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Virginia Henderson Nursing Need Theory Essay Assignment Papers

Need Theory

The Nursing Need Theory was developed by
Virginia Henderson
and was derived from her practice and education. Henderson’s goal was not to develop a theory of nursing, but rather to define the unique focus of nursing practice.
The theory emphasizes the importance of increasing the patient’s independence so that progress after hospitalization would not be delayed. Her emphasis on basic human needs as the central focus of nursing practice has led to further theory development regarding the needs of the patient and how nursing can assist in meeting those needs. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

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Henderson identifies three major assumptions in her model of nursing.
The first is that “nurses care for a patient until a patient can care for him or herself,” though it is not stated explicitly. The second assumption states that nurses are willing to serve and that “nurses will devote themselves to the patient day and night.” Finally, the third assumption is that nurses should be educated at the college level in both sciences and arts.

The four major concepts addressed in the theory are the individual, the environment, health, and nursing. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

According to Henderson, individuals have basic needs that are components of health. They may require assistance to achieve health and independence, or assistance to achieve a peaceful death. For the individual, mind and body are inseparable and interrelated, and the individual considers the biological, psychological, sociological, and spiritual components. This theory presents the patient as a sum of parts with biophysical needs rather than as a type of client or consumer.

The environment is made up of settings in which an individual learns unique patterns for living. All external conditions and influences that affect life and development. The environment also includes individuals in relation to families. The theory minimally discusses the impact of the community on the individual and family. Basic nursing care involves providing conditions in which the patient can independently perform the fourteen components explained in the model. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

There are fourteen components based on human needs that make up nursing activities. These components are:

Breathe normally. Eat and drink adequately.

Eliminate body wastes.

Move and maintain desirable postures.

Sleep and rest.

Select suitable clothing. That is, dress and undress appropriately.

Maintain body temperature within normal range by adjusting clothing and modifying the environment.

Keep the body clean and well groomed and protect the integument.

Avoid dangers in the environment and avoid injuring others.

Communicate with others in expressing emotions, needs, fears, or opinions.

Worship according to one’s faith.

Work in such a way that there is a sense of accomplishment.

Play or participate in various forms of recreation
.

Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

These components show a holistic approach to nursing that cover the physiological, psychological, spiritual, and social. The first nine components are physiological. The tenth and fourteenth are psychological. The eleventh component is spiritual and moral. The twelfth and thirteenth components are sociological, specifically addressing occupation and recreation.

The theory’s definition of health is based on an individual’s ability to function independently
as outlined in the fourteen components.
Nurses need to stress the promotion of health and prevention, as well as the curing of diseases. According to Henderson’s model, good health is a challenge because it is affected by so many different factors, such as age, cultural background, emotional balance, and others. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

Henderson’s definition of nursing states:
“I say that the nurse does for others what they would do for themselves if they had the strength, the will, and the knowledge. But I go on to say that the nurse makes the patient independent of him or her as soon as possible.” The nurse is expected to carry out a physician’s therapeutic plan, but individualized care is result of the nurse’s creativity in planning for care. The nurse should be an independent practitioner able to make independent judgments as long as he or she is not diagnosing, prescribing treatment, or making a prognosis, since those activities are the function of the physician.

Henderson explains in
Nature of Nursing
that the role of a nurse is “to get inside the patient’s skin and supplement his strength will or knowledge according to his needs.” The nurse has the responsibility to assess the needs of the patient, help him or her meet health needs, and provide an environment in which the patient can perform activity unaided. Virginia Henderson Nursing Need Theory Essay Assignment Papers.

Goal Attainment Nursing Theory Essay

The Theory of Goal Attainment was developed by
Imogene King
in the early 1960s. It describes a dynamic, interpersonal relationship in which a patient grows and develops to attain certain life goals. The theory explains that factors which can affect the attainment of goals are roles, stress, space, and time. Goal Attainment Nursing Theory Essay.

The model has three interacting systems: personal, interpersonal, and social. Each of these systems has its own set of concepts. The concepts for the personal system are perception, self, growth and development, body image, space, and time. The concepts for the interpersonal system are interaction, communication, transaction, role, and stress. The concepts for the social system are organization, authority, power, status, and decision-making.

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The following propositions are made in the Theory of Goal Attainment:

If perceptual interaction accuracy is present in nurse-patient interactions, transaction will occur.

If the nurse and patient make transaction, the goal or goals will be achieved.

If the goal or goals are achieved, satisfaction will occur.

If transactions are made in nurse-patient interactions, growth and development will be enhanced.

If role expectations and role performance as perceived by the nurse and patient are congruent, transaction will occur. Goal Attainment Nursing Theory Essay.

If role conflict is experienced by either the nurse or the patient (or both), stress in the nurse-patient interaction will occur.

If a nurse with special knowledge communicates appropriate information to the patient, mutual goal-setting and goal achievement will occur.

There are also assumptions made in the model. They are:

The focus of nursing is the care of the human being (patient).

The goal of nursing is the health care of both individuals and groups.

Human beings are open systems interacting with their environments constantly.

The nurse and patient communicate information, set goals mutually, and then act to achieve those goals. This is also the basic assumption of the nursing process. Goal Attainment Nursing Theory Essay.

Patients perceive the world as a complete person making transactions with individuals and things in the environment.

Transaction represents a life situation in which the perceiver and the thing being perceived are encountered. It also represents a life situation in which a person enters the situation as an active participant. Each is changed in the process of these experiences.

According to King, a human being refers to a social being who is rational and sentient. He or she has the ability to perceive, think, feel, choose, set goals, select means to achieve goals, and make decisions. He or she has three fundamental needs: the need for health information when it is needed and can be used; the need for care that seeks to prevent illness; and the need for care when he or she is unable to help him or herself. Goal Attainment Nursing Theory Essay.

Health involves dynamic life experiences of a human being, which implies continuous adjustment to stressors in the internal and external environment through optimum use of resources to achieve maximum potential for daily living. Environment is the background for human interaction. It involves the internal and external environments. The internal environment transforms energy to enable a person to adjust to continuous external environment changes. The external environment involves formal and informal organizations. In this model, the nurse is part of the patient’s environment.

The Goal Attainment Nursing Theory Essay defines nursing as “a process of action, reaction and interaction by which nurse and client share information about their perception in a nursing situation” and “a process of human interactions between nurse and client whereby each perceives the other and the situation, and through communication, they set goals, explore means, and agree on means to achieve goals.” In this definition, action is a sequence of behaviors involving mental and physical action, and reaction is included in the sequence of behaviors described in action. King states that the goal of a nurse is to help individuals to maintain their health so they can function in their roles. The domain of the nurse “includes promoting, maintaining, and restoring health, and caring for the sick, injured and dying.” The function of a professional nurse is “to interpret information in the nursing process to plan, implement, and evaluate nursing care.” Goal Attainment Nursing Theory Essay.

King gives detailed information about the
nursing process
in her model of nursing. The steps of the nursing process are: assessment, nursing diagnosis, planning, implementations, and evaluation.

The theory explains that assessment occurs during interaction. The nurse brings special knowledge and skills whereas the patient brings knowledge of him or her self, as well as the perception of problems of concern to the interaction. During the assessment, the nurse collects data regarding the patient including his or her growth and development, the perception of self, and current health status. Perception is the base for the collection and interpretation of data. Communication is required to verify the accuracy of the perception, as well as for interaction and translation.

The nursing diagnosis is developed using the data collected in the assessment. In the process of attaining goals, the nurse identifies problems, concerns, and disturbances about which the patient is seeking help. Goal Attainment Nursing Theory Essay.

After the diagnosis, the nurse and other health care team members create a
care plan
of interventions to solve the problems identified. The planning is represented by setting goals and making decisions about the means to achieve those goals. This part of transaction and the patient’s participation is encouraged in making decisions on the means to achieve the goals. Goal Attainment Nursing Theory Essay.

The implementation phase of the nursing process is the actual activities done to achieve the goals. In this model of nursing, it is the continuation of transaction.

Evaluation involves determining whether or not goals were achieved. The explanation of evaluation in King’s theory addresses meeting goals and the effectiveness of nursing care. Goal Attainment Nursing Theory Essay.

Orlando’s Nursing Process Discipline Theory Essays

The Dynamic Nurse-Patient Relationship , published in 1961 and written by
Ida Jean Orlando
, described Orlando’s Nursing Process Discipline Theory. The major dimensions of the model explain that the role of the nurse is to find out and meet the patient’s immediate needs for help. The patient’s presenting behavior might be a cry for help. However, the help the patient needs may not be what it appears to be. Because of this, nurses have to use their own perception, thoughts about perception, or the feeling engendered from their thoughts to explore the meaning of the patient’s behavior. This process helps nurses find out the nature of the patient’s distress and provide the help he or she needs. Orlando’s Nursing Process Discipline Theory Essays.

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The concepts of the theory are: function of professional nursing, presenting behavior, immediate reaction, nursing process discipline, and improvement.

The function of professional nursing is the organizing principle. This means finding out and meeting the patient’s immediate needs for help. According to Orlando, nursing is responsive to individuals who suffer, or who anticipate a sense of helplessness. It is focused on the process of care in an immediate experience, and is concerned with providing direct assistance to a patient in whatever setting they are found in for the purpose of avoiding, relieving, diminishing, or curing the sense of helplessness in the patient. The Nursing Process Discipline Theory labels the purpose of nursing to supply the help a patient needs for his or her needs to be met. That is, if the patient has an immediate need for help, and the nurse discovers and meets that need, the purpose of nursing has been achieved.

Presenting behavior is the patient’s problematic situation. Through the presenting behavior, the nurse finds the patient’s immediate need for help. To do this, the nurse must first recognize the situation as problematic. Regardless of how the presenting behavior appears, it may represent a cry for help from the patient. The presenting behavior of the patient, which is considered the stimulus, causes an automatic internal response in the nurse, which in turn causes a response in the patient. Orlando’s Nursing Process Discipline Theory Essays.

The immediate reaction is the internal response. The patient perceives objects with his or her five senses. These perceptions stimulate automatic thought, and each thought stimulates an automatic feeling, causing the patient to act. These three items are the patient’s immediate response. The immediate response reflects how the nurse experiences his or her participation in the nurse-patient relationship.

The nursing process discipline is the investigation into the patient’s needs. Any observation shared and explored with the patient is immediately useful in ascertaining and meeting his or her need, or finding out he or she has no needs at that time. The nurse cannot assume that any aspect of his or her reaction to the patient is correct, helpful, or appropriate until he or she checks the validity of it by exploring it with the patient. The nurse initiates this exploration to determine how the patient is affected by what he or she says and does. Automatic reactions are ineffective because the nurse’s action is determined for reasons other than the meaning of the patient’s behavior or the patient’s immediate need for help. When the nurse doesn’t explore the patient’s reaction with him or her, it is reasonably certain that effective communication between nurse and patient stops.  Orlando’s Nursing Process Discipline Theory Essays.

Improvement is the resolution to the patient’s situation. In the resolution, the nurse’s actions are not evaluated. Instead, the result of his or her actions are evaluated to determine whether his or her actions served to help the patient communicate his or her need for help and how it was met. In each contact, the nurse repeats a process of learning how he or she can help the patient. The nurse’s own individuality, as well as that of the patient, requires going through this each time the nurse is called upon to render service to those who need him or her.

Orlando’s model of nursing makes the following assumptions:

When patients are unable to cope with their needs on their own, they become distressed by feelings of helplessness.

In its professional character, nursing adds to the distress of the patient.

Patients are unique and individual in how they respond.

Nursing offers mothering and nursing analogous to an adult who mothers and nurtures a child.

The practice of nursing deals with people, environment, and health. Orlando’s Nursing Process Discipline Theory Essays

Patients need help communicating their needs; they are uncomfortable and ambivalent about their dependency needs.

People are able to be secretive or explicit about their needs, perceptions, thoughts, and feelings.

The nurse-patient situation is dynamic; actions and reactions are influenced by both the nurse and the patient.

People attach meanings to situations and actions that aren’t apparent to others.

Patients enter into nursing care through medicine. Orlando’s Nursing Process Discipline Theory Essays

The patient is unable to state the nature and meaning of his or her distress without the help of the nurse, or without him or her first having established a helpful relationship with the patient.

Any observation shared and observed with the patient is immediately helpful in ascertaining and meeting his or her need, or finding out that he or she is not in need at that time. Orlando’s Nursing Process Discipline Theory Essays.

Nurses are concerned with the needs the patient is unable to meet on his or her own.

The nurse uses the standard
nursing process
in Orlando’s Nursing Process Discipline Theory, which follows: assessment, diagnosis, planning, implementation, and evaluation. The theory focuses on the interaction between the nurse and patient, perception validation, and the use of the nursing process to produce positive outcomes or patient improvement. Orlando’s key focus was the definition of the function of nursing. The model provides a framework for nursing, but the use of her theory does not exclude nurses from using other
nursing theories
while caring for patients. Orlando’s Nursing Process Discipline Theory Essays.

Orem’s Self-Care Deficit Theory – Nursing Essays

The Self-Care Deficit Theory developed as a result of
Dorothea E. Orem
working toward her goal of improving the quality of nursing in general hospitals in her state. The model interrelates concepts in such a way as to create a different way of looking at a particular phenomenon. The theory is relatively simple, but generalizable to apply to a wide variety of patients. It can be used by nurses to guide and improve practice, but it must be consistent with other validated theories, laws and principles. Orem’s Self-Care Deficit Theory – Nursing Essays.

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The major assumptions of Orem’s Self-Care Deficit Theory are:

People should be self-reliant, and responsible for their care, as well as others in their family who need care.

People are distinct individuals.

Nursing is a form of action. It is an interaction between two or more people.

Successfully meeting universal and development self-care requisites is an important component of primary care prevention and ill health. Orem’s Self-Care Deficit Theory – Nursing Essays.

A person’s knowledge of potential health problems is needed for promoting self-care behaviors.

Self-care and dependent care are behaviors learned within a socio-cultural context.

Orem’s theory is comprised of three related parts: theory of self-care; theory of self-care deficit; and theory of nursing system. Orem’s Self-Care Deficit Theory – Nursing Essays.

The theory of self-care includes self-care, which is the practice of activities that an individual initiates and performs on his or her own behalf to maintain life, health, and well-being; self-care agency, which is a human ability that is “the ability for engaging in self-care,” conditioned by age, developmental state, life experience, socio-cultural orientation, health, and available resources; therapeutic self-care demand, which is the total self-care actions to be performed over a specific duration to meet self-care requisites by using valid methods and related sets of operations and actions; and self-care requisites, which include the categories of universal, developmental, and health deviation self-care requisites. Orem’s Self-Care Deficit Theory – Nursing Essays.

Universal self-care requisites are associated with life processes, as well as the maintenance of the integrity of human structure and functioning. Orem identifies these requisites, also called activities of daily living, or ADLs, as:

the maintenance of sufficient intake of air, food, and water

provision of care associated with the elimination process

a balance between activities and rest, as well as between solitude and social interaction

the prevention of hazards to human life and well-being. Orem’s Self-Care Deficit Theory – Nursing Essays.

the promotion of human functioning

Developmental self-care requisites are associated with developmental processes. They are generally derived from a condition or associated with an event. Orem’s Self-Care Deficit Theory – Nursing Essays.

Health deviation self-care is required in conditions of illness, injury, or disease. These include:

Seeking and securing appropriate medical assistance

Being aware of and attending to the effects and results of pathologic conditions

Effectively carrying out medically prescribed measures

Modifying self-concepts to accept onseself as being in a particular state of health and in specific forms of health care

Learning to live with the effects of pathologic conditions.

The second part of the theory, self-care deficit, specifies when nursing is needed. According to Orem, nursing is required when an adult is incapable or limited in the provision of continuous, effective self-care. The theory identifies five methods of helping: acting for and doing for others; guiding others; supporting another; providing an environment promoting personal development in relation to meet future demands; and teaching another. Orem’s Self-Care Deficit Theory – Nursing Essays.

The theory of nursing systems describes how the patient’s self-care needs will be met by the nurse, the patient, or by both. Orem identifies three classifications of nursing system to meet the self-care requisites of the patient: wholly compensatory system, partly compensatory system, and supportive-educative system.

Orem recognized that specialized technologies are usually developed by members of the health care industry. The theory identifies two categories of technologies. Orem’s Self-Care Deficit Theory – Nursing Essays.

The first is social or interpersonal. In this category, communication is adjusted to age and health status. The nurse helps maintain interpersonal, intra-group, or inter-group relations for the coordination of efforts. The nurse should also maintain a therapeutic relationship in light of pscyhosocial modes of functioning in health and disease. In this category, human assistance adapted to human needs, actions, abilities, and limitations is given by the nurse.

The second is regulatory technologies, which maintain and promote life processes. This category regulates psycho- and physiological modes of functioning in health and disease. Nurses should promote human growth and development, as well as regulating position and movement in space. Orem’s Self-Care Deficit Theory – Nursing Essays.

Orem’s approach to the
nursing process
provides a method to determine the self-care deficits and then to define the roles of patient or nurse to meet the self-care demands. The steps in the approach are thought of uas the technical component of the nursing process. Orem emphasizes that the technological component “must be coordinated with interpersonal and social pressures within nursing situations.

The nursing process in this model has three parts. First is the assessment, which collects data to determine the problem or concern that needs to be addressed. The next step is the diagnosis and creation of a
nursing care plan
. The third and final step of the nursing process is implementation and evaluation. The nurse sets the health care plan into motion to meet the goals set by the patient and his or her health care team, and, when finished, evaluate the nursing care by interpreting the results of the implementation of the plan. Orem’s Self-Care Deficit Theory – Nursing Essays.

NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Week 1: Introduction to Neuroscience

Modern psychopharmacology is largely the story of chemical neurotransmission. To understand the actions of drugs on the brain, to grasp the impact of diseases on the central nervous system, and to interpret the behavioral consequences of psychiatric medicines, one must be fluent in the language and principles of neurotransmission.

—Dr. Stephen M. Stahl in Stahl’s Essential Psychopharmacology

By using a combination of psychotherapy and medication therapy, psychiatric mental health nurse practitioners are positioned to provide a very unique type of care to clients with psychiatric disorders. To be successful in this role, you must have a strong theoretical foundation in pathophysiology, psychopharmacology, and neuroscience. This foundation will help you assess, diagnose, and treat clients as you relate presenting symptoms to theoretical neuronal functioning. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

This week, as you begin to study psychopharmacology, you explore foundational neuroscience. You examine the agonist-to-antagonist spectrum of action of psychopharmacologic agents, compare the actions of g couple proteins to ion gated channels, and consider the role of epigenetics in pharmacologic action.

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Note:
 In previous courses, the term “patient” was used to describe the person receiving medical care. In traditional medicine and nursing, this term is used to describe the person you do something to, and it often refers to a passive recipient of care and services. As you move into the realm of psychiatric mental health, a transition will occur. You will work with individuals who are active participants in their care, and these individuals are generally referred to as “clients” as opposed to “patients.” It is important to note that the term “client” is also favored in other mental health disciplines, such as psychiatry, psychology, and social work.

Discussion: Foundational Neuroscience

As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Objectives

Students will:

Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

Compare the actions of g couple proteins to ion gated channels

Analyze the role of epigenetics in pharmacologic action

Analyze the impact of foundational neuroscience on the prescription of medications

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press *Preface, pp. ix–x

 

Note:
To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 1, “Chemical Neurotransmission”

Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”

Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action”

Document: Midterm Exam Study Guide (PDF)

Document: Final Exam Study Guide (PDF)

 

Required Media

Laureate Education (Producer). (2016i).
Introduction to psychopharmacology
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 3 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Laureate Education (Producer). (2009).
Pathopharmacology: Disorders of the nervous system: Exploring the human brain
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 15 minutes.

 

Dr. Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Laureate Education (Producer). (2012).
Introduction to advanced pharmacology
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 8 minutes.

 

In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse.

 

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

To prepare for this Discussion:

Review this week’s Learning Resources.

Reflect on concepts of foundational neuroscience.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

By Day 3

Post
 a response to each of the following:

Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.

Compare and contrast the actions of g couple proteins and ion gated channels.

Explain the role of epigenetics in pharmacologic action.

Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Read 
a selection of your colleagues’ responses.

By Day 6

Respond
 to two colleagues in one of the following ways:

If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.

If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

 

Making Connections

Now that you have:

Explored foundational neuroscience

Examined how medications impact the central nervous system

Next week, you will focus on how neuroscience can be applied to pediatric clients presenting with mood disorders.

 

 

Week 2: Therapy for Pediatric Clients With Mood Disorders

Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.

This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies.

Photo Credit: GettyLicense_185239711.jpg

Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.

Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Learning Objectives

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Students will:

Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Chapter 7, “Antidepressants”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following medications, click on the
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

 

Review the following medications:

amitriptyline

bupropion

citalopram

clomipramine

desipramine

desvenlafaxine

doxepin

duloxetine

escitalopram

fluoxetine

fluvoxamine

imipramine

ketamine

mirtazapine

nortriptyline

paroxetine

selegiline

sertraline

trazodone

venlafaxine

vilazodone

vortioxetine

Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf

 

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171

Note:
Retrieved from Walden Library databases.

Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.),
IACAPAP e-Textbook of Child and Adolescent Mental Health.
Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf

 

Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Note:
Retrieved from Walden Library databases.

Required Media

Laureate Education (2016e).
Case study: An African American child suffering from depression
[Interactive media file]. Baltimore, MD: Author.

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

Optional Resources

El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review.
European Child & Adolescent Psychiatry, 23
(10), 973–992. doi:10.1007/s00787-014-0558-3

Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal?
Journal of Pediatrics and Child Health, 50
(11), 847–854. doi:10.1111/jpc.12655

Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now?
Journal of Child & Adolescent Mental Health, 26
(2), iii–v. doi:10.2989/17280583.2014.938497

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.

The Assignment

Examine
 
Case Study: An African American Child Suffering From Depression
. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

ORDER A CUSTOM-WRITTEN PAPER NOW

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 2 Assignment

 

Making Connections

Now that you have:

Assessed pediatric clients presenting with mood disorders

Developed personalized plans of antidepressant therapy for pediatric clients

Examined factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy

Explored ethical and legal implications of prescribing antidepressant therapy to pediatric clients

Next week, you will build on your assessment and treatment skills as you examine adult and geriatric clients presenting for antidepressant therapy.

 

 

Week 3: Adult and Geriatric Antidepressant Therapy

The National Institute of Mental Health estimates that approximately 15.7 million adults in the United States have depression (NIMH, 2014), making depression one of the most common disorders you will treat in practice. Although this disorder is so prevalent, antidepressant therapy must be as unique as each individual you treat. There are dozens of antidepressant medications on the market, and you must be able to identify which medication or combinations of medications will result in the best outcomes for your clients.

This week, as you study antidepressant therapies, you examine the assessment and treatment of clients with mood disorders. You also explore ethical and legal implications of these therapies.

Photo Credit: Comstock Images/Getty Images

Discussion: The Impact of Ethnicity on Antidepressant Therapy

Major depressive disorder is one of the most prevalent disorders you will see in clinical practice. Treatment for this disorder, however, can vary greatly depending on client factors, such as ethnicity and culture. As a psychiatric mental health professional, you must understand the influence of these factors to select appropriate psychopharmacologic interventions. For this Discussion, consider how you might assess and treat the individuals in the case studies based on the provided client factors, including ethnicity and culture.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy

Analyze the impact of ethnicity on antidepressant therapy

Evaluate efficacy of treatment plans

Apply knowledge of providing care to adult and geriatric clients presenting for antidepressant therapy

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 7, “Antidepressants”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following medications, click on the
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication.

 

Review the following medications:

amitriptyline

bupropion

citalopram

clomipramine

desipramine

desvenlafaxine

doxepin

duloxetine

escitalopram

fluoxetine

fluvoxamine

imipramine

ketamine

mirtazapine

nortriptyline

paroxetine

selegiline

sertraline

trazodone

venlafaxine

vilazodone

vortioxetine

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
Retrieved from Walden Library databases.

Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 1: Study design.
Journal of Psychosocial Nursing and Mental Health Services, 46
(9), 21–24. doi:10.3928/02793695-20080901-06

Note:
Retrieved from Walden Library databases.

Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 2: Study outcomes.
Journal of Psychosocial Nursing and Mental Health Services, 46
(19), 21–24. doi:10.3928/02793695-20081001-05

Note:
Retrieved from Walden Library databases.

Yasuda, S.U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies.
Clinical Pharmacology & Therapeutics, 84
(3), 417–423. Retrieved from https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf

 

To prepare for this Discussion:

Note: 
By Day 1 of this week, your Instructor will have assigned you to one of the following case studies to review for this Discussion. To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number.

Case 1: 
Volume 1, Case #1: The man whose antidepressants stopped working

Case 2: 
Volume 1, Case #7: The case of physician do not heal thyself

Case 3: 
Volume 1, Case #29: The depressed man who thought he was out of options

Review this week’s Learning Resources and reflect on the insights they provide.

Go to the Stahl Online website and examine the case study you were assigned.

Take the pretest for the case study.

Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.

Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).

Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.

Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.

Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.

Review the posttest for the case study.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

By Day 3

Post
 a response to the following:

Provide the case number in the subject line of the Discussion thread.

List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.

Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.

Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.

List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.

List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?

If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.

Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations

Read 
a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues who were assigned to a different case than you. For example, if you were assigned to Case Study 1, respond to one colleague assigned to Case Study 2 and one colleague assigned to Case Study 3. Explain how you might apply knowledge gained from your colleagues’ case studies to you own practice in clinical settings.

If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.

If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 3 Discussion

 

Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
To access the following medications, click on the
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication.

 

Review the following medications:

amitriptyline

bupropion

citalopram

clomipramine

desipramine

desvenlafaxine

doxepin

duloxetine

escitalopram

fluoxetine

fluvoxamine

ORDER A CUSTOM-WRITTEN PAPER NOW

imipramine

ketamine

mirtazapine

nortriptyline

paroxetine

selegiline

sertraline

trazodone

venlafaxine

vilazodone

vortioxetine

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
Retrieved from Walden Library databases.

Montgomery, S. A., & Asberg, M. (1979).
A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134
, 382-389. Retrieved from https://www.researchgate.net/profile/Marie_Asberg/publication/22697065_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change/links/09e41513f85c708fee000000.pdf

 

Required Media

Laureate Education. (2016g).
Case study: An elderly Hispanic man with major depressive disorder
[Interactive media file]. Baltimore, MD: Author.

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat adult and geriatric clients requiring antidepressant therapy.

The Assignment

Examine 
Case Study: An Elderly Hispanic Man With Major Depressive Disorder
. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 3 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 3 Assignment

 

Making Connections

Now that you have:

Assessed adult and geriatric clients presenting with mood disorders

Developed personalized plans of antidepressant therapy for adult and geriatric clients

Examined factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy

Explored ethical and legal implications of prescribing antidepressant therapy to adult and geriatric clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for bipolar therapy.

 

 

Week 4: Bipolar Therapy

Jay, an 18-year-old high school senior, presents with symptoms of difficulty sleeping and feeling sad, which results in an initial diagnosis of depression. His mother later reports, however, that Jay exhibits symptoms of irritability and risk-taking behaviors. (His little brother reported to his mother that they were driving over 90 miles an hour on the highway.) After further evaluation, Jay’s psychiatric mental health nurse practitioner diagnosed him with bipolar disorder.

Cases like this are not uncommon with bipolar disorder, as initial assessments rarely provides all the information needed. In your role, as a psychiatric mental health nurse practitioner, you must develop strategies for properly assessing and diagnosing these clients because treatments for bipolar disorder are significantly different than treatments for depression or other mood disorders.

This week, as you examine bipolar therapies, you explore the assessment and treatment of clients with bipolar disorder. You also consider ethical and legal implications of these therapies.

Photo Credit: [Vanessa Galeote]/[Hemera / Getty Images Plus]/Getty Images

Assignment: Assessing and Treating Clients with With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of bipolar therapy for clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Chapter 8, “Mood Stabilizers”

Stahl, S. M., & Ball, S. (2009b).
Stahl’s illustrated mood stabilizers.
New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Illustrated Guides
tab and then the
Mood Stabilizers
tab.

Chapter 4, “Lithium and Various Anticonvulsants as Mood Stabilizers for Bipolar Disorder”

Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for Bipolar Disorder” NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Vitiello, B. (2013). How effective are the current treatments for children diagnosed with manic/mixed bipolar disorder?
CNS Drugs, 27
(5), 331-333. doi:10.1007/s40263-013-0060-3

Note:
Retrieved from Walden Library databases.

Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015). Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release paroxetine in healthy Chinese subjects: comparison of traditional phenotype and activity score systems.
European Journal of Clinical Pharmacology, 71
(7), 835-841. doi:10.1007/s00228-015-1855-6

Note:
Retrieved from Walden Library databases.

Required Media

Laureate Education. (2016f).
Case study: An Asian American woman with bipolar disorder
[Interactive media file]. Baltimore, MD: Author

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

Optional Resources

Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M., Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine induced metabolic side-effects in adolescents with bipolar disorder: a randomized double-blind placebo-controlled trial.
Acta Medica Iranica, 52
(10), 734-739.

Retrieved from http://acta.tums.ac.ir/index.php/acta

 

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat clients requiring bipolar therapy.

The Assignment

Examine Case Study: An Asian American Woman With Bipolar Disorder.
 You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.

Click on the Assignment Rubric to review the Grading Criteria for the Assignment. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Click on the 
Week 4 Assignment
Next, from the Attach File area, click on the 
Browse My Computer
button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click on 
Open
.

If applicable: From the Plagiarism Tools area, click in the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with bipolar disorder

Developed personalized plans of bipolar therapy for clients

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy

Explored ethical and legal implications of prescribing bipolar therapy to clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for anxiolytic therapy and PTSD treatment.

 

Week 5: Anxiolytic Therapy & PTSD Treatment

“I’m no longer at the mercy of my PTSD, and I would not be here today had I not had the proper diagnosis and treatment. It’s never too late to seek help.”

—P.K. Philips, PTSD patient

For individuals suffering from posttraumatic stress disorder (PTSD) and other anxiety disorders, everyday life can be a constant challenge. Clients requiring anxiolytic therapy may present with anxiousness, depression, substance abuse issues, and even physical symptoms related to cardiovascular, respiratory, and gastrointestinal ailments. As a psychiatric mental health nurse practitioner, you must be prepared to address the many needs of individuals seeking treatment for PTSD and other anxiety disorders.

This week, as you study anxiolytic therapies and PTSD treatments, you examine the assessment and treatment of clients with PTSD and other anxiety disorders. You also explore ethical and legal implications of these therapies.

Photo Credit: [shironosov]/[iStock / Getty Images Plus]/Getty Images

Assignment: Assessing and Treating Clients With Anxiety Disorders

Common symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt clients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, clients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with anxiety disorders.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of anxiolytic therapy for clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring anxiolytic therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing anxiolytic therapy to clients across the lifespan

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 9, “Anxiety Disorder and Anxiolytics”

Stahl, S. M., & Grady, M. (2010).
Stahl’s illustrated anxiety, stress, and PTSD
. New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Illustrated Guides
tab and then the
Anxiety, Stress, and PTSD
tab.

Chapter 4, “First-Line Medications for PTSD”

Chapter 5, “Second-Line, Adjunct, and Investigational Medications for PTSD”

Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A., & Strakowski, S. (2012). Establishing the neurobiologic basis of treatment in children and adolescents with generalized anxiety disorder.
Depression and Anxiety, 29
(4), 328–-339. doi:10.1002/da.21913

Note:
Retrieved from Walden Library databases.

Hamilton, M. (1959). Hamilton Anxiety Rating Scale.
Psyctests
, doi:10.1037/t02824-0

Note:
Retrieved from Walden Library databases.

Required Media

Laureate Education. (2016b).
Case study: A middle-aged Caucasian man with anxiety
[Interactive media file]. Baltimore, MD: Author.

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

Optional Resources

Lupi, M., Martinotti, G., Acciavatti, T., Pettorruso, M., Brunetti, M., Santacroce, R., & … Di Giannantonio, M. (2014). Pharmacological treatments in gambling disorder: A qualitative review.
Biomed Research International
, 2014. doi:10.1155/2014/537306

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.

The Assignment

Examine Case Study: A Middle-Aged Caucasian Man With Anxiety.
 You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

Click on the Assignment Rubric to review the Grading Criteria for the Assignment.

Click on the 
Week 5 Assignment
Next, from the Attach File area, click on the 
Browse My Computer
button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click on 
Open
.

If applicable: From the Plagiarism Tools area, click in the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Grading Criteria

To access your rubric:

Week 5 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with PTSD and other anxiety disorders

Developed personalized plans of anxiolytic therapy for clients

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring anxiolytic therapy

Explored ethical and legal implications of prescribing anxiolytic therapy to clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for antipsychotic therapy.

 

Week 6: Antipsychotic Therapy

According to the National Alliance on Mental Illness, approximately 100,000 people experience psychosis in the United States each year (NAMI, 2016). In practice, clients may present with delusions, hallucinations, disorganized thinking, disorganized or abnormal motor behavior, as well as other negative symptoms that can be disabling for these individuals. Not only are these symptoms one of the most challenging symptom clusters you will encounter, many are associated with other disorders such as depression, bipolar disorder, and disorders on the schizophrenia spectrum. As a psychiatric mental health nurse practitioner, you must understand the underlying neurobiology of these symptoms to select appropriate therapies and improve outcomes for clients.

This week, as you examine antipsychotic therapies, you explore the assessment and treatment of clients with psychosis and schizophrenia. You also consider ethical and legal implications of these therapies.

Photo Credit: Ingram Publishing/Getty Images

Assignment: Assessing and Treating Clients With Psychosis and Schizophrenia

Psychosis and schizophrenia greatly impact the brain’s normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with psychosis and schizophrenia. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of antipsychotic therapy for clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

ORDER A CUSTOM-WRITTEN PAPER

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 4, “Psychosis and Schizophrenia”

Chapter 5, “Antipsychotic Agents”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

 

Review the following medications:

amisulpride

aripiprazole

asenapine

chlorpromazine

clozapine

flupenthixol

fluphenazine

haloperidol

iloperidone

loxapine

lurasidone

olanzapine

paliperidone

perphenazine

quetiapine

risperidone

sulpiride

thioridazine

thiothixene

trifluoperazine

ziprasidone

Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians.
CNS Drugs, 23
(8), 649-659. doi:10.2165/00023210-200923080-00002

Note:
Retrieved from Walden Library databases.

Document: Midterm Exam Study Guide (PDF)

 

Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Note:
Retrieved from Walden Library databases.

Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine. Retrieved from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf

Walden University. (2016). ASC success strategies: Studying for and taking a test. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting

 

Required Media

Laureate Education. (2016j).
Case study: Pakistani woman with delusional thought processes
[Interactive media file]. Baltimore, MD: Author

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

Optional Resources

Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D., Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic medication use during treatment of schizophrenia patients: Longitudinal results from the CATIE study.
Clinical Schizophrenia & Related Psychoses, 5
(3), 124-134. doi:10.3371/CSRP.5.3.2

Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E., Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with antipsychotic drugs in patients with schizophrenia: Trends in multiple health care systems.
American Journal of Health-System Pharmacy, 71
(9), 728-738. doi:10.2146/ajhp130471

Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A. (2015). Comparing antipsychotic treatments for schizophrenia: A health state approach.
The Psychiatric Quarterly, 86
(1), 107-121. doi:10.1007/s11126-014-9326-2

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.

The Assignment

Examine Case Study: Pakistani Woman with Delusional Thought Processes.
 You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.

Click on the Assignment Rubric to review the Grading Criteria for the Assignment.

Click on the 
Week 6 Assignment
Next, from the Attach File area, click on the 
Browse My Computer
button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click on 
Open
.

If applicable: From the Plagiarism Tools area, click in the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Grading Criteria

To access your rubric:

Week 6 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 6 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 6 Assignment

 

Midterm Exam

Learning Objectives

Students will:

Assess psychopharmacologic approaches to treatment for clients across the lifespan

This exam will cover the following topics, which relate to psychopharmacologic approaches to treatment for clients across the lifespan:

Introduction to neuroscience

Therapy for pediatric patients with mood disorders

Adult and geriatric antidepressant therapy

Bipolar therapy

Anxiolytic therapy

Antipsychotic therapy

By Day 7

Complete the Midterm Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
.

Submission and Grading Information

Submit Your Midterm Exam by Day 7

To submit your Midterm Exam:

Week 6 Midterm Exam

 

Making Connections

Now that you have:

Assessed clients presenting with psychosis and schizophrenia

Developed personalized plans of antipsychotic therapy for clients

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy

Explored ethical and legal implications of prescribing antipsychotic therapy to clients

Next week, you will build on your assessment and treatment skills as you examine clients presenting for therapy for pain and sleep/wake disorders.

 

 

Week 7: Therapy for Clients With Pain and Sleep/Wake Disorders

From negative changes in mood to problems concentrating, pain and sleep/wake disorders can have a tremendous impact on clients’ lives. When clients suffer from these disorders, they often seek medical care with the intent of receiving medications to manage symptoms. However, many of the medications used to treat pain and sleep/wake disorders may be addictive, making thorough client assessments and close follow-up care essential. To prescribe appropriate therapies with client safety in mind, you must understand not only the pathophysiology of these disorders, but also the pharmacologic agents used to treat them.

This week, as you study therapies for individuals with pain and sleep/wake disorders, you examine the assessment and treatment of clients with these disorders. You also explore ethical and legal implications of these therapies.

Photo Credit: [riskms]/[iStock / Getty Images Plus]/Getty Images

Discussion: Sleep/Wake Disorders

It is not uncommon to experience a night or two of disrupted sleep when there is something major going on in your life. However, sleep/wake disorders are much more than an occasional night of disrupted sleep. A recent report from the Centers for Disease Control and Prevention estimated that between 50 and 70 million American have problems with sleep/wake disorders (CDC, 2015). Although the vast majority of Americans will visit their primary care provider for treatment of these disorders, many providers will refer patients for further evaluation. For this Discussion, you consider how you might assess and treat the individuals based on the provided client factors. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with sleep/wake disorders

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for sleep/wake disorders

Evaluate efficacy of treatment plans for clients presenting for sleep/wake therapy

Apply knowledge of providing care to adult and geriatric clients presenting for sleep/wake disorders

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 11, “Disorders of Sleep and Wakefulness and Their Treatment”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Review the following medications:

For insomnia

alprazolam

amitriptyline

amoxapine

clomipramine

clonazepam

desipramine

diazepam

doxepin

flunitrazepam

flurazepam

hydroxyzine

imipramine

lorazepam

nortriptyline

ramelteon

temazepam

trazodone

triazolam

trimipramine

zaleplon

zolpidem

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
Retrieved from Walden Library databases.

Davidson, J. (2016). Pharmacotherapy of post-traumatic stress disorder: Going beyond the guidelines.
British Journal of Psychiatry
, 2(6), e16-e18. doi:10.1192/bjpo.bp.116.003707. Retrieved from http://bjpo.rcpsych.org/content/2/6/e16

 

To prepare for this Discussion:

Note:
 By Day 1 of this week, your Instructor will have assigned you to one of the following case studies to review for this Discussion. To access the following case studies, click on the 
Case Studies
 tab on the Stahl Online website and select the appropriate volume and case number.

Case 1:
 Volume 2, Case #16: The woman who liked late-night TV

Case 2:
 Volume 2, Case #11: The figment of a man who looked upon the lady

Case 3:
 Volume 1, Case #5: The sleepy woman with anxiety

Review this week’s Learning Resources and reflect on the insights they provide.

Go to the Stahl Online website and examine the case study you were assigned.

Take the pretest for the case study.

Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.

Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).

Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.

Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.

Review the patient’s past and current medications. Refer to Stahl’s 
Prescriber’s Guide
and consider medications you might select for this patient.

Review the posttest for the case study.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit
!

By Day 3

Post
 a response to the following:

Provide the case number in the subject line of the Discussion.

List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.

Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.

Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.

List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.

List two pharmacologic agents and their dosing that would be appropriate for the patient’s sleep/wake therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.

Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues who were assigned to a different case than you. For example, if you were assigned to Case Study 1, respond to one colleague assigned to Case Study 2 and one colleague assigned to Case Study 3. Explain how you might apply knowledge gained from your colleagues’ case studies to you own practice in clinical settings. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 7 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 7 Discussion

 

Assignment: Assessing and Treating Clients With Pain

Pain can greatly influence an individual’s quality of life, as uncontrolled pain negatively impacts mood, concentration, and the overall physical and mental well-being of clients. Although pain can often be controlled with medications, the process of assessing and treating clients can be challenging because pain is such a subjective experience. Only the person experiencing the pain truly knows the intensity of the pain and whether there is a need for medication therapies. Sometimes, beliefs about pain and treatments for pain can have an adverse effect on the provider-client relationship. For this Assignment, as you examine the interactive case study consider how you might assess and treat clients presenting with pain.

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with pain

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for pain

Evaluate efficacy of treatment plans for clients presenting for pain therapy

Analyze ethical and legal implications related to prescribing therapy for clients with pain

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 10, “Chronic Pain and Its Treatment”

Stahl, S. M., & Ball, S. (2009a).
Stahl’s illustrated chronic pain and fibromyalgia.
New York, NY: Cambridge University Press.

 

To access the following chapter, click on the
Illustrated Guides
tab and then the
Chronic Pain and Fibromyalgia
tab.

Chapter 5, “Pain Drugs”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Review the following medications:

For insomnia

amitriptyline

amoxapine

carbamazepine

clomipramine

clonidine (adjunct)

desipramine

dothiepin

doxepin

duloxetine

gabapentin

imipramine

lamotrigine

levetiracetam

lofepramine

maprotiline

memantine

milnacipran

nortriptyline

pregabalin

tiagabine

topiramate

trimipramine

valproate (divalproex)

zonisamide

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
Retrieved from Walden Library databases.

National Institute of Neurological Disorders and Stroke. (2016).
Pain: Hope through research
. Retrieved from http://www.ninds.nih.gov/disorders/chronic_pain/detail_chronic_pain.htm#3084_2

 

Required Media

Laureate Education (2016a).
Case study: A Caucasian man with hip pain
[Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

 

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat clients requiring therapy for pain and sleep/wake disorders.

The Assignment

Examine 
Case Study: A Caucasian Man With Hip Pain.
 You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: 
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with pain and sleep/wake disorders

Developed personalized plans of therapy for clients with pain and sleep/wake disorders

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for pain and sleep/wake disorders

Explored ethical and legal implications of prescribing therapy to clients with pain and sleep/wake disorders

Next week, you will build on your assessment and treatment skills as you examine clients presenting for therapy for impulsivity, compulsivity, and addiction.

 

 

Week 8: Therapy for Clients With Impulsivity, Compulsivity, and Addiction

Impulsivity and compulsivity have a wide range of clinical presentations and often overlap with many other psychiatric disorders. Some individuals act without forethought and have difficulty saying “no” to certain things such as using illicit drugs or spending money, whereas other individuals engage in compulsive behaviors with undesirable consequences. In some cases, these impulsive and compulsive behaviors also fuel issues with addiction. To effectively assess and treat clients, you must understand how these disorders differ, as well as how their symptoms impact clients and their families.

This week, as you examine therapies for individuals with impulsivity, compulsivity, and addiction, you explore the assessment and treatment of clients with these disorders. You also consider ethical and legal implications of these therapies.

Photo Credit: [Apolinar B. Fonseca]/[Moment]/Getty Images

Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction

Impulsivity, compulsivity, and addiction are challenging disorders for clients across the lifespan. These disorders often manifest as negative behaviors, resulting in adverse outcomes for clients. In your role as the psychiatric mental health nurse practitioner, you have the opportunity to help clients address underlying causes of the disorders and overcome these behaviors. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with impulsivity, compulsivity, and addiction.

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with impulsivity, compulsivity, and addiction

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for impulsivity, compulsivity, and addiction

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing therapy for clients with impulsivity, compulsivity, and addiction. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 14, “Impulsivity, Compulsivity, and Addiction”

Stahl, S. M., & Grady, M. (2012).
Stahl’s illustrated substance use and impulsive disorder
New York, NY: Cambridge University Press.

 

To access the following chapter, click on the
Illustrated Guides
tab and then the
Substance Use and Impulsive Disorders
tab.

Chapter 10, “Disorders of Impulsivity and Compulsivity”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication.

 

Review the following medications:

For insomnia

For obsessive-compulsive disorder

Citalopram

clomipramine

escitalopram

fluoxetine

fluvoxamine

paroxetine

sertraline

venlafaxine

vilazodone

 

For alcohol withdrawal

chlordiazepoxide

clonidine

clorazepate

diazepam

lorazepam

oxazepam

 

For bulimia nervosa and binge eating

fluoxetine

topiramate

zonisamide

For alcohol abstinence

acamprosate

disulfiram

 

For alcohol dependence

nalmefene

naltrexone

 

For opioid dependence

buprenorphine

naltrexone

For nicotine addiction

bupropion

varenicline

 

Book Excerpt:
Substance Abuse and Mental Health Services Administration. (1999). Treatment of adolescents with substance use disorders.
Treatment Improvement Protocol Series, No. 32
. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK64350/

Chapter 1, “Substance Use Among Adolescents”

Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”

Chapter 7, “Youths with Distinctive Treatment Needs”

University of Michigan Health System. (2016). Childhood trauma linked to worse impulse control in adulthood, study finds. Retrieved from https://www.sciencedaily.com/releases/2016/01/160120201324.htm

Note:
Retrieved from Walden Library databases.

Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014). Pharmacological treatments in pathological gambling.
British Journal of Clinical Pharmacology, 77
(2), 375–381. doi:10.1111/j.1365-2125.2012.04457.x

Note:
Retrieved from Walden Library databases.

Loreck, D., Brandt, N. J., & DiPaula, B. (2016). Managing opioid abuse in older adults: Clinical considerations and challenges.
Journal of Gerontological Nursing, 42
(4), 10–15. doi:10.3928/00989134-20160314-04

Note:
Retrieved from Walden Library databases.

Salmon, J. M., & Forester, B. (2012). Substance abuse and co-occurring psychiatric disorders in older adults: A clinical case and review of the relevant literature.
Journal of Dual Diagnosis, 8
(1), 74–84. doi:10.1080/15504263.2012.648439

Note:
Retrieved from Walden Library databases.

Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C., Zunta-Soares, G. B., Hatch, J. P., & … Soares, J. C. (2014). Impulsivity in children and adolescents with mood disorders and unaffected offspring of bipolar parents.
Comprehensive Psychiatry, 55
(6), 1337–1341. doi:10.1016/j.comppsych.2014.04.018

Note:
Retrieved from Walden Library databases.

Required Media

Laureate Education (2016c).
Case study: A Puerto Rican woman with comorbid addiction
[Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

 

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat adolescent clients requiring therapy for impulsivity, compulsivity, and addiction.

The Assignment

Examine 
Case Study: A Puerto Rican Woman With Comorbid Addiction
. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Note: 
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 8 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 8 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 8 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 8 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with impulsivity, compulsivity, and addiction

Developed personalized plans of therapy for clients with impulsivity, compulsivity, and addiction

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for impulsivity, compulsivity, and addiction

Explored ethical and legal implications of prescribing therapy to clients with impulsivity, compulsivity, and addiction

Next week, you will build on your assessment and treatment skills as you examine clients presenting for therapy for ADHD. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Week 9: Therapy for Clients with ADHD

Tyler, a 9-year-old third grader, had always been an energetic child with a short attention span. For years, his mother attributed his behaviors to him being “all boy” and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for Tyler, resulting in disruptive behaviors at home and school. After being evaluated by his healthcare provider, Tyler was diagnosed with and treated for attention deficit hyperactivity disorder (ADHD).

ADHD is a prevalent disorder for clients across the lifespan, as more than 6 million children (CDC, 2016) and 8 million adults (ADAA, 2016) have been diagnosed with the disorder. Like Tyler, individuals of all ages find that symptoms of ADHD can make life challenging. However, when properly diagnosed and treated, clients often respond well to therapies and have positive health outcomes. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

This week, as you study ADHD therapies, you examine the assessment and treatment of clients with ADHD. You also explore ethical and legal implications of these therapies.

Photo Credit: [kristian sekulic]/[E+]/Getty Images

Discussion: Presentations of ADHD

Although ADHD is often associated with children, this disorder is diagnosed in clients across the lifespan. While many individuals are properly diagnosed and treated during childhood, some individuals who have ADHD only present with subsyndromal evidence of the disorder. These individuals are often undiagnosed until they reach adulthood and struggle to cope with competing demands of running a household, caring for children, and maintaining employment. For this Discussion, you consider how you might assess and treat individuals presenting with ADHD.  NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with ADHD

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD

Evaluate efficacy of treatment plans. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

Apply knowledge of providing care to adult and geriatric clients presenting for antidepressant therapy

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 12, “Attention Deficit Hyperactivity Disorder and Its Treatment”

Stahl, S. M., & Mignon, L. (2012).
Stahl’s illustrated attention deficit hyperactivity disorder.
New York, NY: Cambridge University Press.

 

To access the following chapter, click on the Illustrated Guides tab and then the ADHD tab.

Chapter 4, “ADHD Treatments”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication.

 

Review the following medications:

For ADHD

armodafinil

amphetamine (d)

amphetamine (d,l)

atomoxetine

bupropion

chlorpromazine

clonidine

guanfacine

haloperidol

lisdexamfetamine

methylphenidate (d)

methylphenidate (d,l)

modafinil

reboxetine

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
Retrieved from Walden Library databases.

Optional Resources

Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. doi:10.2165/11599630-000000000-00000

Psychiatric Times. (2016). A 5-question quiz on ADHD. Retrieved from http://www.psychiatrictimes.com/adhd/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&rememberme=1&ts=22072016

 

To prepare for this Discussion:

Note:
 By Day 1 of this week, your Instructor will have assigned you to one of the following case studies to review for this Discussion. To access the following case studies, click on the 
Case Studies
 tab on the Stahl Online website and select the appropriate volume and case number.

Case 1:
 Volume 1, Case #13: The 8-year-old girl who was naughty

Case 2:
 Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter

Case 3:
 Volume 2, Case #21: Hindsight is always 20/20, or attention deficit hyperactivity disorder

Review this week’s Learning Resources and reflect on the insights they provide.

Go to the Stahl Online website and examine the case study you were assigned.

Take the pretest for the case study.

Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.

Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).

Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.

Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.

Review the patient’s past and current medications. Refer to Stahl’s 
Prescriber’s Guide
and consider medications you might select for this patient.

Review the posttest for the case study. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit
!

By Day 3

Post
 a response to the following:

Provide the case number in the subject line of the Discussion.

List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.

Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.

Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.

List two pharmacologic agents and their dosing that would be appropriate for the patient’s ADHD therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.

Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues who were assigned to a different case than you. For example, if you were assigned to Case Study 1, respond to one colleague assigned to Case Study 2 and one colleague assigned to Case Study 3. Explain how you might apply knowledge gained from your colleagues’ case studies to you own practice in clinical settings. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion

 

Assignment: Assessing and Treating Clients With ADHD

Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. They may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric mental health nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for clients across the lifespan. For this Assignment, you consider how you might assess and treat clients presenting with ADHD.

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with ADHD

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD

Evaluate efficacy of treatment plans

Evaluate ethical and legal implications related to prescribing therapy for clients with ADHD

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: 
Review all materials from the Discussion.

Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity.
Journal of Abnormal Child Psychology, 26
, 279-291.

Note:
Retrieved from Walden Library databases.

Required Media

Laureate Education (2016d).
Case study: A young Caucasian girl with ADHD
[Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

 

To prepare for this Assignment:

This case study will serve as the foundation for this week’s Assignment.

The Assignment

Examine 
Case Study: A Young Caucasian Girl With ADHD
 You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: 
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 9 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 9 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click 
Open
. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 9 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with ADHD

Developed personalized plans of therapy for clients with ADHD

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD

Explored ethical and legal implications of prescribing therapy to clients with ADHD

Next week, you will build on your assessment and treatment skills as you examine clients presenting for therapy for impulsivity, compulsivity, and addiction.

 

 

Week 10: Therapy for Clients with Dementia

In so many countries, to be old is shameful; to be mentally ill as well as old is doubly shameful. In so many countries, people with elderly relatives who are also mentally ill are ashamed and try to hide what they see as a disgrace on the family.

—Dr. Nori Graham, psychiatrist and honorary vice president of Alzheimer’s Disease International

In this quote, Dr. Graham is expressing her observations and experiences in her work with numerous international organizations. Many patients and their families experience feelings of anxiety and shame upon receiving a diagnosis of dementia. Lynda Hogg, an Alzheimer’s patient, shares her feelings that “some people don’t want to be associated with someone with an illness affecting the brain” (Alzheimer’s Disease International, 2012). As a psychiatric mental health nurse practitioner providing care to clients presenting with dementia, it is critically important to consider the impact of these disorders on clients, caregivers, and their families. A thorough understanding of the health implications of these disorders, as well as each client’s personal concerns, will aid you in making effective treatment and management decisions.

This week, you explore strategies to become a social change agent for psychiatric mental health. Then, as you examine the assessment and treatment of clients with dementia, you also consider related ethical and legal implications.

Photo Credit: [Maskot]/[Maskot]/Getty Images

Discussion: Influencing Social Change

Individuals with psychiatric mental health disorders are frequently stigmatized not only by society as a whole, but also by their friends, family, and sometimes healthcare providers. In your role, however, you have the opportunity to become a social change agent for these individuals. For this Discussion, consider how you might make a positive impact for your clients and advocate for social change within your own community. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Learning Objectives

Students will:

Apply strategies to become a social change agent for psychiatric mental health

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Angermeyer, M. C., Matschinger, H., & Schomerus, G. (2013). Attitudes towards psychiatric treatment and people with mental illness: Changes over two decades.
The British Journal of Psychiatry, 203
(2), 146–151. Retrieved from http://bjp.rcpsych.org/content/203/2/146.full

 

Bui, Q. (2012). Antidepressants for agitation and psychosis in patients with dementia.
American Family Physician, 85
(1), 20–22. Retrieved from http://www.aafp.org/journals/afp.html

Note
: Retrieved from from the Walden Library databases.

Dingfelder, S. F. (2009). Stigma: Alive and well.
American Psychological Association, 40
(6), 56. Retrieved from http://www.apa.org/monitor/2009/06/stigma.aspx

 

Jenkins, J. H. (2012). The anthropology of psychopharmacology: Commentary on contributions to the analysis of pharmaceutical self and imaginary.
Culture, Medicine and Psychiatry, 36
(1), 78–79. doi:10.1007/s11013-012-9248-0. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Note
: Retrieved from from the Walden Library databases.

Price, L. H. (2010). Violence in America: Is psychopharmacology the answer?
Brown University Psychopharmacology Update, 21
(5), 5. Retrieved from http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1556-7532

Note
: Retrieved from from the Walden Library databases.

Optional Resources

Bennett, T. (2015). Changing the way society understands mental health.
National Alliance on Mental Illness
. Retrieved from http://www.nami.org/Blogs/NAMI-Blog/April-2015/Changing-The-Way-Society-Understands-Mental-Health

Mechanic, D. (2007). Mental health services then and now.
Health Affairs, 26
(6), 1548–1550. Retrieved from https://web.archive.org/web/20170605094514/http://content.healthaffairs.org/content/26/6/1548.full

 

Rothman, D. J. (1994). Shiny, happy people: The problem with “cosmetic psychopharmacology.”
New Republic, 210
(7), 34–38.

To prepare for this Discussion:

Reflect on how you might influence social change for psychiatric mental health.

Note
: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit
!  NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

By Day 3

Post
 an explanation of how you, as a nurse practitioner, might become a social change agent for psychiatric mental health. Include how you might advocate for change within your own community.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least two of your colleagues by providing additional insights or alternative perspectives.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 10 Discussion

 

Assignment: Assessing and Treating Clients With Dementia

The Alzheimer’s Association defines dementia as “a general term for a decline in mental ability severe enough to interfere with daily life” (Alzheimer’s Association, 2016). This term encompasses dozens of cognitive disorders of impaired memory formation, recall, and communication. The care and treatment of clients with dementia is dependent on multiple factors, including the stage of dementia, comorbidities, family support, and even the care setting. In your role, as the psychiatric mental health nurse practitioner, you must be prepared to not only treat clients with these various cognitive disorders, but also the multiple behavioral issues that often accompany them. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with dementia. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Reference: Alzheimer’s Association. (2016). What is dementia? Retrieved from http://www.alz.org/what-is-dementia.asp

 

Learning Objectives

Students will:

Assess client factors and history to develop personalized therapy plans for clients with dementia

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for dementia

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing therapy for clients with dementia

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.

 

To access the following chapter, click on the
Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

 

Chapter 13, “Dementia and Its Treatment”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

 

Review the following medications:

For insomnia

donepezil

galantamine

memantine

rivastigmine

Bui, Q. (2012). Antidepressants for agitation and psychosis in patients with dementia.
American Family Physician, 85
(1), 20–22. Retrieved from http://www.aafp.org/journals/afp.html

 

Note
: Retrieved from from the Walden Library databases.

Meltzer, H. Y., Mills, R., Revell, S., Williams, H., Johnson, A., Bahr, D., & Friedman, J. H. (2010). Pimavanserin, a serotonin receptor inverse agonist for the treatment of Parkinson’s disease psychosis.
Neuropsychopharmacology, 35
, 881–891. Retrieved from http://www.nature.com/npp/journal/v35/n4/pdf/npp2009176a.pdf

 

Required Media

Laureate Education. (2016h).
Case study: An elderly Iranian man with Alzheimer’s disease
[Interactive media file]. Baltimore, MD: Author.

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

To prepare for this Assignment:

Review this week’s Learning Resources. Consider how to assess and treat clients requiring therapy for dementia.

The Assignment

Examine 
Case Study: An Elderly Iranian Man With Alzheimer’s Disease
. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

Decision #2

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

Decision #3

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note
: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7

Submit your assignment

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 10 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 10 Assignment 
You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment

 

Making Connections

Now that you have:

Assessed clients presenting with dementia

Developed personalized plans of therapy for clients with dementia

Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for dementia

Explored ethical and legal implications of prescribing therapy to clients with dementia

Next week, you will build on your assessment and treatment skills as you examine clients presenting for therapy for comorbid conditions.

ORDER A CUSTOM-WRITTEN PAPER NOW

Week 11: Therapy for Clients With Comorbid Conditions

As a psychiatric mental health nurse practitioner, you will frequently work with clients who have comorbid conditions. For instance, you may treat a 19-year-old male with Down syndrome and increasing violent behaviors; a middle-aged female with schizophrenia, diabetes, and poor renal function; or an older adult with a mental disorder, stage I Alzheimer’s disease, and chronic obstructive pulmonary disease (COPD). In cases like these, you must draw from foundational knowledge of pathophysiology and collaborate with other healthcare providers to ensure optimal safely and efficacy of psychopharmacological therapies for clients.

This week, as you study therapy for patients with comorbid conditions, you examine psychopharmacologic approaches to treatment for clients across the lifespan. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course.

Photo Credit: Ingram Publishing/Getty Images

Final Exam

This exam will cover the following topics, which relate to psychopharmacologic approaches to treatment for clients across the lifespan:

Therapy for Clients with Pain and Sleep/Wake Disorders

Therapy for Clients with Impulsivity, Compulsivity, and Addiction

Therapy for Clients with ADHD

Therapy for Clients with Dementia

Therapy for Clients with Comorbid Conditions

Learning Objectives

Students will:

Assess psychopharmacologic approaches to treatment for clients across the lifespan

Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2014a).
Stahl’s illustrated violence: Neural circuits, genetics and treatment
. New York, NY: Cambridge University Press.

 

To access the following chapter, click on the
Illustrated Guides
tab and then the
Violence
tab.

 

Chapter 3, “Treatment of Violence and Aggression”

Stahl, S. M. (2014b).
The prescriber’s guide
(5th ed.). New York, NY: Cambridge University Press.

 

To access information on the following medications, click on
The Prescriber’s Guide, 5th ed
tab on the Stahl Online website and select the appropriate medication.

 

Review the following medications:

For Alzheimer’s disease

donepezil

galantamine

memantine

rivastigmine

For Parkinson’s disease with dementia

rivastigmine

Crocker, A. G., Prokić, A., Morin, D., & Reyes, A. (2014). Intellectual disability and co-occurring mental health and physical disorders in aggressive behaviour.
Journal of Intellectual Disability Research, 58
(11), 1032–1044. doi:10.1111/jir.12080

 

Note
: Retrieved from from the Walden Library databases.

Erickson, S. C., Le, L., Zakharyan, A., Stockl, K. M., Harada, A. M., Borson, S., & … Curtis, B. (2012). New-onset treatment-dependent diabetes mellitus and hyperlipidemia associated with atypical antipsychotic use in older adults without schizophrenia or bipolar disorder.
Journal of the American Geriatrics Society, 60
(3), 474–479. doi:10.1111/j.1532-5415.2011.03842.x

 

Hulvershorn, L. A., Schroeder, K. M., Wink, L. K., Erickson, C. A., & McDougle, C. J. (2015). Psychopharmacologic treatment of children prenatally exposed to drugs of abuse.
Human Psychopharmacology, 30
(3), 164–172. doi:10.1002/hup.2467

 

Note
: Retrieved from from the Walden Library databases.

Malhotra, A. K., Zhang, J., & Lencz, T. (2012). Pharmacogenetics in psychiatry: Translating research into clinical practice.
Molecular Psychiatry, 17
(8), 760–769. doi:10.1038/mp.2011.146. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

 

Note
: Retrieved from from the Walden Library databases.

Substance Abuse and Mental Health Services Administration. (2013). Substance abuse treatment for persons with co-occurring disorders: A treatment improvement protocol.
Treatment Improvement Protocol (TIP)
Series 42. Rockville, MD: Author. Retrieved from http://store.samhsa.gov/shin/content//SMA13-3992/SMA13-3992.pdf

Document: Final Exam Study Guide (PDF)

 

Optional Resources

Stahl, S. M. (2014a).
Stahl’s illustrated violence: Neural circuits, genetics and treatment
. New York, NY: Cambridge University Press.

 

To access the following chapters, click on the
Illustrated Guides
tab and then the
Violence
tab.

 

Chapter 1, “Which Individuals Will Become Violent or Aggressive?”

Chapter 2, “Neurobiology and Genetics of Violence and Aggression”

Final Exam:

This exam will cover the following topics, which relate to psychopharmacologic approaches to treatment for clients across the lifespan:

Therapy for Clients with Pain and Sleep/Wake Disorders

Therapy for Clients with Impulsivity, Compulsivity, and Addiction

Therapy for Clients with ADHD

Therapy for Clients with Dementia

Therapy for Clients with Comorbid Conditions

By Day 7

Complete the Final Exam
. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
. NURS 6630 – Discussion Posts Essay Assignment Papers and Exams – Psychopharmacologic Approaches to Treatment of Psychopathology Full Course

NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment

Week 1: Comprehensive Integrated Psychiatric Assessment

“We adopted Maria from an orphanage in Guatemala when she was 4 years old. We were hoping she would love us as much as we love her, but she is always so distant and will not let us get close. She continually bumps her head on the wall and screams when we try to make her stop. She is now 5, and we have tried everything to help her understand that we just want to love her and have her be part of our family.”

Jessica and Jason, Parents of 5-year-old Maria

The delicate dance—engagement and empathy.

Laureate Education (Producer). (2017d). Working with Children and Adolescents [Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 2 minutes.

 

The comprehensive integrated psychiatric assessment is one of the most important elements of the psychiatric-mental health nurse practitioner’s (PMHNP) skill set to understand, diagnose, and develop a treatment plan for Maria. The psychiatric interview is a craft by which one human being becomes acquainted with another’s deepest thoughts, fears, emotions, and behavior. “This task is not unlike exploring a darkened room in an old Victorian house” (Shea, p. 3) with only a candle for illumination. As the PMHNP sees more of the client’s life unfold, the picture becomes clearer. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment.

This week, you explore in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process.

ORDER A CUSTOM-WRITTEN PAPER NOW

Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 5, “Examination and Diagnosis of the Psychiatric Patient” (pp. 192–289)

Chapter 31, “Child Psychiatry” (pp. 1082–1107)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment.

“Introduction”

“Use of the Manual”

“Cultural Formulation”

Note:
You will access this book from the Walden Library databases.

Kaplan, C. (2017). Ethical dilemmas.
Advanced Healthcare Network.
Retrieved from https://web.archive.org/web/20160416180027/http://nurse-practitioners-and-physician-assistants.advanceweb.com/Article/Ethical-Dilemmas-2.aspx

Pumariega, A. J., Rothe, E., Mian, A., Carlisle, L., Toppelberg, C., Harris, T., . . .  Smith, J. (2013). Practice parameter for cultural competence in child and adolescent psychiatric practice.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(10), 1101–1115. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00479-6/pdf

American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for psychodynamic psychotherapy with children.
Journal of the American Academy of Child & Adolescent Psychiatry
,
51
(5), 541–557. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00141-4/pdf

American Psychological Association. (2017).
Code of Ethics
. Retrieved from http://www.apa.org/ethics/code/

Document: Child and Adolescent Diagnostic Assessment Worksheet (Word document)

Document: Practicum Journal Template (Word document)

 

Required Media

Gajbhare, P. (2014, March 8).
Mental status examination
[Video file]
.
Retrieved from https://www.youtube.com/watch?v=VjWVYgf2UcU

 

Note: The approximate length of this media piece is 36 minutes.

YMH Boston. (2013a, May 22).
Vignette 1 – Introduction to a preventive services visit
[Video file]
.
Retrieved from https://www.youtube.com/watch?v=pQy-jwiu7gM

 

Note: The approximate length of this media piece is 3 minutes.

YMH Boston. (2013c, May 22).
Vignette 4 – Introduction to a mental health assessment
[Video file]
.
NURS 6660 Discussion: Comprehensive Integrated Psychiatric AssessmentRetrieved from https://www.youtube.com/watch?v=JCJOXQa9wcE. 

 

Note: The approximate length of this media piece is 4 minutes.

 

Optional Resources

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Neural Sciences” (pp. 1–92)

Chapter 31.2, “Assessment, Examination, and Psychological testing” (pp. 1107–1118)

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment

Discussion: Comprehensive Integrated Psychiatric Assessment

The comprehensive integrated psychiatric assessment of a child or adolescent consists of gathering information from not only the child but from several sources, most notably the family members, caregivers, and the child’s teacher or school counselor. Because of this, the diagnostic assessment becomes more complicated. Issues of confidentiality, privacy, and consent must be addressed. Also, the PMHNP must take into consideration the impact of culture on the child.

In this Discussion, you review and critique the techniques and methods of a mental health professional as he or she completes a comprehensive integrated psychiatric assessment of an adolescent.

Learning Objectives

Students will:

Evaluate comprehensive integrated psychiatric assessment techniques

Recommend assessment questions

To Prepare for the Discussion:

Review the Learning Resources concerning the comprehensive integrated psychiatric assessment.

Watch the
Mental Status Examination
video.

Watch the two YMH Bostonvideos. 
NURS 6660
Discussion: Comprehensive Integrated Psychiatric Assessment

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking
Submit
!

By Day 3

Based on the YMH Boston
Vignette 4
video
, post answers to the following questions:

What did the practitioner do well?

In what areas can the practitioner improve?

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

What would be your
next
question, and why?

By Day 6

Respond
to at least
two
of your colleagues by offering additional insights or alternative perspectives on their diagnosis or provide alternate next questions and why you selected those.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

 

Assignment: Practicum Journal Entry: Analyzing an Ethical Decision

In your role as a PMHNP, you will encounter several situations that will require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidenced-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their socio-demographic and ethnic/racial background. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action. For this Assignment, you review the literature and discover the various ethical dilemmas PMHNPs encounter and how these issues are typically addressed in your state. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment.

Learning Objectives

Students will:

Analyze salient ethical issues in psychiatric mental health practice

Compare ethical dilemmas with state health laws and regulations

Analyze ethical decision-making processes

To prepare:

Review literature for moral/ethical issues encountered by a PMHNP.

Select one of the articles you found that was published within the last 5 years to use as a focus for this assignment.

Write a 2-page paper
in which you do the following:

Summarize the moral/ethical issue in the article (no more than 1 paragraph).

Describe the moral and ethical dilemmas surrounding the issue.

Analyze the ethical issue and compare them to the state health laws and regulations in your state.

Outline the process of ethical decision making you would use to address this ethical dilemma.

Note:
Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.

By Day 7 of Week 4

Submit
your Assignment.

Making Connections

This week, you explored in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process.

Next week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment

Looking Ahead 1: Didactic Assignments

Week 3:
You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

Week 5:
You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes.

Week 6:
You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.

Week 7:
You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

Week 10:
You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment.

Looking Ahead 2: Practicum Assignments

Each week, you will complete practicum-related assignments. It is highly recommended that you review the practicum assignments for Weeks 2–11 before
Day 7
of
Week 1
. This will give you time to meet with your preceptor so that you can fulfill the requirements of each practicum assignment.

Week 2:
You begin working on your cover letter, resume, and portfolio. (Assignment to be submitted by
Day 7
of
Week 10
.)

Week 3:
You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
Day 7
of
Week 4
.)

Week 5:
You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
Day 7
of
Week 7
.)

Week 6:
  You will write a reflection on your practicum experiences involving group therapy sessions. (Assignment to be submitted by
Day 7
of
Week 7
.)

Week 7:
You will write a journal entry concerning voluntary and involuntary commitment. (Assignment to be submitted by
Day 7
of
Week 7
.). 
NURS 6660
Discussion: Comprehensive Integrated Psychiatric Assessment.

Week 9:
  You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by
Day 7
of
Week 10
.)

Week 10:
  You will write about two clients you observed or counseled during a group therapy session for children and adolescents. (Assignment to be submitted by
Day 7
of
Week 10
.)

Week 10:
You will complete and submit your cover letter, resume, and portfolio. (Assignment to be submitted by
Day 7
of
Week 10
.) NURS 6660 Discussion: Comprehensive Integrated Psychiatric Assessment

NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

Week 2: Assessment in Child and Adolescent Psychiatry

Kathryn Barnard was a nurse first and second an early developmental specialist with a PhD in early ecological development. Dr. Barnard, with her nursing background, was instrumental in developing assessment tools and interventions to promote infant mental health. A center is named after her at the University of Washington, aptly named the Kathryn Barnard Center for Infant Mental Health and Development. Dr. Barnard reminds us that mental health is lifelong. Proper treatment of children from their earliest moments is instrumental to their development. One of her sayings was “infants can’t wait” (Weber, 2015). NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

All diagnosis, from infancy to adulthood, begins with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine how severe their bipolar disorder is. Instead, the field of psychiatry must use psychiatric assessments such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents.

Diagnostic assessment of the child and adolescent is a specialized area of expertise. Some of the diagnostic and clinical features will be like your assessment of the adult. However, the PMHNP will be seeing children who have been to the PCP. Many PCPs are comfortable handling ADHD and other straightforward childhood disorders. That means that the PMHNP and those in his or her office will be seeing the more complicated patients. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

This week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio.

ORDER A CUSTOM-WRITTEN PAPER NOW

Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)

Chapter 6, “Classification in Psychiatry” (pp. 290–299)

Chapter 31, “Child Psychiatry” (pp. 1107–1152)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

Note:
You will access this book from the Walden Library databases.

Resume, Portfolio, and Cover Letter Resources

CoverLetter.us. (2017).
Nurse practitioner cover letter sample 1
. Retrieved from http://www.coverletter.us/nurse-practitioner-cover-letter/

Dahring, R. (2013). Cover letter caveats
.
Retrieved from https://web.archive.org/web/20161117160433/http://nurse-practitioners-and-physician-assistants.advanceweb.com:80/Columns/Career-Coach/Cover-Letter-Caveats.aspx

Porche, D. J., & Danna, D. (2015). Cover letter & resume preparation: Every detail is important when applying for a job.
Advance Healthcare Network for NPs & PAs.
Retrieved from https://web.archive.org/web/20160818183515/http://nurse-practitioners-and-physician-assistants.advanceweb.com:80/Features/Articles/Cover-Letter-Resume-Preparation.aspx

Walden University Career Services Center. (2017).
Resumes & CVs: Home
. Retrieved from http://academicguides.waldenu.edu/careerservices/resumesandcvs

Document:
Cover Letter, Resume, and Portfolio Assignment Guide (PDF)

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30)

Discussion: Working With Children and Adolescents Versus Adults

Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP.  Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals. The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far.

Learning Objectives

Students will:

Analyze the importance of developmental assessments

Analyze assessment instruments used for evaluating children and adolescents

Analyze treatment options used for children and adolescents

Analyze roles parents play in assessment and treatment

NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

To Prepare for the Discussion

Review the Learning Resources concerning psychiatric assessments and assessment tools.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking
Submit
!

By Day 3

Post your answers to the following:

Explain why a developmental assessment of children and adolescents is important.

Describe two assessment instruments and explain why they are used for children and adolescents but not adults.

Describe two treatment options for children and adolescents that may not be used when treating adults.

Explain the role parents play in assessment and treatment.

By Day 6

Respond
to at least
two
of your colleagues by offering additional insights or alternative perspectives on their diagnosis or provide alternate next questions and why you selected those. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion

Assignment 1: Practicum: Cover Letter, Resume, and Portfolio

For this Assignment, you create a professional cover letter, resume, and portfolio that you can use as you pursue your next professional role.

Learning Objectives

Students will:

Create professional cover letters, resumes, and portfolios

To Prepare for the Assignment:

Review the Learning Resources concerning developing your professional cover letter, resume, and portfolio.

Review the Cover Letter, Resume, and Portfolio Assignment Guide

Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults.

Your professional cover letter, resume, and portfolio are due by
Day 7
of
Week 10
. It is highly recommended that you begin planning and working on this Assignment as soon as it is viable. The following checklists outline all of the items you should include in your cover letter, resume, and portfolio.

Checklist for Cover Letter (S/U grade)

Your cover letter should be:

Presented and formatted in a professional business manner

Addressed properly

Clear and concise and include:

Content Introduction

Content Body

Content Conclusion

Written in a professional style and include:

Correct spelling, punctuation, and grammar

Clear and accurate sentence structure

NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

Checklist for Resume (S/U)

Your Resume should be clear, concise, and well-organized and it should also include your:

Name, address, business phone number, and e-mail address (top center of resume)

Profile: 2–3 sentences describing goal and positive attributes/characteristics

Certifications and licensure

Education

Professional experience

Honors/awards

References

Checklist for Portfolio (S/U)

Your Portfolio should be clear, concise, and well-organized and it should also include your:

Personal philosophy statement

Self-assessment

Personal goals (short term and long term)

Achievements

Cover letter

Resume

Diplomas for formal education

Letters of recommendation

References (list names, affiliation, and contact information)

Certifications

Certificates of attendance for continuing education

Transcripts

Publications

Oral presentations and/or poster presentations

By Day 7 of Week 10

Submit
your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you explored the many different psychiatric assessment tools and began to explore treatment options. You also began developing your resume and portfolio.

Next week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case and determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

Looking Ahead

You will be working with other colleagues within a wiki format to create Parent Guides in Weeks 3, 7, and 10. Your instructor will assign your group by
Day 1
of
Week 2
. NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

Autism Spectrum Disorder, ADHD, ODD, and ICD

Week 3: Autism Spectrum Disorder, ADHD, ODD, and ICD

“I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She does not care about me. She only cares about my little brother and that man that keeps coming around. I don’t care anything about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are.

Jacob, age 11”

There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as autism spectrum disorder and ADHD and disruptive, impulse-control, and conduct disorders, such as oppositional defiant disorder and conduct disorder. These disorders are examined together with a particular emphasis on comparing and contrasting presenting features. Diagnosis of these various conditions can rarely be made in a single office setting and often require a comprehensive approach involving multiple stakeholders, including the child, as well as his or her parents, teachers, and other significant figures in the child’s life and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.

The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case to determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology.

ORDER A CUSTOM-WRITTEN PAPER NOW

Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Contributions of the Sociocultural Sciences” (pp. 131–150)

Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

“Disruptive, Impulse-Control, and Conduct Disorders”

Note:
You will access this book from the Walden Library databases.

Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder.
Journal of the American Academy of Child & Adolescent Psychiatry
,
53
(2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Irritability in autism

Attention-deficit/hyperactivity disorder

aripiprazole

risperidone

armodafinil

amphetamine (d)

amphetamine (d,l)

atomoxetine

bupropion

chlorpromazine (hyperactivity)

clonidine

guanfacine

haloperidol (hyperactivity)

lisdexamfetamine

methylphenidate (d)

methylphenidate (d,l)

modafinil

reboxetine

Note:
Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Required Media

Laureate Education (Producer). (2017b).
A young girl with difficulties in school
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 51, “Autism Spectrum Disorder” (pp. 665–682)

Discussion: Parent Guide

Note:
You and your group will use the wiki function to develop three Parent Guides (one in Week 3, one in Week 7, and one in Week 10). A wiki is a site that allows collaborative editing by all users. Each group will have its own place to communicate and collaborate on the assignments. Once your group has completed each assignment, one member should transfer the information to its final format and submit it through the group submission link in the Discussion. Do not delete the assignment from the wiki format, as your Instructor will review this area to determine each member’s participation.

Collaboration is essential to accurate diagnosis of the conditions under consideration in this week. For this week’s Discussion, you practice collaboration by working in a group on developing a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.

It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices.

Learning Objectives

Students will:

Analyze signs and symptoms of neurodevelopmental disorders

Analyze the pathophysiology of neurodevelopmental disorders

Analyze diagnosis and treatment methods for neurodevelopmental disorders

Evaluate Parent Guides

To Prepare for this Discussion:

Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.

Review the resources concerning your assigned disorder.

Review the Blackboard Help website concerning wikis.

Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the
Accessing Group Discussions
instructions below.

Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

One designated group member
should post the completed Parent Guide to the Discussion.

By Day 7

Respond
to at least
two
other groups’ wikis by providing at least two contributions for improving or including in their Parent Guide and at least two things that you like about their guide.

Submission and Grading Information

Accessing Group Discussions and Wikis

To access your group’s discussion
, click on the
Parent Guide Groups
link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Select
Group Discussion Board
under the Group Tools menu to work on your participate in your group’s discussion.

To access your group’s wiki
, click on the
Parent Guide Groups
link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page.

Creating a Wiki Page

Create the first wiki topic page by entering the group’s wiki area and selecting
Create Wiki Page
. Use the group’s assigned disorder as the name of your wiki. Then add your Parent Guide in the Content text box. You can use the editor functions to format the text and include files, images, web links, multimedia, and mashups. Select
Submit
when you have completed the wiki page.

Grading Criteria

To access your rubric:

Week 3 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 3

Assignment 1: Practicum: Decision Tree

For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.

Note:
This Assignment is the first of three assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine
Case 1.
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7 of Week 4

Submit
your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you began exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examined a case to determine a differential diagnosis and treatment plan, which incorporates both psychotherapy and psychopharmacology.

Next week, you examine several cases of child abuse and neglect and recommend strategies for assessing for abuse. You analyze influences of media and social media on mental health and evaluate the need for mandatory reporting of abuse. You also submit your Practicum Journal and Assignments.

Autism Spectrum Disorder, ADHD, ODD, and ICD

Discussion: Treating Childhood Abuse

Week 4: Trauma and Stressor-Related Disorders in Childhood

“He was drunk again, so I should have known better. I should have stayed away from the house, but that would have made him madder. He has done this before, but not nearly this bad. He broke my wrist as I was protecting my mom. The neighbor heard the screaming and called the cops. They hauled him away, but I know he will be back. She always lets him come back.”

Avery, age 14

In August of 2005, thousands of children lost their homes in Hurricane Katrina. On December 14, 2012, the students at Sandy Hook Elementary School experienced the death of 20 of their classmates and six of their teachers. Every day, children experience physical and sexual abuse and neglect by their parents or caregivers. These types of trauma have a lifelong impact on the children involved and those witnessing the events. As much as we try to prevent unwanted childhood trauma and stressors, the phenomena are present in our culture. Childhood trauma is a significant contributor to both physical and mental health problems in children and adults. Discussion: Treating Childhood Abuse.

This week, you examine several cases of child abuse and neglect, and you recommend strategies for assessing for abuse. You analyze influences of media and social media on mental health and evaluate the need for mandatory reporting of abuse. You also submit your Practicum Journal and Assignments.

ORDER A CUSTOM-WRITTEN PAPER NOW

Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1216–1226)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Discussion: Treating Childhood Abuse.

“Trauma- and Stressor-related Disorders”

Note:
You will access this book from the Walden Library databases.

Pfefferbaum, B., & Shaw, J. A. (2013). Practice parameter on disaster preparedness.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(11), 1224–1238. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00550-9/pdf

American Psychiatric Nurses Association. (2017).
Childhood and adolescent trauma.
Retrieved from http://www.apna.org/i4a/pages/index.cfm?pageID=4545

Document:
Childhood Abuse Case Study (PDF)

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Discussion: Treating Childhood Abuse.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Posttraumatic stress disorder

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

nefazodone

paroxetine

prazosin (nightmares)

propranolol (prophylactic)

sertraline

venlafaxine

Note:
Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Discussion: Treating Childhood Abuse.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 50, “Provision of Intensive Treatment: Intensive Outreach, Day Units, and In-Patient Units” (pp. 648–664)

Chapter 58, “Disorders of Attachment and Social Engagement Related to Deprivation” (pp. 795–805)

Chapter 59, “Post Traumatic Stress Disorder” (pp. 806–821)

Chapter 64, “Suicidal Behavior and Self-Harm” (pp. 893–912)

Discussion: Treating Childhood Abuse

In 2012, statistics in the United States indicated that state CPS agencies received 3.4 million referrals for child abuse and neglect. Of these, nearly 700,000 children were found to be victims of maltreatment: 18% were victims of physical abuse and 78% were victims of neglect (CDC, 2014). Child sexual abuse makes up roughly 10% of child maltreatment cases in the United States (CDC, 2014). The CDC considers sexual abuse at any age a form of violence. Child abuse of any kind can lead to an increased state of inflammatory markers in adulthood, as well as multiple physical illnesses and high-risk behavior such as alcoholism and drug abuse. If a PMHNP identifies child abuse, there may be a need to report the abuse to authorities. Once able to provide treatment, the PMHNP can be instrumental in reducing the long-term effects of child abuse. Discussion: Treating Childhood Abuse.

In this Discussion, you recommend strategies for assessing for abuse and analyze influences of media and social media on mental health. You also evaluate the need for mandatory reporting of abuse.

Learning Objectives

Students will:

Recommend strategies for assessing for abuse

Analyze influences of media and social media on mental health

Evaluate the need for mandatory reporting of abuse

To Prepare

for this Discussion:

Read the Learning Resources concerning treating childhood abuse.

Read the Child Abuse Case Study in the Learning Resources.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking
Submit
! Discussion: Treating Childhood Abuse.

By Day 3

Post:

What strategies would you employ to assess the patient for abuse? Explain why you selected these strategies.

How might exposure to the media and/or social media affect the patient?

What type of mandatory reporting (if any) is required in this case? Why?

By Day 6

Respond
to at least
two
of your colleagues by providing at least two ways that their strategies may be expanded or improved.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

Assignment 1: Practicum: Week 1 Practicum Journal

By Day 7

Submit
 your Assignment. Refer to Week 1 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the
Week 4 Assignment 1 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 4 Assignment 1
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
. Discussion: Treating Childhood Abuse.

Click on the
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

Assignment 2: Practicum: Week 3 Decision Tree

By Day 7

Submit
 your Assignment. Refer to Week 3 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the
Week 4 Assignment 2 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 4 Assignment 2
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn2+last name+first initial.(extension)” and click
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.

Click on the
Submit
button to complete your submission. Discussion: Treating Childhood Abuse.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Discussion: Treating Childhood Abuse.

Making Connections

This week, you examined several cases of child abuse and neglect and recommended strategies for assessing for abuse. You analyzed influences of media and social media on mental health and evaluated the need for mandatory reporting of abuse. You also submitted your Practicum Journal and Assignments.

Next week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders. Discussion: Treating Childhood Abuse

Anxiety Disorders in Childhood and Adolescence

Week 5: Anxiety Disorders in Childhood and Adolescence

“I don’t know why everyone is worried that I don’t want to go out with my friends anymore. I just like to stay home. There is nothing wrong with that. I go to school and get good grades, but I don’t know what to say to those other girls in my class. They ask why I can’t go to the mall with them on the weekend and I get all embarrassed. They don’t understand that I don’t know what to say to them. When I do say something, it is always wrong, or they laugh. I can just stay home and read my books.”

Emma, age 15

Anxiety disorders that plague many individuals in adulthood often have their origins in childhood and adolescence. By identifying those children and adolescents with anxiety disorders, the PMHNP can intervene and teach skills that the client can use to control anxiety throughout his or her life.

This week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders.

Photo Credit: Monkey Business Images/Stockbroker / Monkey Business / Getty Images Plus

Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1253–1268)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

“Anxiety Disorders”

Note:
You will access this book from the Walden Library databases.

American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for the assessment and treatment of children and adolescents with obsessive-compulsive disorder.
Journal of the American Academy of Child & Adolescent Psychiatry
,
51
(1), 98–113. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf

McClelland, M., Crombez, M-M., Crombez, C., Wenz, C., Lisius, M., Mattia, A., & Marku, S. (2015). Implications for advanced practice nurses when pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is suspected: A qualitative study.
Journal of Pediatric Health Care
,
29
(5), 442–452. doi:10.1016/j.pedhc.2015.03.005

Note:
You will access this article from the Walden Library databases.

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Generalized anxiety disorder

Social anxiety disorder

alprazolam

citalopram

desvenlafaxine

duloxetine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

paroxetine

pregabalin

sertraline

tiagabine (adjunct)

venlafaxine

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

moclobemide

paroxetine

phenelzine

pregabalin

sertraline

tranylcypromine

venlafaxine

Obsessive-compulsive disorder

Panic disorder

citalopram

clomipramine

escitalopram

fluoxetine

fluvoxamine

paroxetine

sertraline

venlafaxine

vilazodone

alprazolam

citalopram

clonazepam

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

lorazepam

mirtazapine

nefazodone

paroxetine

phenelzine

pregabalin

reboxetine

sertraline

tranylcypromine

venlafaxine

Note:
Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Required Media

YMH Boston. (2013b, May 22).
Vignette 3 – Asking about depression in a preventive services visit
[Video file]. Retrieved from https://www.youtube.com/watch?v=TO8aITpMG5E

 

Note:
The approximate length of this media piece is 3 minutes.

YMH Boston. (2013b, May 22).
Vignette 5 – Assessing for depression in a mental health appointment
[Video file]. Retrieved from https://www.youtube.com/watch?v=Gm3FLGxb2ZU

 

Note:
The approximate length of this media piece is 3 minutes.

Laureate Education (Producer). (2017c).
Anxiety disorder, ODC, or something else?
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 60, “Anxiety Disorders” (pp. 822–840)

Chapter 61, “Obsessive Compulsive Disorder” (pp. 841–857)

Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

Analyze clients presenting for treatment of anxiety disorders

Evaluate effectiveness of therapeutic approaches for clients diagnosed with an anxiety disorder

To Prepare
:

Review this week’s Learning Resources concerning treating patients with anxiety disorders.

Reflect on a child or adolescent client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with an anxiety disorder.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking
Submit
!

By Day 3

Post
a 3- to 5-minute Kaltura video in which you do the following:

Describe the client.
Note:
Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.

View
a selection of your colleagues’ responses.

By Day 6

Respond
to at least
two
of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion

Assignment 1: Practicum: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine
Case 2:
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

By Day 7 of Week 7

Submit your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

This week, you analyzed case studies to determine the diagnosis and treatment of anxiety disorders.

Next week, you examine psychiatric emergencies that arise during childhood and adolescence and compare how those emergencies are assessed and treated to those of adult clients.

Looking Ahead

You should be working on your cover letter, resume, and portfolio that is due in Week 10.

Anxiety Disorders in Childhood and Adolescence