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Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Week 10:
Sleep/Wake
Disorders and Parasomnias

Tick, tock, and here we go again. I have been in bed trying to go to sleep for three hours now. I have not gotten more than a few hours of sleep a night in months. My work is being affected and so is my relationship with my wife. She’s over there sleeping like a baby and cannot understand why I can’t sleep. ‘Just close your eyes and relax’, she says. When I close my eyes, all I see is all the work I have to do.

Riley, age 34

Sleep is essential for a healthy mind and body, and lack of quality sleep can cause distress during the daytime. Sleep disorders can involve difficulties with quality, timing, and amount of sleep and frequently accompany other disorders, especially depression, anxiety, and PTSD. Obtaining a good sleep history is essential to diagnosing sleep disorders, prescribing a treatment plan, and monitoring the plan’s effectiveness. Understanding and managing sleep problems frequently leads to improvement in other mental health disorders that the patient is experiencing. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

This week, you will analyze the diagnostic criteria and treatment options of insomnia, hypersomnolence, narcolepsy, sleep apnea, non-rapid eye movement, nightmare disorder, sleep behavior disorder, and other DSM-5 sleep and parasomnic disorders.

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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 13, “Psychosomatic Medicine” (pp. 465–503)

Chapter 16, “Normal Sleep and Sleep-Wake Disorders” (pp. 533–563)

Note
: This is review from the Learning Resource in Week 3.

Gabbard, G. O. (2014).
Gabbard’s treatment of psychiatric disorders
(5th ed.). Washington, DC: American Psychiatric Publications. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Chapter 36, “Sleep-Wake Disorders”

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

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

“Sleep-Wake Disorders”

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

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link below. 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 specific medications, click on
The Prescriber’s Guide, 5
th
Ed.
tab on the Stahl Online website and select the appropriate medication.

Excessive sleepiness in narcolepsy, obstructive sleep apnea/hypopnea syndrome, shift work sleep disorder

Insomnia

Narcolepsy

Restless leg syndrome

armodafinil

modafinil

sodium oxybate (in narcolepsy only)

agomelatine

alprazolam

amitriptyline

amoxapine

clomipramine

clonazepam

desipramine

diazepam

dothiepin

doxepin

estazolam

eszopiclone

flunitrazepam

flurazepam

hydroxyzine

imipramine

lofepramine

lorazepam

maprotiline

mianserin

nortriptyline

quazepam

ramelteon

temazepam

trazodone

triazolam

trimipramine

zaleplon

zolpidem

zopiclone

amphetamine (d)

amphetamine (d,l)

lisdexamfetamine

methylphenidate (d)

methylphenidate (d,l)

modafinil

sodium oxybate

gabapentin ER

Optional Resources

Bélanger, L., Harvey, A. G., Fortier-Brochu, É., Beaulieu-Bonneau, S., Eidelman, P., Talbot, L., . . . Morin, C. M. (2016). Impact of comorbid anxiety and depressive disorders on treatment response to cognitive behavior therapy for insomnia.
Journal of Consulting and Clinical Psychology
,
84
(8), 659–667. doi:10.1037/ccp0000084. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Olaithe, M., Nanthakumar, S., Eastwood, P. R., & Bucks, R. S. (2015). Cognitive and mood dysfunction in adult obstructive sleep apnoea (OSA): Implications for psychological research and practice.
Translational Issues in Psychological Science
,
1
(1), 67–78. doi:10.1037/tps0000021

Discussion: Treatment of Sleep/Wake Disorders

The power of sleep to heal the body cannot be underestimated. Most research indicates that 7–8 hours of sleep are a minimum that people need to stay healthy. Clients who come to the PMHNP’s office frequently complain of sleep problems. It is estimated that 10–20% of patients report some type of sleeping problem.

In this Discussion, you will analyze the diagnostic criteria and evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Learning Objectives

Students will:

Analyze diagnostic criteria for sleep/wake disorders

Analyze evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders

Analyze criteria for referring clients to primary care physicians for treatment of sleep/wake disorders

Compare differential diagnostic features of sleep/wake disorders

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
! Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

To prepare for this Discussion:

By Day 5 of Week 9, your Instructor will have assigned you a sleep/wake disorder, which will be the focus of your original post for this Discussion.

Review the Learning Resources.

By Day 3

Post:

Explain the diagnostic criteria for your assigned sleep/wake disorder.

Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned sleep/wake disorder.

Describe at what point you would refer the client to their primary care physician for an additional referral to a neurologist, pulmonologist, or physician specializing in sleep disorders and explain why.

Support your rationale with references to the Learning Resources or other academic resource. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

By Day 6

Respond
to at least
two
of your colleagues by comparing the differential diagnostic features of the disorder you were assigned to the diagnostic features of the disorder your colleagues were assigned.

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 1:

Week 10 Practicum Journal: Checkpoint for Certification Plan

Learning Objectives

Students will:

Evaluate progress on certification plans

Report your progress on the Certification Plan completed in Week 1 and submitted in Week 4.

What have you done to prepare for your certification?

Have you completed the scheduled tasks assigned on your timeline? If not, what are your plans to stay on schedule? Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

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 “WK10Assgn1+last name+first initial.(extension)” as the name.

Click the
Week 10 Assignment 1 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 10 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 “WK10Assgn1+last name+first initial.(extension)” and click
Open
. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

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 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment 1 draft and review the originality report. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 1

Assignment 2:

Week 8 Practicum: Decision Tree

By Day 7

Submit
your Assignment. Refer to Week 8 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 “WK10Assgn2+last name+first initial.(extension)” as the name.

Click the
Week 10 Assignment 2 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 10 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 “WK10Assgn2+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
. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Click on the
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 2

Assignment 3:

Week 9 Practicum Journal: State Practice Agreements

By Day 7

Submit
your Assignment. Refer to Week 9 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 “WK10Assgn3+last name+first initial.(extension)” as the name.

Click the
Week 10 Assignment 3 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 10 Assignment 3
link. You will also be able to “View Rubric” for grading criteria from this area. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK10Assgn3+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 3 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment 3 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 3

Assignment 4: 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. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

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 will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term.

Making Connections

This week, you analyzed the diagnostic criteria and treatment options of insomnia, hypersomnolence, narcolepsy, sleep apnea, non-rapid eye movement, nightmare disorder, sleep behavior disorder, and other DSM-5 sleep and parasomnic disorders. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Next week, you will analyze how to assess and care for individuals with sexual disorders. You also will analyze the concept of gender dysphoria and how to guide individuals through the process of establishing their sexual identity and preferred sexual orientation.

NURS_6670_Week10_Discussion_Rubric

Grid View

List View

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.

Points Range:
44
(44%)
– 44
(44%)

* Thoroughly responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. * supported by at least 3 current, credible sources

Points Range:
40
(40%)
– 43
(43%)

* Responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 75% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
35
(35%)
– 39
(39%)

* Responds to most of the discusion question(s) *is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 50% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
31
(31%)
– 34
(34%)

* Responds to some of the discusion question(s) * one to two criteria are not addressed or are superficially addresed *is somewhat lacking reflection and critical analysis and synthesis *somewhat represents knowledge gained from the course readings for the module. * post is cited with fewer than 2 credible references

Points Range:
0
(0%)
– 30
(30%)

* Does not respond to the discusion question(s) * lacks depth or superficially addresses criteria *lacks reflection and critical analysis and synthesis *does not represent knowledge gained from the course readings for the module. * contains only 1 or no credible references

Main Posting: Writing

Points Range:
6
(6%)
– 6
(6%)

* Written clearly and concisely * Contains no grammatical or spelling errors * Fully adheres to current APA manual writing rules and style

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Written clearly and concisely * May contain one or no grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
5
(5%)
– 5
(5%)

* Written concisely * May contain one to two grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
4
(4%)
– 5
(5%)

*Writtten somewhat concisely * May contain more than two2 spelling or grammatical errors * Contains some APA formatting erros

Points Range:
0
(0%)
– 4
(4%)

* Not written clearly or concisely * Contains more than two spelling or grammatical errors * Does not adhere to current APA manual writing rules and style

Main Posting: Timely and full participation

Points Range:
10
(10%)
– 10
(10%)

* meets requirements for timely and full participation * posts main discussion by due date

Points Range:
0
(0%)
– 0
(0%). Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 6
(6%)

* does not meet requirement for full participation

First Reponse

Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

First Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers.

First Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

Second Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Second Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

NURS_6670_Week10_S/U_Assignment1_Rubric

Grid View

List View

Satisfactory

Unsatisfactory

Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.

Points Range:
26
(26%)
– 30
(30%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Points Range:
0
(0%)
– 25
(25%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

Points Range:
4
(4%)
– 5
(5%)

Purpose of the assignment is stated, yet is brief and not descriptive. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Points Range:
0
(0%)
– 3
(3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

Points Range:
8
(8%)
– 10
(10%)

Demonstrates a clear understanding of key concepts.

Points Range:
0
(0%)
– 7
(7%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources.

Points Range:
16
(16%)
– 20
(20%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

Points Range:
0
(0%)
– 15
(15%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

Points Range:
16
(16%)
– 20
(20%)

Summarizes information gleaned from sources to support major points, but does not synthesize. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Points Range:
0
(0%)
– 15
(15%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

Points Range:
4
(4%)
– 5
(5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

Points Range:
0
(0%)
– 3
(3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) APA format errors. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. NURS_6670_Week10_S/U_Assignment2_Rubric Grid View List View Satisfactory Unsatisfactory Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking. Points Range: 26 (26%) – 30 (30%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Points Range: 0 (0%) – 25 (25%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Quality of Work Submitted: The purpose of the paper is clear. Points Range: 4 (4%) – 5 (5%) Purpose of the assignment is stated, yet is brief and not descriptive. Points Range: 0 (0%) – 3 (3%) No purpose statement was provided. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts. Points Range: 8 (8%) – 10 (10%) Demonstrates a clear understanding of key concepts. Points Range: 0 (0%) – 7 (7%) Shows a lack of understanding of key concepts, deviates from topics. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources. Points Range: 16 (16%) – 20 (20%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Points Range: 0 (0%) – 15 (15%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections. Points Range: 16 (16%) – 20 (20%) Summarizes information gleaned from sources to support major points, but does not synthesize. Points Range: 0 (0%) – 15 (15%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. Points Range: 4 (4%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) APA format errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. NURS_6670_Week10_S/U_Assignment3_Rubric Grid View List View Satisfactory Unsatisfactory Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking. Points Range: 26 (26%) – 30 (30%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. Points Range: 0 (0%) – 25 (25%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. Quality of Work Submitted: The purpose of the paper is clear. Points Range: 4 (4%) – 5 (5%) Purpose of the assignment is stated, yet is brief and not descriptive. Points Range: 0 (0%) – 3 (3%) No purpose statement was provided. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts. Points Range: 8 (8%) – 10 (10%) Demonstrates a clear understanding of key concepts. Points Range: 0 (0%) – 7 (7%) Shows a lack of understanding of key concepts, deviates from topics. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources. Points Range: 16 (16%) – 20 (20%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view. Points Range: 0 (0%) – 15 (15%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections. Points Range: 16 (16%) – 20 (20%) Summarizes information gleaned from sources to support major points, but does not synthesize. Points Range: 0 (0%) – 15 (15%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. Points Range: 4 (4%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time. Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 3 (3%) – 5 (5%) Contains a few (1-2) APA format errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. Sleep/Wake Disorders and Parasomnias Essay Assignment Papers

Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

Week 11: Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction

I have been under a lot of stress lately. Between my job, the house and kids, and my wife complaining, I don’t seem to have the “staying power” I used to. Our sex life used to be perfect, but now I cannot perform as well or as often as I used to. My wife does not seem to understand and now I am feeling inadequate. I have a long life in front of me and I don’t want to live without feeling like a true man.”

Larry, age 40

This week’s topics include gender dysphoria, paraphilic disorders, and sexual dysfunction. The term gender dysphoria is the diagnosis describing those persons who experience incongruence between their gender assigned at birth and their experienced gender. Paraphilic disorders include pedophilia, exhibitionism, fetishism, and voyeurism, for example. Sexual dysfunction disorders include, most commonly, male erectile disorder, female orgasmic disorder, and other disorders. These diagnoses may be treated with pharmacologic and psychotherapy modalities. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

This week, you will explore ways to assess and care for persons with gender dysphoria, paraphilic disorders, and sexual dysfunction disorders as outlined in the DSM-5.

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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 17, “Human Sexuality and Sexual Dysfunctions” (pp. 564–599)

Chapter 18, “Gender Dysphoria” (pp. 600–607)

Note
: This is review from the Learning Resource in Week 3.

Gabbard, G. O. (2014).
Gabbard’s treatment of psychiatric disorders
(5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 37, “Sexual Dysfunctions”

Chapter 38, “Paraphilias and Paraphilic Disorders”

Chapter 39, “Gender Dysphoria”

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

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

“Gender Dysphoria”

“Paraphilic Disorders”

“Sexual Dysfunctions”

Note
: You will access this book 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 below. 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 specific medications, click on
The Prescriber’s Guide, 5
th
Ed.
tab on the Stahl Online website and select the appropriate medication.

Sexual dysfunction

bupropion

Johnson, L., Shipherd, J., & Walton, H. M. (2016). The psychologist’s role in transgender-specific care with U.S. veterans.
Psychological Services
,
13(
1), 69–76. doi:10.1037/ser0000030

 

Note:
You will access this article through the Walden Library databases.

Levenson, J. S., & Grady, M. D. (2016). The influence of childhood trauma on sexual violence and sexual deviance in adulthood.
Traumatology
,
22
(2), 94–103. doi:10.1037/trm0000067

 

Note:
You will access this article through the Walden Library databases.

Hawes, S. W., Boccaccini, M. T., & Murrie, D. C. (2013). Psychopathy and the combination of psychopathy and sexual deviance as predictors of sexual recidivism: Meta-analytic findings using the Psychopathy Checklist—Revised.
Psychological Assessment
,
25
(1), 233–243. doi:10.1037/a0030391

Note:
You will access this article through the Walden Library databases.

Required Media

Johnson, S. (Producer). (n.d.).
Emotionally focused therapy with same-sex couples
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this video through the Walden Library databases.

Discussion: Assessment and Treatment of Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction

Sexuality is an important part of each person’s quality of life. Research indicates that awareness of sexual identity and its importance may begin as early as age 3. However, individuals with varying diagnoses, disorders, or dysfunctions may grapple with issues related to their sexuality in their teen years, as well as into adulthood.

In this Discussion, you will explore the assessment and treatment of gender dysphoria, paraphilic disorders, and sexual dysfunction.

Learning Objectives

Students will:

Analyze diagnostic criteria for gender dysphoria, paraphilic disorders and sexual dysfunction

Analyze evidence-based psychotherapy and psychopharmacologic treatments for gender/sexual disorders

Compare differential diagnostic features of gender/sexual disorders

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
!

To prepare for this Discussion:

Select a gender dysphoria, paraphilic disorder, or sexual dysfunction that interests you.

Review the Learning Resources.

By Day 3

Post:

Explain the diagnostic criteria for the gender dysphoria, paraphilic disorder, or sexual dysfunction you selected.

Explain the evidenced-based psychotherapy and psychopharmacologic treatment for the gender dysphoria, paraphilic disorder, or sexual dysfunction you selected.

Support your rationale with references to the Learning Resources or other academic resource.

By Day 6

Respond
to at least
two
of your colleagues by comparing the differential diagnostic features of the disorder you selected to the diagnostic features of the disorder your colleagues were assigned.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 11 Discussion

Assignment 1: Final Exam

This exam is designed to assess how well you have synthesized the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6670, NURS 6660, and NURS 6670. It is very similar to what you will experience in your certification exam.

Learning Objectives

Students will:

Assess knowledge of adult and older adult psychotherapy concepts and principles (E)

This exam will cover the following topics:

Obsessive-Compulsive Disorders

Neurocognitive Disorders

Schizophrenia Spectrum and Other Psychotic Disorders

Sleep/Wake Disorders, Parasomnias

Gender Dysphoria, Paraphilic Disorders, & Sexual Dysfunction

By Day 7

Complete the Final Exam by. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-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 Exam by Day 7

To submit your Exam:

Week 11 Final Exam

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. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

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 ways to assess and care for persons with gender dysphoria, paraphilic disorders, and sexual dysfunction disorders as outlined in the DSM-5.

NURS_6670_Week11_Discussion_Rubric

Grid View

List View

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.

Points Range:
44
(44%)
– 44
(44%)

* Thoroughly responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. * supported by at least 3 current, credible sources. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

Points Range:
40
(40%)
– 43
(43%)

* Responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 75% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
35
(35%)
– 39
(39%)

* Responds to most of the discusion question(s) *is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 50% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
31
(31%)
– 34
(34%)

* Responds to some of the discusion question(s) * one to two criteria are not addressed or are superficially addresed *is somewhat lacking reflection and critical analysis and synthesis *somewhat represents knowledge gained from the course readings for the module. * post is cited with fewer than 2 credible references

Points Range:
0
(0%)
– 30
(30%)

* Does not respond to the discusion question(s) * lacks depth or superficially addresses criteria *lacks reflection and critical analysis and synthesis *does not represent knowledge gained from the course readings for the module. * contains only 1 or no credible references

Main Posting: Writing

Points Range:
6
(6%)
– 6
(6%)

* Written clearly and concisely * Contains no grammatical or spelling errors * Fully adheres to current APA manual writing rules and style

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Written clearly and concisely * May contain one or no grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
5
(5%)
– 5
(5%)

* Written concisely * May contain one to two grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
4
(4%)
– 5
(5%)

*Writtten somewhat concisely * May contain more than two2 spelling or grammatical errors * Contains some APA formatting erros

Points Range:
0
(0%)
– 4
(4%)

* Not written clearly or concisely * Contains more than two spelling or grammatical errors * Does not adhere to current APA manual writing rules and style

Main Posting: Timely and full participation

Points Range:
10
(10%)
– 10
(10%)

* meets requirements for timely and full participation * posts main discussion by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 6
(6%)

* does not meet requirement for full participation

First Reponse

Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

First Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited

First Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth. Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

Second Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited

Second Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction Essay Assignment Discussion Papers

Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

Week 1: Legal and Ethical Considerations for Group and Family Therapy

Members of a cohesive group feel warmth and comfort in the group and a sense of belongingness; they value the group and feel in turn that they are valued, accepted, and supported by other members.

—Irvin D. Yalom, 
The Theory and Practice of Group Psychotherapy

Laureate Education (Producer). (2017). Introduction to psychotherapy with groups and families [Video file]. Baltimore, MD: Author.

ORDER A CUSTOM-WRITTEN PAPER NOW

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

 

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

Group and family therapy offers a unique sense of community and support that may not be achieved through other therapeutic approaches. As you help clients effect change within themselves, they are able to in turn help others within the group change. Although many clients thrive in this environment, it is important to recognize that group and family therapy is not appropriate for everyone. Like any other therapeutic approach, group and family therapy has limitations that must be considered. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers.

This week, as you begin exploring group and family therapy, you examine legal and ethical considerations of this therapeutic approach. You also prepare for your practicum experience by examining counseling theories and developing goals to guide your practice.

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

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice.
New York, NY: Springer.

Chapter 11, “Group Therapy” (pp. 407–428)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

Chapter 1, “The Foundations of Family Therapy” (pp. 1–6)

Chapter 2, “The Evolution of Family Therapy” (pp. 7–28)

Breeskin, J. (2011). Procedures and guidelines for group therapy.
The Group Psychologist, 21
(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change.
Innovations in Clinical Neuroscience, 8
(11), 20–23. Retrieved from http://innovationscns.com/

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

Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients.
Health Science Journal, 8
(3), 400–408. Retrieved from http://www.hsj.gr/medicine/group-therapy-in-psychotic-inpatients.php?aid=2644

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

Lego, S. (1998). The application of Peplau’s theory to group psychotherapy.
Journal of Psychiatric & Mental Health Nursing, 5
(3), 193–196. doi:10.1046/j.1365-2850.1998.00129.x

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

McClanahan, K. K. (2014).
Can confidentiality be maintained in group therapy?
Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html

U.S. Department of Health & Human Services. (2014).
HIPAA privacy rule and sharing information related to mental health.
Retrieved from http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/understanding/special/mhguidancepdf.pdf

Document:
Practicum Journal Template (Word document)

Document:
Midterm Exam Study Guide (Word document)

Document:
Final Exam Study Guide (Word document)

Required Media

Laureate Education (Producer). (2015). Microskills: Family counseling techniques 1 [Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 32 minutes.

 

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

Laureate Education (Producer). (2015). Microskills: Family counseling techniques 2 [Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 32 minutes. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

 

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

Laureate Education (Producer). (2015). Microskills: Family counseling techniques 3 [Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 24 minutes.

 

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

Sommers, G., Feldman, S., & Knowlton, K. (Producers). (2008a).
Legal and ethical issues for mental health professionals, volume 1: Confidentiality, privilege, reporting, and duty to warn
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 140 minutes.

Optional Resources

Sommers, G., Feldman, S., & Knowlton, K. (Producers). (2008b).
Legal and ethical issues for mental health professionals, volume 2: Dual relationships, boundaries, standards of care and termination
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 191 minutes.

Discussion: Legal and Ethical Considerations for Group and Family Therapy

Considering the Health Insurance Portability and Accountability Act (HIPPA), the idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential. For this Discussion, consider how limited confidentiality and other legal and ethical considerations might impact therapeutic approaches for clients in group and family therapy. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers.

Learning Objectives

Students will:

Compare legal and ethical considerations for group and family therapy to legal and ethical considerations for individual therapy

Analyze the impact of legal and ethical considerations on therapeutic approaches for clients in group and family therapy

Recommend strategies to address legal and ethical considerations for group and family therapy

To prepare:

Review this week’s Learning Resources and consider the insights they provide on group and family therapy.

View the media, Legal and Ethical Issues for Mental Health Professions, Volume I, and reflect on legal and ethical considerations for group and family therapy and individual therapy.

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 you cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 an explanation of how legal and ethical considerations for group and family therapy differ from those for individual therapy. Then, explain how these differences might impact your therapeutic approaches for clients in group and family therapy. Support your rationale with evidence-based literature.

By Day 6

Respond
 to at least 
two
 of your colleagues by suggesting strategies to address the legal and ethical considerations your colleagues discussed. Support your responses with evidence-based literature.

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 – Week 1 Journal Entry

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

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

Learning Objectives

Students will:

Analyze nursing and counseling theories to guide practice in psychotherapy*

Summarize goals and objectives for personal practicum experiences*

Produce timelines for practicum activities*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 3.

In preparation for this course’s practicum experience, address the following in your Practicum Journal:

Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.

Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.

Explain why you selected these theories. Support your approach with evidence-based literature.

Develop at least three goals and at least three objectives for the practicum experience in this course.

Create a timeline of practicum activities based on your practicum requirements.

By Day 7 of Week 4

Submit
 your Assignment.

Making Connections

Now that you have:

Explored legal and ethical considerations for group and family therapy

Prepared for your practicum experience by examining counseling theories and developing goals to guide your practice

Next week, you will:

Explore family assessment and therapy as you assess client families presenting for psychotherapy

Develop diagnoses for clients receiving family psychotherapy and consider legal and ethical implications of counseling these clients

Looking Ahead 1: Didactic Assignments

Week 3 Discussion:
 In a 3- to 5-minute Kaltura video, you will discuss a client family you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 3 Discussion for additional guidance.

Week 10 Discussion:
 In a 3- to 5-minute Kaltura video, you will discuss a child or adolescent group you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance.

Week 11 Discussion:
 In a standard Discussion thread, you will discuss an older adult group you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 11 Discussion for additional guidance. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers.

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 Assignment.

Week 2:
You will write about two clients from a family you observed or counseled. (Assignment to be submitted by Day 7 of Week 4)

Week 3:
 You will complete a comprehensive client family assessment. (Assignment to be submitted by Day 7 of Week 4)

Week 5:
 You will write about two clients from a family you observed or counseled and explain whether solution-focused or cognitive behavioral therapy would be effective with the family. (Assignment to be submitted by Day 7 of Week 7)

Week 7:
 You will write a progress note and privileged psychotherapy note for the client family you assessed in Week 3 for the comprehensive client family assessment. (Assignment to be submitted by Day 7 of Week 7.)

Week 8:
 You will write about two clients you observed or counseled during a group therapy session and explain whether cognitive behavioral therapy would be effective with the group. (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 write a client termination summary for a client who is ready to complete group therapy. (Assignment to be submitted by Day 7 of Week 11). Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

Discussion_Rubric

Grid View

List View

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

• Thoroughly responds to the discusion question(s)

• Is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources.

• Supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

• Responds to the discusion question(s)

• Is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module.

• 75% of post has exceptional depth and breadth

• Supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

• Responds to most of the discusion question(s)

• Is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module.

• 50% of post has exceptional depth and breadth

• Supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

• Responds to some of the discusion question(s)

• One to two criteria are not addressed or are superficially addresed

• Is somewhat lacking reflection and critical analysis and synthesis

• Somewhat represents knowledge gained from the course readings for the module.

• Post is cited withfewer than 2 credible references

0 
(0%)
 – 30 
(30%)

• Does not respond to the discusion question(s)

• Lacks depth or superficially addresses criteria

•lacks reflection and critical analysis and synthesis

• Does not represent knowledge gained from the course readings for the module.

• Contains only 1 or no credible references

Main Posting: Writing

6 
(6%)
 – 6 
(6%)

• Written clearly and concisely

• Contains no grammatical or spelling errors

• Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

• Written clearly and concisely

• May contain one or no grammatical or spelling error

• Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

• Written concisely

• May contain one to two grammatical or spelling error

• Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

•Writtten somewhat concisely

• May contain more than two2 spelling or grammatical errors

• Contains some APA formatting erros

0 
(0%)
 – 4 
(4%)

• Not written clearly or concisely

• Contains more than two spelling or grammatical errors

• Does not adhere to current APA manual writing rules and style

Main Posting: Timely and full participation

10 
(10%)
 – 10 
(10%)

• Meets requirements for timely and full participation

• Posts main discussion by due date

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%). Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 6 
(6%)

• Does not meet requirement for full participation

First Reponse

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

• Response exhibits critical thinking and application to practice settings

• Responds to questions posed by faculty

• The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

• Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

• Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

• Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

• Reponse may not be on topic, lacks depth

First Reponse: Writing

6 
(6%)
 – 6 
(6%)

• Communication is professional and respectful to colleagues

• Response to faculty questions are fully answered if posed

• Provides clear, concise opinions and ideas that are supported by two or more credible sources

• Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

• Communication is professional and respectful to colleagues

• Response to faculty questions are answered if posed

• Provides clear, concise opinions and ideas that are supported by two or more credible sources

• Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

• Communication is mostly professional and respectful to colleagues

• Response to faculty questions are mostly answered if posed

• Provides opinions and ideas that are supported by few credible sources

• Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

• Responses posted in the discussion may lack effective professional communication

• Response to faculty questions are somewhat answered if posed

• Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

• Responses posted in the discussion lack effective

• Response to faculty questions are missing

• No credible sources are cited

First Reponse: Timely and full participation

5 
(5%)
 – 5 
(5%)

• Meets requirements for timely and full participation

• Posts by due date

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 4 
(4%)

• Does not meet requirement for full participation

Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

• Response exhibits critical thinking and application to practice settings

• Responds to questions posed by faculty

• The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

• Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

• Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

• Response is on topic, may have some depth. Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

0 
(0%)
 – 6 
(6%)

• Response may not be on topic, lacks depth

Second Reponse: Writing

6 
(6%)
 – 6 
(6%)

• Communication is professional and respectful to colleagues

• Response to faculty questions are fully answered if posed

• Provides clear, concise opinions and ideas that are supported by two or more credible sources

• Response is effectively written in Standard Edited English

5.5 
(5.5%)
 – 5.5 
(5.5%)

• Communication is professional and respectful to colleagues

• Response to faculty questions are answered if posed

• Provides clear, concise opinions and ideas that are supported by two or more credible sources

• Response is effectively written in Standard Edited English

5 
(5%)
 – 5 
(5%)

• Communication is mostly professional and respectful to colleagues

• Response to faculty questions are mostly answered if posed

• Provides opinions and ideas that are supported by few credible sources

• Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

• Responses posted in the discussion may lack effective professional communication

• Response to faculty questions are somewhat answered if posed

• Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

>• Responses posted in the discussion lack effective

• Response to faculty questions are missing

• No credible sources are cited

Second Reponse: Timely and full participation

5 
(5%)
 – 5 
(5%)

• Meets requirements for timely and full participation

• Posts by due date

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

• Does not meet requirement for full participation

Legal and Ethical Considerations for Group and Family Therapy Essay Assignment Discussion Papers

Comprehensive Integrated Psychiatric Assessment Discussion

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.” Comprehensive Integrated Psychiatric Assessment Discussion

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.

ORDER A CUSTOM-WRITTEN PAPER NOW

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

 

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

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.

This week, you explore in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process. Comprehensive Integrated Psychiatric Assessment Discussion

Photo Credit: sbrogan / iStock / 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 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. Comprehensive Integrated Psychiatric Assessment Discussion

“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]
.
Retrieved from https://www.youtube.com/watch?v=JCJOXQa9wcE

 

Note:
The approximate length of this media piece is 4 minutes. Comprehensive Integrated Psychiatric Assessment Discussion

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.

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.

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.

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.

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. Comprehensive Integrated Psychiatric Assessment Discussion

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. Comprehensive Integrated Psychiatric Assessment Discussion

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
.) Comprehensive Integrated Psychiatric Assessment Discussion

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
.)

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
.) Comprehensive Integrated Psychiatric Assessment Discussion

Refer to Weeks 2–10 for additional guidance.

NURS_6660_Week1_Discussion_Rubric

Grid View

List View

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representive of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

“* Thoroughly responds to the discussion question(s) * Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources * Supported by at least 3 current, credible sources “

40 
(40%)
 – 43 
(43%)

“* Responds to the discussion question(s) * Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. * 75% of post has exceptional depth and breadth * Supported by at least three credible references” Comprehensive Integrated Psychiatric Assessment Discussion

35 
(35%)
 – 39 
(39%)

“* Responds to most of the discussion question(s) * Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module * 50% of post has exceptional depth and breadth * Supported by at least three credible references”

31 
(31%)
 – 34 
(34%)

“* Responds to some of the discussion question(s) * One to two criteria are not addressed or are superficially addressed * Is somewhat lacking reflection and critical analysis and synthesis * Somewhat represents knowledge gained from the course readings for the module. * Post is cited with fewer than two credible references”

0 
(0%)
 – 30 
(30%)

“* Does not respond to the discussion question(s) * Lacks depth or superficially addresses criteria * Lacks reflection and critical analysis and synthesis * Does not represent knowledge gained from the course readings for the module * Contains only one or no credible references”

Main Posting: Writing

6 
(6%)
 – 6 
(6%)

“* Written clearly and concisely * Contains no grammatical or spelling errors * Fully adheres to current APA manual writing rules and style”

5.5 
(5.5%)
 – 5.5 
(5.5%)

“* Written clearly and concisely * May contain one or no grammatical or spelling errors * Adheres to current APA manual writing rules and style” Comprehensive Integrated Psychiatric Assessment Discussion

5 
(5%)
 – 5 
(5%)

“* Written concisely * May contain one to two grammatical or spelling errors * Adheres to current APA manual writing rules and style”

4.5 
(4.5%)
 – 4.5 
(4.5%)

“* Written somewhat concisely * May contain more than two spelling or grammatical errors * Contains some APA formatting errors”

0 
(0%)
 – 4 
(4%)

“* Not written clearly or concisely * Contains more than two spelling or grammatical errors * Does not adhere to current APA manual writing rules and style”

Main Posting: Timely and full participation

10 
(10%)
 – 10 
(10%)

“* Meets requirements for timely and full participation * Posts main discussion by due date”

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 6 
(6%)

* Does not meet requirement for full participation

First Response: Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

“* Response exhibits critical thinking and application to practice settings * Responds to questions posed by faculty * The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives”

8.5 
(8.5%)
 – 8.5 
(8.5%)

* Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

* Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

* Response is on topic and may have some depth

0 
(0%)
 – 6 
(6%)

* Response may not be on topic and lacks depth

First Response: Writing

6 
(6%)
 – 6 
(6%)

“* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in standard edited English”

5.5 
(5.5%)
 – 5.5 
(5.5%)

“* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in standard edited English”

5 
(5%)
 – 5 
(5%)

“* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in standard edited English”

4.5 
(4.5%)
 – 4.5 
(4.5%)

“* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited “

0 
(0%)
 – 4 
(4%)

“* Responses posted in the discussion lack effective professional communication * Response to faculty questions are missing * No credible sources are cited”. Comprehensive Integrated Psychiatric Assessment Discussion

First Response: Timely and full participation

5 
(5%)
 – 5 
(5%)

“* Meets requirements for timely and full participation * Posts by due date”

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

* Does not meet requirements for full participation

Second Response: Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

“* Response exhibits critical thinking and application to practice settings * Responds to questions posed by faculty * The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives”

8.5 
(8.5%)
 – 8.5 
(8.5%)

* Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

* Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

* Response is on topic, may have some depth. Comprehensive Integrated Psychiatric Assessment Discussion

0 
(0%)
 – 6 
(6%)

* Response may not be on topic, lacks depth

Second Response: Writing

6 
(6%)
 – 6 
(6%)

“* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in standard edited English”

5.5 
(5.5%)
 – 5.5 
(5.5%)

“* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in standard edited English”

5 
(5%)
 – 5 
(5%)

“* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in standard edited English”

4.5 
(4.5%)
 – 4.5 
(4.5%)

“* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited “

0 
(0%)
 – 4 
(4%)

“* Responses posted in the discussion lack effective professional communication * Response to faculty questions are missing * No credible sources are cited”

Second Response: Timely and full participation

5 
(5%)
 – 5 
(5%)

“* Meets requirements for timely and full participation * Posts by due date”

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

* Does not meet requirement for full participation. Comprehensive Integrated Psychiatric Assessment Discussion

Business & pure charity and health care system Chapter 1:

Q1-
From a financial perspective, briefly describe the concept of a business.  List and explain the differences between a business & pure charity.  Please respond to at least 2 classmates post.

 

Student 1:

Business is depending on buying and selling for profit. When a business is a personal or a company should determine goals that lead to develop the business and focus for the goal. In the other hand, Charity is depending on the provision of a range of humanitarian services to individuals in need. It is also known that a group of individuals, associations and institutions provide support and assistance to people with different needs, such as food, medicine and shelter, and others. Also, does not depend on achieving any financial gain; it is a work linked to good and charity to others.

 

Student 2:

My theory about business would be, business is a person or group of people idea about making an investment to improve his or their income. Charity is a person or more than one person is opinion to help others with some amount of money. Charity is helping others with their needs, and business is an idea of making more money.

 

Business & pure charity and health care system Chapter 2:

Q2-
If you could change ONE thing about our health care system, what would that be? Please provide detailed explanation.  Reply to the post of 2 classmates.

 

Student 1:

If I could change one thing in the U.S. health care system it would be that employer groups, payers, and government systems would all come together to make it simpler for Americans who are seeking health coverage. I am from a rural area in Kentucky and have seen so many people neglect their health because they could not go to certain providers and would have to travel hours to see a doctor in their network. These people know that they need to see a doctor, but may not be able to take off from work to travel to the doctors or may not have transportation to travel that far. This is a major reason that emergency rooms are overflowing with people because they have gone so long without seeing a doctor (because there are none in their network) so they can no longer stand the pain or sickness. I think if all providers could work together and be on the same playing field it would cut down costs and help people get the treatment they need in a timely manner.

 

Student 2:

If I could change one thing about the current health care system in America it would be accessibility for consumers. Accessibility to health care affects many different aspects of health care, such as health care cost, emergency room use, overall health of the nation, and many others. Many things affect one’s access to health care, including geographical location (rural vs. urban area), insurance coverage, and income. Improving the accessibility of health care can potentially lower total health care costs and even improve the overall health of the nation. Business & pure charity and health care system

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions

(CLO 1, GLO 2, GLO 3, GLO 6, GLO 8, ILO 1, ILO 2)

Drug issues are seldom black or white, right or wrong.  Some of the most hotly debated questions of our day concern the use, misuse, and abuse of drugs.  These issues deserve a good deal of critical thought.

Use the outline you created last week (see separate instruction document for the outline) to construct a 3-5 page point/counterpoint (persuasive) essay using the arguments and sources you already researched.  In the essay, you will present opposing points of view on the issue you already chose from the approved list. You should present both sides in a fair way by discussing them objectively and in equal detail. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

PLEASE READ THE GRADING RUBRIC FOR THIS ASSIGNMENT BEFORE YOU BEGIN.  COMPARE YOUR ESSAY TO THE GRADING RUBRIC BECAUSE THAT IS WHAT WILL BE USED TO GRADE YOUR ESSAY.

 
Essay Structure

PLEASE READ THE SAMPLE ESSAY FOR THIS ASSIGNMENT BEFORE YOU BEGIN WRITING.  COMPARE YOUR ESSAY TO THE SAMPLE ESSAY BEFORE YOU SUBMIT IT.

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A good essay will include the following:

A title that clearly states the issue as a question. Take your title from the list of approved topics and just copy what it says there word for word. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

An interesting introductory paragraph that clearly introduces
both
sides of the argument and draws the reader in. It does
not
contain your opinion (do not say “I think, I believe, in my opinion”).

The first section contains 3 strong arguments FOR the issue (the point). ***Each of the 3 arguments
must
cite a source.

The second section contains 3 strong arguments AGAINST the issue (counterpoint). ***Each of the 3 arguments
must
cite a source. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

A closing paragraph in which you summarize both sides of the issue and then state your opinion on the issue.

 

Writing Style and Format

Write clearly and concisely.
Use as few words as possible to make your arguments.
  Make your essay easy to read by eliminating extra unnecessary words, phrases and sentences.  Get straight to the point.

Do not try to sound formal. Write as if you were talking – very simply and easily. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

You are encouraged to submit your essay to the National University Writing Center for their expert guidance BEFORE you submit your final essay. You can learn a lot from a half hour session with them and it will improve your grade.

Check your work
. Use spell check and then
carefully proofread your essay at least once
to catch spelling, punctuation and grammatical mistakes. 
Read your essay out loud
to catch any missing words, extra words and awkward-sounding sentences. Show your essay to someone else to see if they understand what you are trying to say. Take pride in your work and strive to be mistake-free. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

Do NOT use
any quotations
. Instead,
paraphrase (write in your own words)
the ideas or information and cite the source.

Type in Times New Roman, Size 12 font, double-spaced, 1-inch margins all around.

At the top of the paper, write your name, course (COH 318), assignment (Point/Counterpoint Essay) and date.

 
You are strongly urged to make a half hour appointment with the
Writing Center
 
to help you write your essay.  Their appointments fill up quickly so reserve a place as soon as you can. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

References

Use at least
4 total
sources for your arguments. 
Each of the 2 arguments for and the 2 arguments against against must have at least one source.

At least 2 of the sources must support your point (for).  They must come
from peer-reviewed journal articles, government reports or textbooks
. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

At least 2 of the sources must support your counterpoint argument (against).  They must come
from peer-reviewed journal articles, government reports or textbooks.

Information from the course textbook is allowed, but does not count as one of your four required sources above.  Other additional sources are allowed, but they also do not count toward your four required sources. Sources must be recent (published within the past 5-10 years). COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

You can use the National University Library database to search for sources.

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions . This class also has a special NU library page that was created to help you do research
http://nu.libguides.com/coh318

 

***To find the pro and con of substance abuse issues, click on:

Public Health Advocacy

Federal

CQ Press Library (SAGE)

CQ Researcher Plus Archive

Browse Topics

Health

Substance Abuse

Select one of the titles

Click Pro/Con on the left side to view the arguments for and against. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

Use APA 6
th
edition format for your References list.

NOTE: If you are new to APA, you can use an online citation builder such as
http://www.citationmachine.net/apa
to ensure your references are in the correct format. COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions .

 

APA Resources

https://owl.english.purdue.edu/owl/resource/560/06/
1-page instruction on Reference List format

http://nu.libguides.com/ld.php?content_id=8766101
2-page handout on APA

apastyle.com

http://apastylecentral.apa.org.nuls.idm.oclc.org/learn/browse/QG-29

http://library.nu.edu/assets/resources/pageResources/APA.pdf

http://library.nu.edu/FindResources/ReferenceTools/citations.html

COH 318: Drug Use and Abuse Point/ Counterpoint Essay Assignment Instructions

Nursing Leadership Health Care Organizations Practicum

Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.

Unlike a personal journal of thoughts and feelings, this Leadership Journal is a record of your activities, assessments, and learning related to this academic experience.

Journal entries should include a record of the number of hours spent with your nurse leader each week.

Write a journal entry of 1,000-1,500 words on the subject of
power
, including the following:

1. Provide observations and thoughts on the activities in Weeks 1-2. Nursing Leadership Health Care Organizations Practicum.

· Why all nurses should be considered leaders and the secular approach to leadership in comparison to servant leadership

2. Identify your given “power” at your workplace or in your professional life. What is your greatest contribution in the lives of others? Nursing Leadership Health Care Organizations Practicum.

3. Find three people with whom you interact professionally and ask them to affirm the influence you bring to their lives. How and why did you choose the individuals? What pearls of wisdom did they share that you had not considered?

4. Reflect on at least two things you learned from the “Issue of Power” video. Nursing Leadership Health Care Organizations Practicum

Community-level interventions to prevent drug use, abuse and addiction

Discussion Questions

 

Evaluate community-level interventions to prevent drug use, abuse and addiction. 

Select one of the following prevention programs
.

Central San Diego County

 

Mid-City for Youth

Social Advocates for Youth (SAY)

4275 El Cajon Blvd, Suite 101

San Diego, CA 92105

Tel:
(619) 283-9624

Fax:
(619) 582-9057

North City Prevention Coalition

Social Advocates for Youth (SAY)

8755 Aero Dr, Suite 100

San Diego, CA 92123

Tel:
(858) 565-4148 ext 205

Fax:
(858) 565-4178

 

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East San Diego County

 

East County Community Change Project

Institute for Public Strategies

131 Avocado Avenue

El Cajon, CA 92020

Tel:
(619) 476-9100 x109

Fax:
(619) 476-9104

 

North San Diego County

 

North Inland Community Prevention   Program (NICPP)

Mental Health Systems, Inc.

12344 Oak Knoll Road, Suite C-1

Poway, CA 92064

Tel:
(858) 391-9303

Fax:
(858) 391-9302

North Coastal Prevention   Collaborative

Vista Community Clinic

465 La Tortuga

Vista, CA 92081

Tel:
(760) 407-1220 x7150

Fax:
(760) 414-3736

 

South San Diego County

 

South Bay Community Change Project

Institute for Public Strategies

2615 Camino del Rio South, Ste. 300
Tel:
(619) 476-9100, x127

 

County-Wide Services

 

Countywide Media Advocacy Project

Institute for   Public Strategies         2615 Camino del Rio South,   Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, ext 307

Fax:
(619) 476-9104

Methamphetamine Strike Force & Prescription Drug Task Force

Center for Community Research (CCR)

8885 Rio San Diego Drive, Suite 111

San Diego, CA 92108

Tel: (619) 684-5108

Fax: (619) 919-0027

 

Prevention Evaluation Project   Center for Community Research (CCR)

8885 Rio San Diego, Suite 111           San Diego, CA 92108

Tel:
(619) 684-5108

Fax:
(619) 919-0027

Responsible Hospitality Coalition

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(858) 793-1585

Fax:
(858) 793-1585

Prescription Drug Abuse Task Force   (PDTF)

Center for Community Research

8885 rio San Diego, Ste 111

San Diego, CA 92108

Tel:
(760) 749-8792

Fax:
(760) 749-9486

San Diego County Office of   Education

Friday Night Live (High School youth)

6401 Linda Vista Road

San Diego, CA 92111

Tel:
(619) 777-6365

Fax:
(619) 682-5252

 

Binge/Underage Drinking Initiative Alcohol Policy Panel

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, x125

Marijuana Initiative Facilitation

Center for Community Research

8885 Rio San Deigo, Ste 111

San Diego, CA 92108

Tel:
(619) 528-2235

Fax:
(619) 528-2297

 

http://www.ochealthinfo.com/phs/about/promo/tupp

http://www.ochealthinfo.com/phs/services/healthlive/adpcp

http://www.ochealthinfo.com/phs/about/promo/adept

Home

http://www.thewalllasmemorias.org/substance_abuse

https://www.montebello.k12.ca.us/date

Use the following headings for your post: (See sample post – a separate document)

1.

ORGANIZATION/PROGRAM

· The name of the program/organization

· Location (city/county)

· Distance from where you live

· Funding sources

· Is it a primary or secondary prevention program?

2.
MISSION/GOALS –
Describe
in your own words
their mission and goals

3.
PROGRAMS & STRATEGIES 

Use
YOUR OWN WORDS
to describe:

a. All of the programs it conducts.

b. What specific activities the programs conducts. Provide details and specifics.

c. Which of the following strategies do they use? (See Chapter 16 for more information)

o Teach peer-refusal skills, assertiveness skills, social skills, decision making skills?

o Teach stress reduction and anxiety management skills?

o Teach critical thinking about the influence of media and how to resist the power of advertising?

o Provide information about short-term effects of alcohol, tobacco and drugs?

o Offer alternative activities – e.g. after-school sports

o Provide mentoring? community-level interventions to prevent drug use, abuse and addiction.

o Use role models?

o Provide incentives to change behavior?

o Offer family or social support?

o Consider cultural factors of different groups?

o Strive to change laws or regulations or policies in their community?

o Use media messaging such as ads, billboards or social media?

o Create environments that reduce drug-taking behavior by getting laws passed to prohibit smoking in restaurant patios or in multi-family dwellings? Or to prohibit drinking alcohol in parks, or other?

o Strive to reduce availability of alcohol, tobacco and other drugs by doing the following types of activities: getting local policy makers to restrict the # of alcohol licenses for new businesses, getting law enforcement to fine businesses who sell cigarettes to minors, getting laws passed to fine parents who allow underage drinking parties in their homes, or other? community-level interventions to prevent drug use, abuse and addiction

o Conduct drug-testing?

o Other?

4.

RECOMMENDATIONS

o Which of these strategies are most effective and why?

o Provide your recommendations for improvement or growth or to address concerns or unmet services. Base your suggestions on YOUR research, and what you learned in the class.

SOURCES

· The program/organization website, brochures and reports will provide your information as well as the textbook.

· Do NOT use any quotations.
Paraphrase
(use your own words) to report the information and do not cut and paste from a report or article.

·
Use at least THREE sources
from the program/organization website and documents.

·
Use at least ONE other source
from peer-reviewed journals, government reports or textbooks. You can use the course textbook but it will not count as one of the two required sources.

·
Use in-text citations.
Write the source of your information at the end of the applicable sentences using APA 6th Edition format.

· List all your references (a TOTAL of FOUR) in APA 6th Edition format at the end of your post in a References list.

READ THE DISCUSSION RUBRIC
BEFORE
YOU START. COMPARE WHAT YOU WRITE WITH THE RUBRIC. READ THE SAMPLE POST BEFORE YOU START.

IMPORTANT: Do NOT submit your first draft. First, read what you wrote out loud. Check for:

– Missing words or letters

– Missing or misplaced periods, apostrophes, commas

– Incomplete sentences. community-level interventions to prevent drug use, abuse and addiction.

– 2 or more sentences strung together that should be made into separate sentences

– Putting something is past tense that should be in present tense or vice versa

– Plural words that should be singular or singular words that should be plural

– Making the verb and subject match (plural or tense)

Discussion 4 sample

 

Organization/Program

Social Advocates for Youth (SAY), is located in San Diego, CA approximately 30 minutes from my home. After reviewing their financial statements of 2015 and 2016, it seems like a lot of their income is generated through grants. The County of SD, First-5 SD, CA Department of Public Health, and more are listed under grants receivable. Alternatively, there are some programs in which they charge, because there is a Program Service Revenue portion of their Form 990 FYE16 (SAYSanDiego, 2016). They also have investment income. community-level interventions to prevent drug use, abuse and addiction.

Many of their programs would be primary since there are programs for preschool and school readiness to prevent youth from using, as well as services for adults to be better role models for their children. This facility treats the child and the family. There are other programs within the organization which are secondary, but I will go over the primary programs. community-level interventions to prevent drug use, abuse and addiction.

 

Mission/Goals

SAY involves the entire community to aid in preventing drug and alcohol abuse, and to be allotted all advantages possible regardless of disability or socioeconomic status. By recruiting the family and community in a child’s success, the community as a whole can grow advantageously, according to SAY.

 

Programs/Strategies

Programs consist of alcohol, tobacco, and other drug prevention, behavioral therapy, community services for families, delinquency prevention, First-5 steps, preschools, and vacation programs for families.

Through after school events, and programs which utilize services from SD police department, UCSD department of Family Medicine and Public Health, and Training, Research, and Education for Driving Safety (TREDS), SAY allows for education of drugs and alcohol from outside services to inform the youth what outcomes can arise from substance abuse. There is also a youth group who has been involved with SAY, who are trained to speak to fellow peers regarding substance abuse. This can be utilized as community service hours, and the young children can become more comfortable with the material they are speaking about. This will give them courage through knowledge, to say no when asked to try a substance.

Another program known as Delinquency Prevention and Youth Development, aids families of youth which may have a higher rate of anger, and may be predestined through family history, and community stigma to move into the direction of substance abuse. They aid by providing individual and family counseling, and by teaching what positive choices are in group settings and one on one. Crisis intervention is also available if necessary to prevent the child from straying from the positive path due to uncontrollable circumstances. Stress reduction and anger management is assessed here, as well as providing group therapy sessions for parents, to help them guide their children together. A similar program is KEEP, which aids foster parents and children directly with stress and anger management. community-level interventions to prevent drug use, abuse and addiction.

FLEX is a program which particularly works with young boys to make them better men. They take them on field trips, college campus visits, and prepares them for success in school, graduation, life skills, and improves their self-esteem.

CAT Plus, provides information regarding teen pregnancy and STDs. They provide skills for decision making, and confidence improvement.

The main goal is to make the family and community members, role models for the children. For this reason, SAY has programs for adults to better themselves as well as for youth development. They strive to make residential areas and housing smoke-free, and the Cinco De Mayo Con Orgullo Coalition, is a Latin-driven community program which is promoting drug-free communities, by informing and educating the community, and by strengthening the relationship between law enforcement and citizens. Other programs under SAY hold youth town hall meetings, and monitor important issues such as illegal marijuana dispensaries, and on-and-off sale liquor code compliance. There is even a sub-program of this program called the Meth Strike Force. community-level interventions to prevent drug use, abuse and addiction.

In keeping with their mission, Extended Day is a program for children with hard working parents, where the children can stay and have assistance with homework, be involved in sports, arts and crafts, and education on self-esteem with skills to resist peer pressure.

Drug testing was not listed in any of the programs, but they may be required for some of the adult classes or secondary programs. community-level interventions to prevent drug use, abuse and addiction.

 
Recommendations

Keeping the mind and body active at a young age can be most effective when attempting to keep children away from substance abuse. The more knowledge they have, the better they can rationalize a decision. If children can be educated at a young age, and also gain skills to move forward in life, drugs and alcohol abuse may not be as tempting. Treating the family as well as the child helps for mutual understanding and growth regarding the topic. I have not seen a lot of advertisement for this organization. It is not even a place that pops up on a Google search quickly, so advertisement should increase to reach more families. As a whole, their prevention methods seem well constructed and thought out, with percentages in every program explaining their success rate. Illegal dispensaries were closed due to the work the Central Region Prevention Coalition, which is positive (SAY, n.d.). community-level interventions to prevent drug use, abuse and addiction.

I would like to see a FLEX for young girls to make them strong women as well, rather than just for boys. My only recommendation is to see if there are outreach programs that can be added which can help with career paths. Providing pathways for careers, may stimulate a goal to reach, to help keep the youth focused. I did not notice any incentives except for assistance and community service. Usually this is not enough of an incentive for children. Perhaps commitment to the program can be rewarded with a raffle drawing for family tickets to an amusement park or a family vacation at the end of every year. With incentives like these, the whole family can be excited to commit.

What I would also like to see is a prevention program in this organization which assists youth after injury. It has been stated throughout our discussions, that the opioid epidemic can sometimes stem from a childhood injury and prescription narcotics. There should be some implementation of this form of abuse education. This education should include the parents as well. The FDA is still attempting to find a way to treat children with extreme pain effectively, knowing that the introduction of opioids on a developing mind can have lasting effects (Califf, Woodcock, & Ostroff, 2016). community-level interventions to prevent drug use, abuse and addiction.

 

References:

Califf, R., Woodcock, J., & Ostroff, S. (2016). A Proactive Response to Prescription Opioid Abuse. 
New England Journal of Medicine
, 
374
(15), 1480-1485. http://dx.doi.org/10.1056/nejmsr1601307

SAYSanDiego. 
Program List – SAY San Diego
. 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/programs/program-list/

SAYSanDiego. 
Form 990 FYE16
. (2016). 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/wp-content/uploads/SAY-San-Diego-Form-990-FYE16.pdf. community-level interventions to prevent drug use, abuse and addiction.

NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy

In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.

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The AACN
Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program. The AACN’s
The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education
, NONPF and AACN
Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice,
and NACNS
Statement on Clinical Nurse Specialist Practice and
incorporates
Education
provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:

HEALTH

Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.

ENVIRONMENT

All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

PERSON

We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.

NURSING

Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.

Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

Write a formal nursing educational preparation essay paper of 750-1,000 words that addresses the following:

Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level.

Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree).

For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center.

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Refer to the ”American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce” as a resource.

Refer to the assigned readings for concepts that help support your main points. Nursing educational preparation essay.

Refer to ”
Grand Canyon University College of Nursing Philosophy
.” This is an informational resource to assist in completing the assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. nursing educational preparation essay .

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. nursing educational preparation essay .

Nursing educational preparation essay

In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.

The AACN
Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program. The AACN’s
The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education
, NONPF and AACN
Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice,
and NACNS
Statement on Clinical Nurse Specialist Practice and
incorporates
Education
provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients. Nursing educational preparation essay.

The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:

HEALTH

Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions. Nursing educational preparation essay.

ENVIRONMENT

All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.

 

PERSON

We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.

NURSING

Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. Nursing educational preparation essay.

 

Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.

 

Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole. Nursing educational preparation essay.