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Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Introduction

Nursing 519: Advanced Pathophysiology for Clinical Decision Making
 is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 519 is a prerequisite course for NURS 518, NURS 522, NURS 524, NURS 526 and NURS 528. NURS 519 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

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NURS 519 provides students with an understanding of pathophysiology that will support clinical decision making about diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of three sections. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.  In Part I: An Overview of Pathophysiological Variations, students review cellular biology and the cellular environment and the processes of inflammatory/infectious responses. Students then examine the cellular biology of cancer and cancerous metastases. In Part II: Pathophysiological Variations of Body Systems, students study the pathophysiology of alterations of each body system and apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 is designed as an introduction to the use of pathophysiology to support clinical decision making. The content of NURS 519 is supported by other courses in the Advanced Nursing Practice program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Goals

After completing this course, students should be able to:

explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;

apply their understanding of pathophysiological processes to support clinical decisions about the diagnosis of common acute and chronic diseases;

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

recognize variations of pathophysiological processes in pediatric and geriatric clients; and

explain factors influencing the incidence and manifestation of diseases in populations.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Materials

NURS 519 comprises online and print-based course materials.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Online Materials

Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.

Schedule: Outlines the timing of course activities.

Units: There are 13 units in this course.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Assessment: Outlines the assignments/evaluation procedures of the course.

Reference: Listing of required readings and web sites included in the units.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Print Materials

The textbooks listed below are used in this course.

McCance, K. & Huether, S. (2014). 
Pathophysiology: The biologic basis for disease in adults and children
 (7
th
 ed.). St.Louis: Elsevier Mosby.

Harold J. Bruyere (2009) 
100 Case Studies in Pathophysiology
. Login Bros. ISBN 978-0-7817-6145-1

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Centre for Nursing and Health Studies
 technical site.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Outline

NURS 519 consists of 13 units, divided into two sections:

Part I: An Overview of Pathophysiological Variations

Unit 1: Cells and Tissues

Unit 2: Mechanisms of Self Defense: Immunity and Infection

Unit 3: Cellular Proliferations: Cancer

Part II: Pathophysiological Variations of Body Systems

Unit 4: The Neurologic System

Unit 5: The Endocrine System

Unit 6: The Reproductive System

Unit 7: The Hematologic System

Unit 8: The Cardiovascular and Lymphatic Systems

Unit 9: The Pulmonary System

Unit 10: Renal and Urologic System

Unit 11: The Integumentary System

Unit 12: The Digestive System

Unit 13: The Musculoskeletal System

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Assessment Structure

The assessment structure for 
NURS 519
 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference

10%

Learning Objective Conference

20%

Exam 1

20%

Exam 2

25%

Exam 3

25%

Total

100%

In order to pass NURS 519, you must achieve a minimum mark of 65% on the short case conference, a minimum mark of 65% on the Learning Objective Conference and a combined mark of 70% on the exams. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference Participation

Value: 10%

Beginning in Unit 3 two students will be assigned cases from Bruyere (2009). Each student will be expected to prepare a brief presentation which addresses assigned learning points. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Learning Objective Conference

Value: 20%

For each unit students are expected to post a minimum of 2 individual posts. Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and original contributions that reflect analysis and synthesis of the material presented

Exams Due Dates: Week 5 (Exam 1), Week 9 (Exam 2) and Week 13 (Exam 3)

Value: Exam 1 is worth 20%, exams 2 and 3 and worth 25% each

These are online exams consisting of multiple choice questions based on content from units 1 through 4 (Exam 1), 5 through 8 (Exam 2) and 9-13 (Exam 3). Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

The exams must be written during the specified time period. Students who do not write the exam during the specified time period will not be allowed to write the exam at a later date and will be awarded a mark of zero on the exam. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners 

Introduction

NURS 516 is part of a program of study leading to the Post-Master’s Diploma: Nurse Practitioner, or the Master of Nursing (Nurse Practitioner) degree. NURS 516 is a prerequisite course for NURS 517, NURS 518, NURS 522, NURS 524, NURS 526, NURS 527, NURS 528, NURS 530 and NURS 531. NURS 516 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

NURS 516 provides students with an integrated approach to pathophysiology and pharmacology that will support clinical decision making about the diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of eleven units, the first three of which are foundational, covering prescriptive practices, pharmacologic and pathophysiologic principles. The remaining seven units integrate the pathophysiology of body system with the pharmacologic agents used in the management of diseases of those body systems. Using a case-based approach students apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

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NURS 516 covers a portion of the body systems with the remainder of the systems addressed in NURS 517. Together these courses provide foundational knowledge of pharmacology and pathophysiology that will be used to support clinical decision making. The content of NURS 516 is supported by other courses in the Nurse Practitioner program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners Course Goals

After completing this course, students should be able to:

describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;

demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice; Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;

evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;

evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;

identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education;

integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;

understand professional, ethical and legal considerations and responsibilities when prescribing;

recognize polypharmacy and takes appropriate interventions to optimize therapy; and

summarize the role of interdisciplinary consultation in optimizing drug therapy.

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners

explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;

utilize knowledge of pathophysiological processes to inform diagnoses of common acute and chronic diseases;

recognize variations of pathophysiological processes in pediatric and geriatric clients; and

explain factors influencing the incidence and manifestation of diseases in populations.

articulate how pathophysiological processes influence the selection of tests to diagnose common acute and chronic diseases. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners Course Materials

NURS 516 comprises online content and electronic course materials.

Print Materials

The textbooks listed below are used in this course.

Arcangelo, V.P. & Peterson, A.M. (2017) 
Pharmacotherapeutics for Advanced Practice: A Practical Approach
 (4
th
 edition). Philadelphia: Wolters Kluwer

McCance, K. & Huether, S. (2019). 
Pathophysiology: The biologic basis for disease in adults and children
 (8
th
 ed.). St. Louis: Elsevier Mosby. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Additional Recommended Material

Woo T.M. & Robinson M.V. (2016). 
Pharmacotherapeutics for Advanced Practice Nurse Prescribers.
 (4
th
 ed.). Philadelphia: FA Davis

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense.

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners Technical Requirements

Computer System

In order to successfully complete this course, the student must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Faculty of Health Disciplines
 technical site.

Students are expected to connect to an Internet Service Provider at their own expense and to secure audio speaker or headphones for the required Clinical Forum events in the course. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Course Outline

NURS 516 consists of the following 11 units:

Unit 1: Foundations of Prescriptive Practice

Unit 2: Pharmacologic Principles

Unit 3: Foundations of Pathophysiology

Unit 4: Dermatologic Disorders

Unit 5: Cardiovascular Disorders

Unit 6: Hematologic Disorders

Unit 7: Respiratory Disorders

Unit 8: Gastrointestinal Disorders

Unit 9: Genitourinary Disorders

Unit 10: Renal/Fluids and Electrolytes

Unit 11: Consolidation

Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners Assessment Structure

The assessment structure for 
NURS 516 – Pharmacotherapeutics and Pathophysiology for Nurse Practitioners I
 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Unit Tests – 4 Tests (12.5% per Test)

50%

Case Studies – 2 Case Studies (10% per Case)

20%

Case Discussion Contributor

10%

Problem Based Learning Group Activity

20%

Synchronous Case Studies (2)

Pass/Fail

Total

100%

In order to pass NURS 516 you must achieve a minimum mark of 65% on problem based Learning group Activities, a combined mark of 65% on case studies, and a combined mark of 70% on the tests.

Unit Tests

Due Dates: Week 4, Week 8, Week 10, Week 13

Value: 12.5% each

These are online exams consisting of multiple choice questions based on content from units as follows:

Test 1 covers units 1-3, test 2 covers units 4-5 test 3 covers units 6-7, Test 4 covers units 8-10

The unit tests must be written during the specified time period. Students who do not write the tests during the specified time period will not be allowed to write the test at a later date and will be awarded a mark of zero on the exam. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

You must attain combined mark of 70% on the unit tests (see below) in order to receive a passing grade for the course. If an average mark less than 70% is received, there will be no option for writing a supplementary exam (ie, there are no rewrites of unit tests allowed). Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Case Studies

Value: 20%

Each student will be assigned two case studies during the course (10% EACH), which will be presented on-line. Students are expected to follow a prescribed format in preparing a Powerpoint presentation and will also be expected to moderate an on-line discussion of their case.

Case Discussion Contributor

Value: 10%

Students are expected to contribute to the case study discussions and must post either an scholarly original post or response in every unit. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Problem Based Learning Group Activities

Value: 20%

Over the duration of the course students will be assigned weekly problem-based learning (PBL) discussion forums. Each group will respond to assigned questions and will be responsible for presenting content related to these questions.

Synchronous Case Studies

Value: Pass/Fail

There are five synchronous Clinical Seminars utilizing Adobe Connect will occur over the span of the term to discuss specific clinical cases. Students will be provided with clinical cases prior to each seminar, and will be expected to participate in an instructor-led discussion of the case. Students will be required to attend a minimum of TWO Synchronous Clinical Seminars. Nursing (NURS) 516 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners.

Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II

Introduction

NURS 517 is part of a program of study leading to the Post-Master’s Diploma: Nurse Practitioner, or the Master of Nursing (Nurse Practitioner) degree. NURS 516 is a prerequisite for NURS 517. NURS 517 is a prerequisite course for NURS 522, NURS 524, NURS 526, NURS 527, NURS 528, NURS 530 and NURS 531. NURS 517 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students provided they have taken NURS 516. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

ORDER A PLAGIARISM-FREE PAPER HERE

NURS 517
 
provides students with an integrated approach to pathophysiology and pharmacology that will support clinical decision making about the diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of ten units which integrate the pathophysiology of body systems with the pharmacologic agents used in the management of diseases of those body systems. Using a case-based approach students apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

NURS 517 covers the remainder of the systems not addressed in NURS 516. Together these courses provide foundational knowledge of pharmacology and pathophysiology that will be used to support clinical decision making. The content of NURS 517 is supported by other courses in the Nurse Practitioner program that teach management of common acute and chronic diseases of adult men and women, children, and older adults.

Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II Course Goals

After completing this course, students should be able to:

describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;

demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;

Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II

identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;

evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;

evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;

identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education;

integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions; Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

understand professional, ethical and legal considerations and responsibilities when prescribing;

recognize polypharmacy and takes appropriate interventions to optimize therapy; and

summarize the role of interdisciplinary consultation in optimizing drug therapy.

explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;

utilize knowledge of pathophysiological processes to inform diagnoses of common acute and chronic diseases; Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

recognize variations of pathophysiological processes in pediatric and geriatric clients; and

explain factors influencing the incidence and manifestation of diseases in populations.

articulate how pathophysiological processes influence the selection of tests to diagnose common acute and chronic diseases. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II Course Materials

NURS 517 comprises online content and electronic course materials.

Print Materials

The textbooks listed below are used in this course.

Arcangelo, V.P. & Peterson, A.M. (2017) 
Pharmacotherapeutics for Advanced Practice: A Practical Approach
 (4
th
 edition). Philadelphia: Wolters Kluwer

McCance, K. & Huether, S. (2019). 
Pathophysiology: The biologic basis for disease in adults and children
 (8
th
 ed.). St. Louis: Elsevier Mosby.

Additional Recommended Material

Woo T.M. & Robinson M.V. (2016). 
Pharmacotherapeutics for Advanced Practice Nurse Prescribers.
 (4
th
 ed.). Philadelphia: FA Davis

Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense.

Technical Requirements

Computer System

In order to successfully complete this course, the student must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Faculty of Health Disciplines
 technical site.

Students are expected to connect to an Internet Service Provider at their own expense and to secure audio speaker or headphones for the required Clinical Forum events in the course. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Course Outline

NURS 517 consists of the following 10 units:

Unit 1: Neurologic Disorders

Unit 2: Endocrine Disorders

Unit 3: Immune Disorders

Unit 4: Musculoskeletal Disorders

Unit 5: Women’s Health

Unit 6: Men’s Health

Unit 7: HEENT

Unit 8: Cancer

Unit 9: Review of Anti-infective agents

Unit 10: Special considerations

Assessment Structure

The assessment structure for NURS 517 – Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities.

Unit Tests – 4 Tests (12.5% per Test)

50%

Case Studies

2 Case Studies (10% per Case)

20%

Case Discussion Contributor

10%

Problem Based Learning Group Activity

20%

Synchronous Case Studies (2)

Pass/Fail

Total

100%

In order to pass NURS 517 you must achieve a minimum mark of 65% on problem based Learning group Activities, a minimum mark of 65% on case studies, and a minimum average mark of 70%  on the tests. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Unit Tests

Due Dates: Week 5, Week 7, Week 10, Week 13

Value: 12.5% each

These are online exams consisting of multiple choice questions based on content from units as follows:

Test 1 covers units 1-2, test 2 covers units 3-4, test 3 covers units 5-7, Test 4 covers units 8-10.

The unit tests must be written during the specified time period. Students who do not write the tests during the specified time period will not be allowed to write the test at a later date and will be awarded a mark of zero on the exam. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

You must attain an average mark of 70% on the unit tests (see below) in order to receive a passing grade for the course. If an average mark less than 70% is received, there will be no option for writing a supplementary exam (ie, there are no rewrites of unit tests allowed).

Case Studies

Value: 20%

Each student will be assigned two case studies during the course (10% EACH), which will be presented on-line. Students are expected to follow a prescribed format in preparing a Powerpoint presentation and will also be expected to moderate an on-line discussion of their case. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Case Discussion Contributor

Value: 10%

Students are expected to contribute to the case study discussions and must post either an scholarly original post or response in every unit.

Problem Based Learning Group Activities

Value: 20%

Over the duration of the course students will be assigned weekly problem-based learning (PBL) discussion forums. Each group will respond to assigned questions and will be responsible for presenting content related to these questions. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Synchronous Case Studies

Value: Pass/Fail

There are five synchronous Clinical Seminars utilizing Adobe Connect will occur over the span of the term to discuss specific clinical cases. Students will be provided with clinical cases prior to each seminar, and will be expected to participate in an instructor-led discussion of the case. Students will be required to attend a minimum of TWO Synchronous Clinical Seminars. Nursing (NURS) 517 Pharmacotherapeutics and Pathophysiology for Nurse Practitioners II.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Introduction

Nursing 521 Pharmacotherapeutics for Nurse Prescribers
 is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.

Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals

After completing this course, students should be able to:

describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;

demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;

identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;

evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;

evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;

identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

communicate effectively in order to support, educate, coach and counsel clients in regards to their optimal treatment regimen;

appropriately access antimicrobial guidelines to include community therapies;

describe and analyze the impact of health system resource allocation on drug selection and utilization (pharmacoeconomics);

demonstrate safe evidence-based prescriptive practices and implements ways to reduce potential medication mishaps into personal prescribing practices; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;

understand professional, ethical and legal considerations and responsibilities when prescribing;

describe the current status of prescriptive authority for nurse practitioners in your province/territory;

recognize polypharmacy and takes appropriate interventions to optimize therapy; and

summarize the role of interdisciplinary consultation in optimizing drug therapy.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Materials

Online Materials

Introduction: Provides essential information about the course design and materials.

Schedule: Outlines the timing of course activities.

Units: There are eight units in this course.

Assessment: Outlines the assignments/evaluation procedure of the course.

Reference: Listing of required readings and websites included in the course.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Textbook

Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). 
Pharmacotherapeutics for Advanced Practice,
 4
th
 edition. Philadelphia: Wolters Kluwer.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Structure

The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Centre for Nursing and Health Studies
 technical site.

Course Outline

Unit 1: Pharmacotherapeutics and the Nurse Prescriber

Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.

Unit 2: Principles of Pharmacotherapeutics

Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

 Unit 3: Drugs for the Cardiovascular and Renal Systems 

This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.

Unit 4: Drugs for the Eyes, Ears and the Hematological System 

Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,

Unit 5: Drugs for Infections and the Integumentary System

This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.

Unit 6: Drugs for the Endocrine System

This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems

Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.

Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation

Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.

Unit 9: Drugs for the Genitourinary System and Reproductive Systems

Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.

Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse

Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction
. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Assessment Structure

Conference Participation

10%

Assignment #1 Case Study

20%

Exam 1

25%

Assignment #2 Case Study

20%

Exam 2

25%

Total

100%

To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.

Conference Participation (10%)

Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Assignment 1 & 2: Case Studies (20% each)

A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Exam 1 & 2 (25% each)

The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

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

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

Cover Letter, Resume, and Portfolio Learning Objectives

Students will:

Create professional cover letters, resumes, and portfolios

To Prepare for the Assignment:

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

Review the Cover Letter, Resume, and Portfolio Assignment Guide

Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers. Cover Letter, Resume, and Portfolio.

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

Checklist for Cover Letter (S/U grade)

Your cover letter should be:

Presented and formatted in a professional business manner

Addressed properly

Clear and concise and include:

Content Introduction

Content Body

Content Conclusion

Written in a professional style and include:

Correct spelling, punctuation, and grammar

Clear and accurate sentence structure

Checklist for Resume (S/U) 

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

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

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

Certifications and licensure

Education

Professional experience

Honors/awards

References

Checklist for Portfolio (S/U) Cover Letter, Resume, and Portfolio

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

Personal philosophy statement

Self-assessment

Personal goals (short term and long term)

Achievements

Cover letter

Resume

Diplomas for formal education

Letters of recommendation

References (list names, affiliation, and contact information)

Certifications

Certificates of attendance for continuing education

Transcripts

Publications

Oral presentations and/or poster presentations

Cover Letter, Resume, and Portfolio

Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study

BACKGROUND

Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage and they don’t know what to do.

 

SUBJECTIVE

Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

 

OBJECTIVE

The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather, and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

 

MENTAL STATUS EXAM

Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

At this point, please discuss any additional diagnostic tests you would perform on Carrie.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO CARRIE?

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

 

 
Early Onset Schizophrenia

 
Schizoaffective Disorder

 
Schizotypal Personality Disorder

 

Decision Point One

 
Early Onset Schizophrenia

Decision Point Two

Refer for psychological testing

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Although there are no specific psychometric tests available for schizophrenia, the consulting psychologist administered a comprehensive psychological battery of tests in order to assess personality and cognitive functioning as well as to identify any underlying intellectual disabilities that could account for the difficulty Carrie is having in school. Tests administered included the Minnesota Multiphasic Personality Inventory; Kaufman Adolescent and Adult Intelligence Test; Rorschach test; Whitaker Index of Schizophrenic Thinking (WIST) test; Wide Range Achievement Test – 4th Edition (WRAT-4); and the Millon Adolescent Clinical Inventory (MACI). The consulting psychologist opined that early-onset schizophrenia was strongly suspected in this client. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Begin Clozapine 100 mg orally daily

Guidance to Student

It is not always necessary to procure a consult with a psychologist. However, psychologists by virtue of their advanced training and licensure are able to conduct comprehensive psychological testing on clients more advanced than those tests that could be conducted by the psychiatric/mental health nurse practitioner. In this case, we would like to know if the poor academic performance was the result of an intellectual disability, versus poor premorbid intellectual functioning that is often seen in schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

In terms of treatment decisions, Clozapine is FDA-approved for treatment-resistant schizophrenia. Since the child has not yet been treated with any agent, we have no way of knowing if her schizophrenia is treatment resistant. Additionally, if we were to use Clozapine, the starting dose is approximately 25 mg in adults (perhaps 12.5 mg in a child, depending on body weight). Clozapine 100 mg would most likely cause significant side effects that both the child and parents would find objectionable, thus making compliance an issue.

Although not FDA-approved for use in children, Lurasidone is used as an off-label drug in this population. There are no legal prohibitions against any prescriber using drugs “off-label”; however, attention must be given to the concept of informed consent. When working with children/adolescents, the PMHNP must explain pros/cons, discuss therapeutic endpoints/goals of treatment, etc. The parent/guardian must have all of the information needed to make an informed consent. Therefore, Lurasidone would be the best choice. Additionally, Lurasidone may be the preferred antipsychotic, as it appears to have the least impact on body weight and lipid profile. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

Family interventions are important as well, as they do have a positive benefit on symptom relapse and admission/readmission to the hospital. Family interventions should include teaching about the disease, medications, and anticipatory guidance.

Decision Point One

 
Schizoaffective Disorder

Decision Point Two

Begin Celexa 20 mg orally daily

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she feels a little bit more “relaxed.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Add Seroquel 25 mg orally at bedtime

Guidance to Student

At this point, it should be noted that based on the initial presenting symptoms, Carrie’s condition is more consistent with schizophrenia. In order for schizoaffective disorder to be present, in addition to the psychotic features, the patient must meet the criteria for a mood disorder (depression or mania) concurrent with criterion A of schizophrenia. Nothing in the case description leads us to believe that Carrie is experiencing such a mood disorder. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Because of the diagnosis, increasing Celexa would be of minimal therapeutic benefit.

Based on the correct diagnosis of schizophrenia, Seroquel would be appropriate, as it is FDA-approved for treatment of schizophrenia in individuals aged 13 years and older, but not in addition to Celexa.

In this case, reconsideration of the diagnosis would be the most appropriate course of action.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point One

 
Schizotypal Personality Disorder

Decision Point Two

Begin cognitive behavioral therapy

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she enjoys being with her therapist because she is able to control her therapist’s mind, and makes her therapist “say whatever I want.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes are still apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Reconsider diagnosis

Guidance to Student

Fluphenazine (Prolixin) Decanoate is not an appropriate choice as decanoate preparations should never be used until tolerability of the oral version of the drug has been established (you never want to give someone a depot drug that they are allergic to). Also, Prolixin and other first-generation antipsychotic drugs are generally considered to be second-line agents and should only be used after second-generation antipsychotics have been attempted/failed. Prolixin can also cause significant weight gain and alter lipid profiles significantly. Finally, if this truly were a personality disorder, there are no FDA-approved drugs to treat personality disorders, so Prolixin would probably not be appropriate in the absence of significant behavioral issues. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Since this is neither a mood or anxiety disorder, Sertraline would be ineffective.

The most appropriate choice in this case is to reconsider the diagnosis. Although Carrie has several features that appear to approximate schizotypal personality disorder, the differences are important. For instance, she has delusions of reference, no ideas of reference. She also has more than “odd thinking or speech”—her written work demonstrated disorganized thought processes, much more severe than odd thinking or speech. She does lack close friends or confidants, but at this point, we have no way of knowing if it is because she has discomfort with interpersonal relationships or if it is because her classmates shun her due to her odd behaviors.

Finally, be cautious about making diagnoses of personality disorders in 13-year-old patients. During this time, personality is still forming. Schizotypal personality disorder may ultimately be what is wrong with Carrie, but we do not have enough information at this point. Personality disorders can be diagnosed in early adulthood. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/09/mm/decision_tree/index.html

 

Practicum: Decision Tree

Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

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

The Assignment:

Examine 
Case 3: 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

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

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

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different? Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision #2: Treatment Plan for Psychotherapy

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

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

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

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

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

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

Also include how ethical considerations might impact your treatment plan and communication with clients and their families. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Week 10: Feeding, Eating, and Elimination Disorders in Childhood

“I am so tired and frustrated. Jackson refuses to breastfeed, and bottle feeding is not much easier. He was the perfect baby when he was born, but now, 6 months later, he is only a few pounds heavier. He won’t take any more than 4 ounces of formula at a time and wakes up several times during the night. We started him on baby food early, but even then he only eats one or two bites before he starts kicking and crying. The pediatrician says there is nothing wrong physically as he is meeting all his milestones, but he just won’t eat.”

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Children and adolescents with feeding, eating, and elimination disorders may come to the attention of providers in a variety of settings. These disorders are disturbing to parents and may have significant morbidity for youth. It is not uncommon to hear of youth with eating disorders including anorexia and bulimia. It is less common to hear of pica and rumination disorder. Elimination disorders of enuresis and encopresis are troubling to children and parents and cause significant difficulty in daily functioning. Feeding, Eating, and Elimination Disorders in Childhood.

This week, you work with your group again to develop a Parent Guide for a feeding, eating, or elimination disorder. You also submit your cover letter, resume, and portfolio. Feeding, Eating, and Elimination Disorders in Childhood.

 

Feeding, Eating, and Elimination Disorders in Childhood 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 28, “Psychotherapies” (pp. 901–907)

Chapter 31, “Child Psychiatry” (pp. 1205–1216)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Feeding, Eating, and Elimination Disorders in Childhood.

“Feeding and Eating Disorders”

“Elimination Disorders”

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

Lock, J., & La Via, M. C. (2015). Practice parameter for the assessment and treatment of children and adolescents with eating disorders.
Journal of the American Academy of Child & Adolescent Psychiatry
,
54
(5), 412–425. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00070-2/pdf

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press. Feeding, Eating, and Elimination Disorders in Childhood.

 

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

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

Review the following medications:

Bulimia nervosa/binge eating

Bulimia nervosa/binge eating

Enuresis

fluoxetine

topiramate

zonisamide

imipramine

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

Optional Resources

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

Chapter 71, “Feeding and Eating Disorders” (pp. 1016–1034)

Feeding, Eating, and Elimination Disorders in Childhood 
Discussion: Parent Guide

Feeding, eating, and elimination disorders can be difficult to detect and treat. Parents need education and information to determine if their infant, child, or adolescent may have these types of disorders. A Parent Guide can be a useful tool to help both the clinician and the parent in understanding the child or adolescent and providing behavioral strategies for helping families work with these disorders. For this Discussion, you will be assigned a feeding, eating, or elimination disorder.

In this Discussion, you work with your group again to develop a Parent Guide for your assigned feeding, eating, or elimination disorder.

Feeding, Eating, and Elimination Disorders in Childhood Learning Objectives

Students will:

Analyze signs and symptoms of feeding, eating, and elimination disorders

Analyze pathophysiology of feeding, eating, and elimination disorders

Analyze diagnosis and treatment methods for feeding, eating, and elimination disorders

Create professional cover letters, resumes, and portfolios

Feeding, Eating, and Elimination Disorders in Childhood.

To Prepare for this Feeding, Eating, and Elimination Disorders in Childhood Assignment:

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

Review the resources concerning your assigned disorder.

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

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

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

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

By Day 7

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

Submission and Grading Information

Accessing Group Discussions and Wikis

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

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

Creating a Wiki Page

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

Grading Criteria

To access your rubric:

Week 10 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 10

Assignment 1: Practicum: Week 2 Cover Letter, Resume, and Portfolio

By Day 7

Submit
 your cover letter, resume, and portfolio, which were assigned in Week 2.

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
.

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.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 1

Assignment 2: Practicum: Week 9 Decision Tree

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 “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
.

Click on the 
Submit
 button to complete your submission.

Feeding, Eating, and Elimination Disorders in Childhood

Grading Criteria

To access your rubric:

Week 10 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Feeding, Eating, and Elimination Disorders in Childhood 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

Feeding, Eating, and Elimination Disorders in Childhood Assignment 3: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Feeding, Eating, and Elimination Disorders in Childhood.

Making Connections

This week, you worked with your group again to develop a Parent Guide for a feeding, eating, or elimination disorder. You also submitted your cover letter, resume, and portfolio.

Next week, you explore psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. Feeding, Eating, and Elimination Disorders in Childhood.

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.

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.

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

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
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. Comprehensive Integrated Psychiatric Assessment.

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

Photo Credit: sbrogan / iStock / Getty Images Plus

Comprehensive Integrated Psychiatric Assessment 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.

“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. Comprehensive Integrated Psychiatric Assessment.

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.

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.

Comprehensive Integrated Psychiatric Assessment 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
! Comprehensive Integrated Psychiatric Assessment.

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?

Comprehensive Integrated Psychiatric Assessment

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. Comprehensive Integrated Psychiatric Assessment.

Comprehensive Integrated Psychiatric Assessment Learning Objectives

Students will:

Analyze salient ethical issues in psychiatric mental health practice

Compare ethical dilemmas with state health laws and regulations

Analyze ethical decision-making processes

To prepare:

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

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

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.

Comprehensive Integrated Psychiatric Assessment

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. Comprehensive Integrated Psychiatric Assessment.

Looking Ahead 1: Didactic Assignments

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

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

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

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

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

Comprehensive Integrated Psychiatric Assessment.

Assessment in Child and Adolescent Psychiatry – NURS 6660

Week 2: Assessment in Child and Adolescent Psychiatry

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

ORDER A CUSTOM-WRITTEN PAPER NOW

All diagnosis, from infancy to adulthood, begins with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine how severe their bipolar disorder is. Instead, the field of psychiatry must use psychiatric assessments such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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

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

Photo Credit: JGI/ Jamie Grill / Blend Images / Getty Images

Assessment in Child and Adolescent Psychiatry – NURS 6660 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.

Assessment in Child and Adolescent Psychiatry – NURS 6660 Required Readings

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

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

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

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

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Assessment in Child and Adolescent Psychiatry – NURS 6660.

“Neurodevelopmental Disorders”

“Intellectual Disabilities”

“Communication Disorders”

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

Resume, Portfolio, and Cover Letter Resources

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

Dahring, R. (2013). Cover letter caveats
.
Retrieved from https://web.archive.org/web/20161117160433/http://nurse-practitioners-and-physician-assistants.advanceweb.com:80/Columns/Career-Coach/Cover-Letter-Caveats.aspx. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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

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

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

Optional Resources

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

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

Assessment in Child and Adolescent Psychiatry – NURS 6660 Discussion: Working With Children and Adolescents Versus Adults

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

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

Assessment in Child and Adolescent Psychiatry – NURS 6660 Learning Objectives

Students will:

Analyze the importance of developmental assessments

Analyze assessment instruments used for evaluating children and adolescents

Analyze treatment options used for children and adolescents

Analyze roles parents play in assessment and treatment

To Prepare for the Discussion

Review the Learning Resources concerning psychiatric assessments and assessment tools. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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

By Day 3

Post your answers to the following:

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

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

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

Explain the role parents play in assessment and treatment. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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 2 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion

Assessment in Child and Adolescent Psychiatry – NURS 6660 Assignment 1: Practicum: Cover Letter, Resume, and Portfolio

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

Assessment in Child and Adolescent Psychiatry – NURS 6660 Learning Objectives

Students will:

Create professional cover letters, resumes, and portfolios

To Prepare for the Assignment:

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

Review the Cover Letter, Resume, and Portfolio Assignment Guide. Assessment in Child and Adolescent Psychiatry – NURS 6660

Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers.

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

Checklist for Cover Letter (S/U grade)

Your cover letter should be:

Presented and formatted in a professional business manner

Addressed properly

Clear and concise and include:

Content Introduction

Content Body

Content Conclusion

Written in a professional style and include:

Correct spelling, punctuation, and grammar

Clear and accurate sentence structure

Checklist for Resume (S/U) 

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

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

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

Certifications and licensure

Education

Professional experience

Honors/awards

References

Assessment in Child and Adolescent Psychiatry – NURS 6660

Checklist for Portfolio (S/U)

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

Personal philosophy statement

Self-assessment

Personal goals (short term and long term)

Achievements

Cover letter

Resume

Diplomas for formal education

Letters of recommendation

References (list names, affiliation, and contact information)

Certifications

Certificates of attendance for continuing education

Transcripts

Publications

Oral presentations and/or poster presentations

By Day 7 of Week 10

Submit
 your Assignment.

Assessment in Child and Adolescent Psychiatry – NURS 6660 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. Assessment in Child and Adolescent Psychiatry – NURS 6660.

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.

Assessment in Child and Adolescent Psychiatry – NURS 6660 Making Connections

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

Next week, you begin exploring disorders that occur early in the life course by working with your group to develop a Parent Guide. You also examine a case and determine a differential diagnosis and treatment plan that incorporates both psychotherapy and psychopharmacology. Assessment in Child and Adolescent Psychiatry – NURS 6660.

Looking Ahead

You will be working with other colleagues within a wiki format to create Parent Guides in Weeks 3, 7, and 10. Your instructor will assign your group by 
Day 1
 of 
Week 2
. Assessment in Child and Adolescent Psychiatry – NURS 6660.

Didactic Assignments – Parent Guides

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. Didactic Assignments – Parent Guides.

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. Didactic Assignments – Parent Guides.