvement
Yergason’s Test: Negative
Apprehension Test: Negative – no glenohumeral instability

Functional Assessment

Disabilities of the Arm, Shoulder, and Hand (DASH) Score: 52/100 (significant disability)

Functional Limitations Observed:

Unable to reach overhead shelves
Difficulty with hair washing and grooming
Cannot lift objects >5 lbs with right arm
Impaired work-related lifting and reaching tasks
Unable to throw overhand
Sleep disruption due to pain

Palpation Findings

Tenderness: Moderate tenderness over anterior shoulder and greater tuberosity
Muscle Spasm: Mild spasm in upper trapezius and levator scapulae
Swelling: Minimal edema noted
Temperature: No increased warmth detected

Neurological Screen

Upper extremity reflexes: Normal and symmetric
Sensation: Intact to light touch throughout right upper extremity
Cervical spine screen: Negative for radiculopathy

Gait and Movement Analysis

Gait: Normal pattern, no compensations noted
Arm swing: Diminished right arm swing during ambulation
Functional movements: Compensates with trunk lean and left arm substitution for overhead tasks

ASSESSMENT

Physical Therapy Diagnosis

Primary Diagnosis: Right shoulder impingement syndrome with partial thickness supraspinatus tendon tear

Secondary Diagnoses:

Subacromial bursitis
Secondary shoulder capsular restriction
Rotator cuff weakness and dysfunction
Postural dysfunction contributing to impingement

Impairments Identified

Pain: 6/10 with overhead activities limiting function
Range of Motion Deficits:
- 70° limitation in shoulder flexion
- 90° limitation in shoulder abduction
- 60° limitation in external rotation
Strength Deficits: Significant weakness in rotator cuff muscles, particularly supraspinatus (2+/5)
Functional Limitations: Inability to perform overhead activities, work tasks, and recreational activities
Postural Impairments: Forward head posture and rounded shoulders contributing to impingement
Sleep Disruption: Related to positional pain

Contributing Factors

Work-related repetitive overhead activities
Poor ergonomics and lifting mechanics
Postural dysfunction predisposing to impingement
Acute traumatic injury with inadequate initial rehabilitation

Prognosis

Good to Excellent prognosis for return to previous level of function based on:

Patient’s young age (42 years old)
High motivation and cooperation
Partial thickness tear (vs. full thickness)
No previous history of shoulder problems
Good general health status
Strong family support system

Expected Timeline: 12-16 weeks for full return to work and recreational activities

Rehabilitation Potential

Patient demonstrates excellent rehabilitation potential with expected outcomes including:

Significant pain reduction (2/10 or less)
Near-normal range of motion restoration
Functional strength improvement
Return to full work duties
Resume recreational activities

PLAN

Frequency and Duration

Frequency: 3 times per week for 8 weeks, then reassess
Session Duration: 60 minutes per session
Total anticipated visits: 20-24 sessions

Short-term Goals (2-4 weeks)

Pain Management: Reduce pain from 6/10 to 4/10 with overhead activities
Range of Motion: Increase shoulder flexion to 140° and abduction to 120°
Strength: Improve supraspinatus strength to 3+/5
Function: Able to reach shoulder height without significant pain
Education: Demonstrate understanding of home exercise program and activity modifications

Long-term Goals (8-12 weeks)

Pain: Pain level 2/10 or less with all functional activities
Range of Motion: Achieve full pain-free shoulder range of motion
Strength: Restore rotator cuff strength to 4+/5 or better
Function: Return to full work duties including overhead lifting up to 40 lbs
Recreation: Resume throwing activities and recreational sports participation
DASH Score: Improve to <20/100 indicating minimal disability

Physical Therapy Interventions

Phase I (Weeks 1-3): Acute/Protection Phase

Goals: Control pain and inflammation, protect healing tissue, gentle mobility

Manual Therapy:

Gentle joint mobilizations (Grade I-II) for glenohumeral joint
Soft tissue mobilization to upper trapezius and levator scapulae
Pendulum exercises for gentle distraction

Therapeutic Exercise:

Passive and active-assisted range of motion exercises
Isometric strengthening in pain-free positions
Postural correction exercises
Scapular stabilization exercises (pain-free range)

Modalities:

Ice for 15-20 minutes post-treatment for inflammation control
Electrical stimulation for pain management if appropriate
Ultrasound for tissue healing promotion

Patient Education:

Activity modifications and ergonomic instruction
Sleep positioning recommendations
Home exercise program compliance

Phase II (Weeks 4-6): Intermediate/Mobilization Phase

Goals: Restore range of motion, begin strengthening, improve function

Manual Therapy:

Progressive joint mobilizations (Grade II-III) to restore capsular mobility
Soft tissue mobilization and trigger point release
Movement pattern re-education

Therapeutic Exercise:

Active range of motion exercises in all planes
Progressive resistive exercises with resistance bands
Rotator cuff strengthening (emphasis on supraspinatus)
Scapular stabilization strengthening
Functional movement patterns

Functional Training:

Work simulation activities (modified)
Overhead reaching tasks (progressive)
Lifting mechanics training

Phase III (Weeks 7-8+): Advanced/Strengthening Phase

Goals: Maximize strength, power, and functional capacity

Therapeutic Exercise:

Advanced strengthening with weights and functional equipment
Plyometric exercises for rotator cuff (when appropriate)
Sport-specific and work-specific training
Endurance training for sustained activities

Functional Training:

Full work duty simulation
Throwing progression program
Return-to-sport activities

Home Exercise Program

Daily Exercises (2-3 times per day):

Pendulum exercises – 10 each direction
Wall slides for range of motion – 2 sets of 15
Isometric external rotation – 3 sets of 10-second holds
Postural correction exercises – hourly throughout day
Ice application after activities – 15-20 minutes

Progression: Home program will be updated every 2 weeks based on progress

Patient Education Topics

Anatomy and pathophysiology of rotator cuff injury
Activity modifications during healing phases
Proper lifting mechanics and body mechanics
Workplace ergonomics and injury prevention
Sleep positioning to minimize pain
Signs and symptoms requiring physician contact
Long-term maintenance exercise program

Precautions and Contraindications

Precautions:

Avoid overhead lifting >5 lbs initially
No forceful stretching into painful ranges
Monitor for increased pain or inflammation
Gradual progression to avoid re-injury

Red Flags requiring physician referral:

Significant increase in pain or new neurological symptoms
Loss of previously gained range of motion or strength
Signs of infection or unusual swelling
Failure to progress after 4-6 weeks of treatment

Outcome Measures

Initial Assessment:

DASH Score: 52/100
Numeric Pain Rating Scale: 6/10 (activity), 3/10 (rest)
Shoulder flexion AROM: 110°
Shoulder abduction AROM: 90°
Supraspinatus strength: 2+/5

Reassessment Schedule:

Pain and ROM: Each visit
Strength testing: Every 2 weeks
DASH questionnaire: Every 4 weeks
Functional testing: Weeks 4, 8, and discharge

Coordination of Care

Physician Communication:

Progress reports every 2 weeks
Immediate contact for any concerning changes
Collaboration on return-to-work timeline

Other Healthcare Providers:

Occupational health physician for work restrictions
Potential referral to occupational therapist for work-specific training
Coordination with employer for gradual return-to-work plan

Discharge Planning

Criteria for Discharge:

Pain ≤2/10 with functional activities
90% return of range of motion
Strength 4+/5 or better in rotator cuff muscles
DASH score <20/100
Successful return to work duties
Independent with maintenance exercise program

Maintenance Program:

Continued home exercise program 3-4 times per week
Ergonomic modifications at work
Regular strengthening and flexibility maintenance
Annual follow-up or as needed

EVALUATION

Mr. Johnson presents with a typical rotator cuff injury pattern consistent with his MRI findings of partial thickness supraspinatus tear. His significant functional limitations and moderate pain levels indicate the need for comprehensive physical therapy intervention. The patient demonstrates excellent motivation and understanding of his condition, which are positive prognostic indicators.

Priority areas for initial treatment focus include pain management, gentle mobility restoration, and protection of the healing rotator cuff tissue. His strong desire to return to work and recreational activities, combined with good general health, suggests an excellent potential for full recovery with appropriate rehabilitation.

The comprehensive approach outlined will address his impairments systematically while progressing him safely toward his functional goals. Close monitoring and communication with his physician will ensure optimal outcomes and timely return to full activities.

Physical Therapist Signature: _________________________, DPT
Date: _________________
Time: _________________
Supervisor Review: _________________________, DPT, OCS

References

American Physical Therapy Association. (2021). Guide to Physical Therapist Practice 4.0. APTA.

Kisner, C., Colby, L. A., & Borstad, J. (2022). Therapeutic exercise: Foundations and techniques (8th ed.). F.A. Davis Company.

Magee, D. J., Manske, R. C., Sueker, J., & Zachazewski, J. E. (2021). Orthopedic physical assessment (7th ed.). Elsevier.

Hertling, D., & Kessler, R. M. (2022). Management of common musculoskeletal disorders: Physical therapy principles and methods (5th ed.). Lippincott Williams & Wilkins.

Common mistakes to avoid when writing SOAP notes

Although SOAP notes provide a structured and reliable method of documentation, nursing students and early-career clinicians often encounter challenges that reduce the effectiveness of their notes. Recognizing these pitfalls is essential for improving clarity, accuracy, and overall clinical communication. Below are some of the most frequent mistakes to avoid when writing a SOAP note.

1. Mixing Subjective and Objective Information

One of the most common errors is blurring the line between subjective and objective sections. The subjective section is reserved for patient-reported experiences, such as “the client reports ongoing anxiety before bedtime.” The objective section, by contrast, should contain observable or measurable data, such as “heart rate 95 bpm” or “patient displayed tearfulness during the therapy session.”

Mistake Example: Writing “patient appears anxious and says they feel panicked” in the same line under the objective section.
Best Practice: Keep subjective and objective data separate to preserve the integrity of the soap note format and ensure the note can be reliably interpreted by other healthcare providers.

2. Overloading the Assessment with Raw Data

The assessment section is intended to analyze findings, not to repeat everything documented earlier. Nursing students sometimes copy subjective and objective content into the assessment rather than interpreting it.

Mistake Example: Rewriting “client reports feeling sad” instead of analyzing patterns of mood changes across weekly therapy sessions.
Best Practice: The assessment should synthesize information and describe clinical impressions. For instance, a clinician might write, “client demonstrates symptoms consistent with mild depressive disorder, with gradual improvement since initiation of cognitive behavioral therapy.”

3. Writing Vague or Non-Specific Plans

Another frequent error is creating a treatment plan in the Plan section that lacks detail. Plans like “continue therapy” or “monitor progress” are too broad and fail to guide future care.

Mistake Example: Writing only “continue counseling” under the plan.
Best Practice: Include specific interventions, therapy goals, or next steps. For example: “Initiate deep breathing exercises before bedtime; assign journaling task to track anxiety triggers; review effectiveness in two sessions.” This level of specificity strengthens continuity of care and makes progress easier to track.

4. Using Ambiguous or Unprofessional Language

SOAP notes are formal documents, not casual reflections. Phrases like “patient was a bit off today” or “seemed kind of sad” reduce credibility and are open to misinterpretation.

Mistake Example: “Client was weirdly quiet.”
Best Practice: Use professional, objective language such as “client spoke less than usual and avoided eye contact during session.” This ensures therapy documentation is clear, precise, and useful in clinical and legal contexts.

5. Copy-Pasting from Previous Notes Without Updating

While referring to previous notes helps maintain consistency, copying large sections without revision can lead to inaccuracies and misrepresentation of a patient’s condition.

Mistake Example: Leaving the same mental status description week after week when the client’s symptoms have changed.
Best Practice: Review each session thoroughly and update observations to reflect progress toward therapy goals or changes in the client’s status. Notes should show the patient’s evolving journey, not a static picture.

6. Omitting Key Details

Incomplete notes are another major pitfall. Omitting the objective section, skipping interventions, or failing to record changes in medication or behavior reduces the utility of the record.

Mistake Example: Writing only “patient doing well” in a progress note.
Best Practice: Even in brief notes, include core details: patient’s report, clinician’s observations, analysis, and plan. This provides a comprehensive record and supports effective note-taking.

7. Failing to Link Notes to the Treatment Plan

SOAP notes should demonstrate how each therapy session aligns with the overall treatment plan. Nursing students sometimes fail to connect individual interventions to long-term therapy goals.

Mistake Example: Recording “discussed stress management techniques” without explaining how it ties into the client’s anxiety management plan.
Best Practice: Explicitly link interventions to treatment goals: “Discussed stress management strategies to reduce bedtime anxiety, supporting treatment plan objective of improving sleep quality.”

8. Lack of Organization or Structure

SOAP notes lose their value if they are not clearly structured according to the soap note template. Disorganized entries make it difficult for other mental health professionals or occupational therapists to follow the patient’s story.

Mistake Example: Merging subjective, objective, and plan into one long paragraph.
Best Practice: Follow the organized SOAP structure, ensuring each section of the SOAP note is clearly labeled and distinct. This helps with readability, note documentation, and professional communication.

Creating Your Own SOAP Note Template

Designing a reliable SOAP note template helps you capture the essentials of every encounter, reduce omissions, and make your documentation immediately useful to the next clinician who opens the chart. Below you’ll find the core elements every template should include, a student-friendly structure you can copy, guidance on how to write effective SOAP notes with clarity, and therapy-focused mini-templates and examples you can adapt for occupational therapy, speech therapy, and behavioral health.

What key elements should be in a SOAP note template?

A good template prompts you to record the right details—once, clearly, and in a standardized order—so your note supports medical necessity, continuity, and interprofessional communication.

Header / Administrative

Patient identifiers (name, DOB, MRN), encounter date/time, setting, visit type (evaluation, treatment, discharge), session length.
Author’s name, role/credentials, signature, and cosignature if required.
Link to plan of care / referral order; diagnosis/ICD codes (if applicable).

S — Subjective

Chief concern for today’s visit and patient-reported changes since last session.
Symptom details (location, duration, severity, aggravating/relieving factors).
Functional impact (ADLs/IADLs, participation, work/school).
Adherence to home program, medications, or strategies; relevant quotes.

O — Objective

Measurable observations: vitals, focused exam, standardized test scores, performance metrics (distance, time, assistance level, repetitions), safety risks.
What you did today (modalities, tasks, cues provided), patient response.
Assistive devices or adaptive equipment trialed.

A — Assessment

Clinical synthesis: what today’s S+O mean; status vs. last note.
Progress toward stated goals; facilitators/barriers.
Clinical risks or differential considerations; need for continued skilled services.

P — Plan

Specific interventions next session(s), frequency/duration, progression criteria.
Patient/caregiver education, homework/home program.
Referrals/consults, equipment ordering, tests to obtain.
Re-evaluation or outcome measures planned; discharge criteria and target date.

Compliance & quality prompts

Timeliness (complete notes promptly after service).
Elements that support medical necessity and payer requirements (e.g., progress reports, signatures, dates). Authoritative bodies emphasize complete, timely documentation that communicates diagnosis, treatment, outcomes, and rationale for continued care.

Notes template: structuring SOAP notes for nursing students

Use this scaffold to keep your note tight and clinically useful:

Header: Who, when, where, how long, why (visit type).
S (2–4 lines): Patient’s words + functional impact + adherence.
O (4–8 lines): Only observable/measurable data and what was done.
A (2–4 lines): One to three problem statements tying S+O to function; progress toward goals; justify skilled need.
P (3–5 lines): Concrete next steps with frequency/duration, education, follow-ups.

Sentence starters (to speed writing):

S: “Patient reports … affecting ability to …” / “Caregiver notes … since last visit.”
O: “Completed [task] with [assist level], time = …; ROM …; Score …”
A: “Findings indicate … resulting in …; Progress toward …; Barriers include …”
P: “Next: progress [exercise/task] by …; Educate on …; Reassess [measure] on …”

How to write effective SOAP notes with clarity

Quantify everything you can. Replace “better balance” with “tandem stance 20s (↑ from 8s).” Quantification improves clinical usefulness and audit readiness.
Show your reasoning in A. Don’t repeat data; explain what it means for function and risk, and why your skilled services are required.
Tie A → P tightly. Every problem identified should generate a matching action (e.g., barrier = fatigue → plan = interval training + energy conservation).
Reference the plan of care and goals. Document progress toward goals at defined intervals; Medicare and other payers expect formal progress updates at specified frequencies in outpatient rehab.
Be timely and complete. Documentation should convey diagnosis, treatment, outcomes, and rationale; complete it promptly to support billing and team communication.
Customize templates—avoid “canned” text. Templates should prompt critical details, but entries must reflect the patient and session specifics to remain defensible. (Professional associations warn against vague or boilerplate entries.)

Templates and examples for therapy SOAP note documentation

Below are concise, therapy-focused mini-templates you can copy into your EHR or notebook. They keep the structure identical so teams can scan notes quickly across disciplines.

1) Occupational Therapy – ADL/UE function

Header: Adult OP OT | Visit 5/12 | 45 min
S: “Shoulder less painful; dressing still hard.” HEP 5/7 days; pain 3/10 at rest, 6/10 overhead.
O: UB dressing: min A with 2 verbal cues; R shoulder AROM flex 0–125° (↑10°); grip 21 kg; educated on hemi-dressing.
A: Improving ROM and task efficiency; still limited with overhead reach—barrier to independent dressing. Skilled OT indicated to progress task-specific training.
P: Continue OT 2×/wk; add graded overhead reach with light resistance; issue theraband HEP; reassess AROM & assist level in 2 wks; consider reacher if plateau.

2) Speech-Language Pathology – articulation/intelligibility

Header: Outpatient SLP | Visit 3/8 | 30 min
S: “People understand me better on short calls.”
O: 20/25 target words correct at phrase level (↑ from 15/25); intelligibility ~70% in 2-min conversation; practiced consonant clusters; caregiver trained in home drills.
A: Gains at structured level; limited carryover to spontaneous speech—fatigue affects accuracy.
P: Add conversational role-play; schedule shorter, more frequent sessions; daily home drills 2×10 min; recheck conversation intelligibility next visit.
(ASHA notes SOAP is a common, acceptable structure for treatment progress notes.)

3) Behavioral Health – CBT for panic

Header: MH OP | Session 6 | 50 min
S: “Only one panic episode this week; still avoid crowded shops.”
O: GAD-7 = 9 (↓ from 15 baseline); affect brighter; engaged in in-session exposure hierarchy planning.
A: Symptom reduction with CBT; persistent avoidance limiting participation.
P: Continue weekly CBT; assign graded exposures (5–10 min in store, 3×/wk); teach diaphragmatic breathing; reassess avoidance logs in 2 wks.

4) General Rehab – progress report frame (meets payer expectations)

Header: Progress Report | Visits 1–10 summary
S: Patient reports improved tolerance for household tasks; still fatigues with stairs.
O: 6-Minute Walk 290→360 m; TUG 18→13 s; HEP adherence 6/7 days; education provided.
A: Meaningful functional gains; endurance remains limiting factor for community ambulation. Continued skilled therapy medically necessary to reach LTGs.
P: Next 10 visits: progress aerobic dose; stair training with rests; target 6MWT ≥420 m; re-eval on Visit 20; consider discharge if goals met.

Practical Tips for Nursing Students

How to write a SOAP note — step by step (therapy-focused workflow)

Before the session (prep, 2–5 minutes)

Review the patient’s chart: problem list, most recent progress note, goals and plan of care. This prevents repeating outdated information and helps you link today’s session to long-term goals.
Know what you will measure today (e.g., ROM, number of repetitions, intelligibility %) so you can capture objective data while working.
Prepare any standardized tools or outcome measures you’ll use (PHQ-9, 6MWT, FIM, articulation probes).

During the session (document in real time or make quick jottings)
4. Record key subjective comments as they arise (use quotation marks for exact patient statements). Example: S — “I can brush my hair more easily, but it still hurts overhead.”
5. Capture objective findings immediately after testing or task performance (numbers, assistance levels, time, standardized scores). Example: O — “R shoulder flexion AROM 0–120°; dressing: minimal assistance.”
6. Note the interventions you actually used and the patient’s response (modalities, cues, adaptive equipment trialed). Example: O — “45-min OT: graded reach tasks, 3×10 resisted rows, practiced donning with adaptive button hook.”

Immediately after the session (write the full note before the end of shift)
7. Write the Assessment concisely — synthesize S + O into a clinical impression that links to function and goals. Example: A — “ROM and task performance improving; fatigue limits repetition, which delays carryover to independent dressing.”
8. Write a Plan with specific, measurable next steps: frequency, intervention focus, HEP, referrals, reassessment date. Example: P — “Continue OT 2×/wk; add endurance training, issue button hook, reassess dressing independence in 2 weeks.”
9. Sign, date/time, include your credentials and any required cosignature. Document any communication (e.g., “MD notified of increased pain — plan to adjust analgesic”) so team members have a clear trail.

Why same-day notes matter: completing progress notes on the same day preserves accuracy, supports billing and continuity, and demonstrates timely clinical reasoning.

Tips to write effective SOAP notes in clinical practice

Quantify everything you can. Numbers and levels (degrees, reps, minutes, % intelligibility, assistance levels) turn impressions into measurable progress. Example: “TUG 18s → 13s” is far more useful than “improved gait.”
One problem → one plan. Each problem you list in the assessment should have a concrete plan item that addresses it. This demonstrates purposeful care and supports medical necessity.
Use discipline-appropriate measures and language. Occupational therapy notes should reference functional tasks and adaptive strategies; SLP notes should reference intelligibility and therapy tasks; mental-health notes should include validated scales when used. Professional bodies provide guidance on format and expectations.
Be concise and objective. Avoid editorializing or vague phrases. Replace “doing better” with measurable changes or clearly observable behavior.
Document patient/caregiver education and HEP adherence. This is important for tracking continuity, safety, and progress toward goals. Example: “Patient performed HEP 5/7 days; demonstrated home exercise independently.”
Time-stamp communications (e.g., calls to prescribers, family education) so teammates can see what’s been decided and when.
Use templates wisely — customize. Templates speed documentation and reduce omissions, but avoid copy-paste boilerplate; always personalize entries to the session.
Follow payer and facility rules. Rehab billing programs (including Medicare) require periodic progress reports and specific documentation elements—be familiar with your practice’s requirements. Missing required elements can cause denials.
Practice “readability” for teams. Put the most clinically important point early in Assessment and Plan (e.g., “A: Increased fall risk due to unilateral weakness. P: Add bedside supervision for transfers”).
Document limitations and safety issues. If a patient refuses treatment, is unsafe, or has changed meds, document clearly; this protects patient safety and your professional accountability.

How peer reviews can enhance SOAP note documentation

Why peer review helps: structured review and feedback on notes improves consistency, accuracy, and clinical relevance. Systematic reviews show that audit and feedback produce small-to-moderate improvements in professional practice when focused on clear targets and accompanied by action plans. Clinical audits and peer review are standard quality-improvement strategies in many settings.

Practical peer-review process you can use in clinical placements

Set clear aims and criteria. Choose 3–5 measurable documentation goals (e.g., “Include at least one objective measure,” “Assessment links to Plan,” “Include HEP adherence”). Use checklists derived from AOTA/ASHA/CMS guidance.
Sample notes regularly. Each week, collect a small random sample of notes from the team (anonymized if required). Focus on learner notes if you’re a student group.
Use a simple audit tool. Create a 5–10 item checklist (header present, S specific, O measurable, A analytical, P actionable). Score each note and track trends across time. (Several studies show audit tools + feedback lead to measurable improvement.)
Give timely, constructive feedback. Feedback should be specific (“Add ROM degrees in O”) and paired with a suggested fix or learning resource (“See AOTA ROM reference”). Avoid punitive language—frame feedback as learning.
Close the loop. Re-audit after an agreed period (4–8 weeks) to check for improvement. If needed, add focused mini-teaching sessions (e.g., how to document standardized tests). Research shows audit + targeted feedback + training yields better results than audit alone.

Peer review tips for students

Run peer reviews in small groups (2–3 people) with a faculty facilitator at first.
Use the checklist as a self-check before submission.
Keep reviews confidential and constructive — emphasize examples and “how to fix” rather than blame.
Log common errors and turn them into short case-based learning sessions.

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Conclusion

Mastering the therapy SOAP note is more than just a documentation skill—it is an essential component of professional nursing and mental health practice. For nursing students, learning how to structure a SOAP note effectively provides a foundation for clinical reasoning, therapeutic communication, and organized note-taking. A well-written therapy note does more than record what occurred during a session; it demonstrates the clinician’s ability to interpret subjective and objective information, evaluate progress, and outline a treatment plan that supports continuity of care.

SOAP notes also play a vital role in bridging the gap between education and practice. By using clear note formats and drawing on structured examples, students can strengthen their clinical judgment, build confidence in documenting therapy sessions, and ensure that their notes align with best practice standards. In settings such as occupational therapy, speech therapy, or mental health counseling, these notes provide a roadmap for evaluating therapy goals, tracking progress toward treatment outcomes, and planning effective interventions.

Beyond personal learning, SOAP notes support the collaborative nature of healthcare. When clinicians, therapists, and other health professionals have access to clear and comprehensive documentation, they can coordinate interventions more effectively, reduce duplication of services, and ensure that patients receive consistent and safe care. The shared use of templates and therapy note documentation practices allows teams to maintain organized records that contribute to improved patient outcomes and efficient communication.

For nursing students preparing to enter clinical practice, the ability to write effective SOAP notes is also a marker of professional growth. It reflects an understanding of the SOAP format, attention to detail in both subjective and objective sections, and a commitment to providing accurate and meaningful clinical notes. Peer reviews, mentorship, and continued therapy documentation practice further enhance these skills, ensuring that notes remain clear, structured, and clinically relevant.

Ultimately, SOAP notes provide a structured framework that facilitates evidence-based practice, supports decision-making, and enhances the therapeutic relationship between the patient and the healthcare provider. By integrating the principles of SOAP note writing into daily practice—whether in mental health care, occupational therapy, or nursing—students and clinicians alike can ensure that documentation is not just a requirement but a powerful tool for patient-centered care. As nursing students continue to develop their note-writing abilities, they lay the groundwork for becoming effective, reflective, and detail-oriented health professionals who contribute meaningfully to both individual patient progress and broader healthcare outcomes.

Frequently Asked Questions

How to write a SOAP note as a therapist?

A therapist writes a SOAP note by documenting four sections: Subjective (patient’s reported feelings or concerns), Objective (observable and measurable findings), Assessment (clinical interpretation of progress or issues), and Plan (next steps for treatment, interventions, or follow-up).

What is an example of a SOAP note?

A SOAP note example in therapy might read:

S: Patient reports feeling less anxious this week and sleeping 6–7 hours per night.
O: Appeared calm, maintained eye contact, and completed relaxation exercises with minimal prompting.
A: Anxiety symptoms decreasing; patient responding positively to coping strategies.
P: Continue CBT sessions twice weekly, reinforce relaxation techniques, and reassess sleep quality in one week.

What is an example of an objective in SOAP note therapy?

An objective example in therapy could be: “Patient completed 10 minutes of guided breathing, demonstrated improved posture, and showed reduced tremors during the session.” This section includes measurable, observable data rather than patient self-reports.

How do you write good therapy progress notes?

To write good therapy progress notes, follow the SOAP format: document the client’s Subjective experience, record Objective observations and measurable data, provide an Assessment of progress or challenges, and outline a clear Plan for next steps. Good notes are concise, factual, clinically relevant, and focused on treatment goals, while avoiding personal opinions or unnecessary details.