Category: Nursing

Treatment of Anxiety Disorders Discussion – NURS 6670

Week 6: Anxiety Disorders, PTSD, and Related Disorders

Oh no! It is happening again. I am having a heart attack… I know it. My heart is racing, I can’t breathe, and I am shaking all over. I can’t go to the ER again. They will say what they always say… I am not having a heart attack. It is all in my head.

Barbara, age 68

The anxiety disorders provide us a good opportunity to take a close look at the nature/nurture debate as well as the gene/environment interactions that influence the nervous system and neurochemistry. A significant part of most of Sigmund Freud’s theories, the concept of anxiety has been debated and discussed over many years in the psychiatric literature. While Freud’s theories focused on the “mind” and the unconscious, another way to look at anxiety is with Hans Selye’s concept of “fight or flight” in which the sympathetic nervous system is activated as a response to stress. As you explore the concept of anxiety, you will notice that no two cases of anxiety are the same.

This week, you will explore evidence-based treatment methods for clients with anxiety disorders. You will complete a midterm exam and analyze reimbursement rates for treatment of mental health disorders. Treatment of Anxiety Disorders Discussion – NURS 6670.

NURS 6670 EXAMS, DISCUSSIONS AND ASSIGNMENTS

Treatment of Anxiety Disorders Discussion – NURS 6670 Learning Resources

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 9, “Anxiety Disorders” (pp. 387–417)

Chapter 11, “Trauma- and Stressor-Related Disorders” (pp. 437–451)

Gabbard, G. O. (2014).
Gabbard’s treatment of psychiatric disorders
(5th ed.). Washington, DC: American Psychiatric Publications. Treatment of Anxiety Disorders Discussion – NURS 6670.

Chapter 16, “Panic Disorder”

Chapter 18, “Social Anxiety Disorder (Social Phobia)”

Chapter 19, “Generalized Anxiety Disorder”

Chapter 20, “Specific Phobia”

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

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Treatment of Anxiety Disorders Discussion – NURS 6670.

“Anxiety Disorders”

“Trauma- and Stressor-Related 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. Treatment of Anxiety Disorders Discussion – NURS 6670.

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. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

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

 

Anxiety

Generalized anxiety disorder

Panic disorder

alprazolam

amitriptyline

amoxapine

buspirone

chlordiazepoxide

citalopram

clomipramine

clonazepam

clonidine

clorazepate

cyamemazine

desipramine

diazepam

dothiepin

doxepin

duloxetine

escitalopram

fluoxetine

fluvoxamine

gabapentin (adjunct)

hydroxyzine

imipramine

isocarboxazid

lofepramine

loflazepate

lorazepam

maprotiline

mianserin

mirtazapine

moclobemide

nefazodone

nortriptyline

oxazepam

paroxetine

phenelzine

pregabalin

reboxetine

sertraline

tiagabine

tianeptine

tranylcypromine

trazodone

trifluoperazine

trimipramine

venlafaxine

vilazodone

alprazolam

citalopram

desvenlafaxine

duloxetine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

paroxetine

pregabalin

sertraline

tiagabine (adjunct)

venlafaxine

alprazolam

citalopram

clonazepam

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

lorazepam

mirtazapine

nefazodone

paroxetine

phenelzine

pregabalin

reboxetine

sertraline

tranylcypromine

venlafaxine

Posttraumatic stress disorder

Reversal of benzodiazepine effects

Social anxiety disorder

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

mirtazapine

nefazodone

paroxetine

prazosin (nightmares)

propranolol (prophylactic)

sertraline

venlafaxine

flumazenil

citalopram

clonidine

desvenlafaxine

escitalopram

fluoxetine

fluvoxamine

isocarboxazid

moclobemide

paroxetine

phenelzine

pregabalin

sertraline

tranylcypromine

venlafaxine

Maples-Keller, J. L., Price, M., Rauch, S., Gerardi, M., & Rothbaum, B. O. (2017). Investigating relationships between PTSD symptom clusters within virtual reality exposure therapy for OEF/OIF veterans.
Behavior Therapy, 48
(2), 147–155. doi:10.1016/j.beth.2016.02.011

 

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

Hayes, J. P., Logue, M. W., Reagan, A., Salat, D., Wolf, E. J., Sadeh, N., & … Miller, M. W. (2017). COMT Val158Met polymorphism moderates the association between PTSD symptom severity and hippocampal volume.
Journal of Psychiatry & Neuroscience: JPN, 42
(2), 95–102. doi:10.1503/jpn.150339

Note:
You will access this article from the Walden Library databases. Treatment of Anxiety Disorders Discussion – NURS 6670.

Quinn, B. L., & Peters, A. (2017). Strategies to reduce nursing student test anxiety: A literature review.
Journal of Nursing Education, 56
(3), 145–151. doi:10.3928/01484834-20170222-05. Treatment of Anxiety Disorders Discussion – NURS 6670.

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

Document:
Reimbursement Rate Template (Word document)

Required Media

Wolpe, J. (Producer). (n.d.).
Joseph Wolpe on systematic desensitization
[Video file]. Mill Valley, CA: Psychotherapy.net

Note:
The approximate length of this media piece is 59 minutes. You will access this video from the Walden Library databases. Treatment of Anxiety Disorders Discussion – NURS 6670.

Optional Resources

Acosta, M. C., Possemato, K., Maisto, S. A., Marsch, L. A., Barrie, K., Lantinga, L., . . . Rosenblum, A. (2017). Web-delivered CBT reduces heavy drinking in OEF-OIF veterans in primary care with symptomatic substance use and PTSD. Behavior Therapy, 48(2), 262-–276. doi:10.1016/j.beth.2016.09.001

Substance Abuse and Mental Health Services Association (SAMHSA). (2014).
TIP 57: Trauma-informed care in behavioral health services
. Retrieved from: http://store.samhsa.gov/product/TIP-57-Trauma-Informed-Care-in-Behavioral-Health-Services/SMA14-4816

Note:
This document is available as a free download. Treatment of Anxiety Disorders Discussion – NURS 6670.

Discussion: Treatment of Anxiety Disorders

Anxiety disorders are common in both primary care and psychiatric practice. Clients with anxiety disorders including generalized anxiety disorders, agoraphobia, and other specific phobias will present to the PMHNP’s office with a significant level of distress. Successful recognition and treatment of anxiety disorders includes an accurate diagnostic assessment with a treatment plan that includes a combination of psychopharmacology and psychotherapy. Although psychoanalytic theories are based on the concept of anxiety, the more recent standard of care is with the cognitive-behavioral therapies. Treatment of Anxiety Disorders Discussion – NURS 6670.

In this Discussion, you will analyze evidence-based treatment plans for clients with anxiety disorders.

Treatment of Anxiety Disorders Discussion – NURS 6670 Learning Objectives

Students will:

Analyze differences between adjustments disorders and anxiety disorders

Analyze diagnostic criteria for anxiety disorders. Treatment of Anxiety Disorders Discussion – NURS 6670

Analyze evidence-based psychotherapy and psychopharmacologic treatment for anxiety disorders

Compare differential diagnostic features of anxiety 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! Treatment of Anxiety Disorders Discussion – NURS 6670

To prepare for this Discussion:

By Day 5 of Week 5, your Instructor will have assigned you an anxiety disorder, which will be your focus for your initial post for this Discussion.

Review the Learning Resources.

By Day 3

Post:

Explain the difference between an adjustment disorder and anxiety disorder. Provide examples to illustrate your rationale. Treatment of Anxiety Disorders Discussion – NURS 6670.

Explain the diagnostic criteria for your assigned anxiety disorder.

Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned anxiety disorder.

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 were assigned to the diagnostic features of the disorder your colleagues were assigned.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 6 Discussion

Assignment 1: Midterm 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.

Treatment of Anxiety Disorders Discussion – NURS 6670 Learning Objectives

Students will:

Assess knowledge of adult and older adult psychotherapy concepts and principles

This exam will cover the following topics:

Psychiatric Assessment of the Adult and Older Adult

Depressive Disorders

Personality Disorders

Substance-Related and Addictive Disorders

Bipolar Disorders

Anxiety Disorders, PTSD, & Related Disorders

By Day 7

Complete the Midterm Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once. Treatment of Anxiety Disorders Discussion – NURS 6670.

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
.

By Day 7

Submit
 your Exam.

Submission and Grading Information

Submit Your Exam by Day 7

To submit your Exam:

Week 6 Midterm Exam

Assignment 2:

Week 6 Practicum Journal: Reimbursement Rates

Reimbursement rates and medical coding can be almost as complicated as treating some mental illnesses. As a PMHNP, you will be faced with varying rates that may be different than other health care providers you may work with. Treatment of Anxiety Disorders Discussion – NURS 6670.

In this Practicum Journal Assignment, you will analyze reimbursement rates for mental health treatments you will likely use in your practice and compare those rates to other provider rates.

Learning Objectives

Students will:

Analyze reimbursement rates for mental health treatments

Treatment of Anxiety Disorders Discussion – NURS 6670

To prepare for this Practicum Journal:

Research reimbursement rates for various treatment modalities.

Compare NP rates to other provider rates.

For this Practicum Journal:

Complete the Reimbursement Rate Template in your Learning Resources using the five types of services you are likely to use in your practice. Treatment of Anxiety Disorders Discussion – NURS 6670.

By Day 7 of Week 7

Submit
 your Assignment.

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. Treatment of Anxiety Disorders Discussion – NURS 6670.

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 evidence-based treatment methods for clients with anxiety disorders. You completed a midterm exam and analyzed reimbursement rates for treatment of mental health disorders.

Next week, you will, once again, become “captain of the ship” as you take full responsibility for a client with an obsessive-compulsive disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. Treatment of Anxiety Disorders Discussion – NURS 6670.

NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment

Week 5: Bipolar Disorders

I am finally doing everything right. I stayed up all night studying for my final exams and even managed to clean out my closet and order a whole new bedroom from the Internet. I know I will ace all my exams. Nothing can go wrong like they did a few months ago. I was so low and was sleeping all the time. I did not think I would ever be happy again, but now I know I can do anything. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

Jessica, age 22

Bipolar disorder is relatively rare with around only 3% of the population diagnosed with one of them. Although being relatively rare in terms of lifetime prevalence, bipolar disorder is burdensome to the individual and health care system because of its early onset, severity, and chronic nature. The average age of onset is around 25 and affects men and women equally. The importance of evidence-based intervention for treatment in persons with bipolar disorder cannot be underestimated. Unstable mood can result in repeat chronic hospitalizations. Developing a good rapport and relationship with the client can make a difference in the course, symptom management, and stability of the person with bipolar disorder.

This week, you will once again become “cCaptain of the Sship” as you take full responsibility for a client with a bipolar disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You will use the decision tree format to justify your rationale for diagnosis, pharmacological treatment, and psychotherapy of a patient with a mental illness. You also will evaluate the results of your Fitzgerald University Exit Comprehensive Exam and, based on those results, develop a plan of action to prepare for the certification exam. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

NURS 6670 EXAMS, DISCUSSIONS AND ASSIGNMENTS

NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment Learning Resources

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 8, “Mood Disorders” (pp. 347–386)

Note:
This is review from the Learning Resource in Week 2.

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

Chapter 13, “Acute and Maintenance Treatment of Bipolar and Related Disorders”

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

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

“Bipolar and Related 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. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

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. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

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

 

Bipolar depression

Bipolar disorder

Bipolar maintenance

Mania

amoxapine

aripiprazole

armodafinil

asenapine

bupropion

carbamazepine

fluoxetine

iloperidone

lamotrigine

lithium

lurasidone

modafinil

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

alprazolam (adjunct)

amoxapine

aripiprazole

asenapine

bupropion

carbamazepine

chlorpromazine

clonazepam (adjunct)

cyamemazine

doxepin

fluoxetine

flupenthixol

fluphenazine

gabapentin (adjunct)

haloperidol

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

loxapine

lurasidone

molindone

olanzapine

olanzapine-fluoxetine combination

oxcarbazepine

paliperidone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

thiothixene

topiramate (adjunct)

trifluoperazine

valproate (divalproex)

ziprasidone

zonisamide

zotepine

zuclopenthixol

aripiprazole

asenapine

carbamazepine

iloperidone

lamotrigine

lithium

lurasidone

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone (injectable)

sertindole

valproate (divalproex)

ziprasidone

alprazolam (adjunct)

aripiprazole

asenapine

carbamazepine

chlorpromazine

clonazepam (adjunct)

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

lurasidone

olanzapine

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

zotepine

Marsee, K., & Gross, A. F. (2013). Bipolar disorder or something else?
Current Psychiatry, 12
(2), 43–49. Retrieved from http://www.mdedge.com/currentpsychiatry/article/66320/bipolar-disorder/bipolar-disorder-or-something-else

Miller, L. J., Ghadiali, N. Y., Larusso, E. M., Wahlen, K. J., Avni-Barron, O., Mittal, L., & Greene, J. A. (2015). Bipolar disorder in women.
Health Care for Women International, 36
(4), 475–498. doi:10.1080/07399332.2014.962138

 

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

Schouws, S. M., Comijs, H. C., Dols, A., Beekman, A. F., & Stek, M. L. (2016). Five-year follow-up of cognitive impairment in older adults with bipolar disorder.
Bipolar Disorders, 18
(2), 148–154. doi:10.1111/bdi.12374. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

Ward, I. (2017). Pharmacologic options for bipolar disorder.
Clinical Advisor, 20
(3), 17–25.

 

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

Required Media

Laureate Education (Producer). (2017d).
A young woman with depression
[Multimedia file]. Baltimore, MD: Author.

Redfield Jamison, K. (Producer). (n.d.).
Assessment & psychological treatment of bipolar disorder
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
The approximate length of this media piece is 52 minutes.

 

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

Optional Resources

Malhi, G. S., McAulay, C., Gershon, S., Gessler, D., Fritz, K., Das, P., & Outhred, T. (2016). The lithium battery: Assessing the neurocognitive profile of lithium in bipolar disorder.
Bipolar Disorders, 18
(2), 102–115. doi:10.1111/bdi.12375

Samalin, L., de Chazeron, I., Vieta, E., Bellivier, F., & Llorca, P. (2016). Residual symptoms and specific functional impairments in euthymic patients with bipolar disorder.
Bipolar Disorders, 18
(2), 164–173. doi:10.1111/bdi.12376. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

Assignment 1: “Captain of the Ship” Project – Bipolar Disorders

Bipolar disorders are severe disorders of mood that include both depressive episodes and expansive, grandiose, or manic episodes. During these times, the person may engage in activities with little awareness of the consequences because of accompanying psychosis. A diagnosis of bipolar disorder includes periods of mania or hypomania and periods of depression where the mood is down, hopeless, and suicidal. The neurovegetative symptoms of bipolar depression can be incapacitating. It is also important to differentiate the psychosis of bipolar disorder from schizophrenia.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a bipolar disorder.

Learning Objectives

Students will:

Recommend psychopharmacologic treatments based on therapeutic end points for clients with bipolar disorders

Recommend psychotherapy based on therapeutic end points for clients with bipolar disorders

Identify medical management needs for clients with bipolar disorders

Identify community support resources for clients with bipolar disorders

NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment

Recommend follow-up plans for clients with bipolar disorders

To prepare for this Assignment:

Select an adult or older adult client with a bipolar disorder that you have seen in your practicum.

In 3-4 pages, write a treatment plan for your client. In which you do the following:

Describe the HPI and clinical impression for the client.

Recommend psychopharmacologic treatments and describe specific and therapeutic end points for your psychopharmacologic agent. (This should relate to HPI and clinical impression.).

Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

Identify medical management needs, including primary care needs, specific to this client.

Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.

Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

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 “WK5Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 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 “WK5Assgn1+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
.

NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment 1

Assignment 2: FHEA Exam Follow-up

In Week 3 you completed the Fitzgerald University Exit Comprehensive Exam and you should have received your results. This exam is an example of the certification exam you may be required to take in order to be licensed as a PMHNP in your state. Your results from the exam may reflect how you would do in the actual certification exam.

In this Assignment, you will develop a plan of action to address any areas of the exam where you may have scored less than acceptable.

Learning Objectives

Students will:

Develop plan of action for certification exam preparation

To prepare for this Assignment:

Develop plan of action for certification exam preparation

In 1 page:

Based on your results from the FHEA Exam, develop a plan of action, including an academic study plan, which will help you maintain your areas of strength and address the areas that need improvement, and help you prepare for the Certification Exam. Address each area of the exam including:

Foundations of Advanced Practice Nursing

Independent Practice Competencies

Professional Role and Policy

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 “WK5Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 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 “WK5Assgn2+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 5 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 5 Assignment 2

Assignment 3:

Practicum: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

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

Examine Case 2:
 You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical, as well as mental factors that might impact the client’s diagnosis and treatment. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

At each Decision Point stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

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

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

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

Decision #2: Treatment Plan for Psychotherapy

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

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

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

Decision #3: Treatment Plan for Psychopharmacology

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

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

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 family.

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

By Day 7 of Week 7

Submit
 your Assignment.

Assignment 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. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

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 once again became “captain of the ship” as you took full responsibility for a client with a bipolar disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs, community support, and recommending follow-up plans. You used the decision tree format to justify your rationale for diagnosis, pharmacological treatment, and psychotherapy of a patient with a mental illness. You also evaluated the results of your Fitzgerald University Exit Comprehensive Exam and, based on those results, developed a plan of action to help you prepare for the certification exam. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

Next week, you will explore evidence-based treatment methods for clients with anxiety disorders. You will complete a midterm exam and analyze reimbursement rates for treatment of mental health disorders. NURS 6670 “Captain of the Ship” Project – Bipolar Disorders Assignment.

NURS 6670 Discussion: Clinical Supervision – Kaltura

Week 4: Substance-Related and Addictive Disorders

I can’t believe that stupid horse lost! My inside man told me it was a sure bet at 20:1 odds. I thought for sure that I would be able to make back the money I lost yesterday. What am I going to tell my wife? That was the money for the mortgage payment…well, the last three mortgage payments. She does not know I have been spending my days at the track. I lost my job at the company because a few hundred dollars went missing. I just need a break. I know this next horse will be my winner! NURS 6670 Discussion: Clinical Supervision – Kaltura.

Michael, age 37

Substance abuse and addiction affects persons in all walks of life; every ethnic and economic group is affected in some way by addiction or substance abuse. In your practice as a PMHNP, you will encounter patients with substance abuse and dependence. Some of the people who present for treatment are at a low point in their lives and want to turn things around. They may present for other conditions such as depression or bipolar disorder, anxiety, PTSD, or personality disorders. One of the most common ways of self-medicating a mental illness is with alcohol and illicit drugs. Marijuana is a common substance used by clients to treat various symptoms. To effectively treat clients with addictive disorders and substance use disorders, the provider needs to examine their own values and thoughts about the use of substances. NURS 6670 Discussion: Clinical Supervision – Kaltura.

NURS 6670 EXAMS, DISCUSSIONS AND ASSIGNMENTS

This week, you will analyze clients presenting for treatment of substance-related and addictive disorders and evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders.

Photo Credit: ianmcdonnell / iStock / Getty Images Plus

NURS 6670 Discussion: Clinical Supervision – Kaltura 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 20, “Substance Use and Addictive Disorders” (pp. 616–693)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. NURS 6670 Discussion: Clinical Supervision – Kaltura.

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. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/. NURS 6670 Discussion: Clinical Supervision – Kaltura.

 

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

Alcohol abstinence

Alcohol dependence

Alcohol withdrawal

Nicotine addiction

Opioid dependence

Reversal of benzodiazepine effects

acamprosate

disulfiram

nalmefene

naltrexone

chlordiazepoxide

clonidine

clorazepate

diazepam

lorazepam

oxazepam

bupropin

varenicline

buprenorphine

naltrexone

flumazenil

Note:
 For more information about buprenorphine, see https: //www.samhsa.gov/medication-assisted-treatment/qualify-nps-pas-waivers

Required Media

Ashwood, D. (Producer). (n.d.-a).
Mindfulness-based relapse prevention for addictions: Volume I
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
The approximate length of this media piece is 69 minutes. You will access this video through the Walden Library databases.

Ashwood, D. (Producer). (n.d.-b).
Mindfulness-based relapse prevention for addictions: Volume II
[Video file]. Mill Valley, CA: Psycotherapy.net. NURS 6670 Discussion: Clinical Supervision – Kaltura.

 

Note:
The approximate length of this media piece is 126 minutes. You will access this video through the Walden Library databases. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Optional Resources

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

Chapter 46, “Alcohol-Related Disorders”

Chapter 47, “Sedative-, Hypnotic-, or Anxiolytic-Related Disorders”

Chapter 48, “Opioid-Related Disorders: Opioid Detoxification”

Chapter 49, “Opioid-Related Disorders: Antagonist Treatment”

Chapter 50, “Opioid-Related Disorders: Agonist Maintenance Treatment”

Chapter 51, “Hallucinogen-Related Disorders

Chapter 52, “Cannabis-Related Disorders”

Chapter 53, “Club Drug Addiction”

Chapter 54, “Stimulant-Related Disorders”

Chapter 55, “Nicotine-Related Disorders”

Chapter 56, “Individual Therapy for Substance Use Disorders”

Chapter 57, “Cognitive, Behavioral, and Motivational Therapies for Substance Use Disorders”

Chapter 58, “Group Therapy for Substance Use Disorders”

Chapter 59, “Family Therapy in Substance Abuse Treatment”

Chapter 60, “Network Therapy for Substance Use Disorders”

Chapter 61, “Pain and Addiction”

Chapter 62, “Gambling Disorder”

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

Bechtold, J., Simpson, T., White, H. R., & Pardini, D. (2015). Chronic adolescent marijuana use as a risk factor for physical and mental health problems in young adult men. Psychology of Addictive Behaviors, 29(3), 552–563. doi:10.1037/adb0000103

Note:
You will access this article from the Walden Library databases. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Substance Abuse and Mental Health Services Administration (SAMHSA). (2013b).
TIP 48: Managing depressive symptoms in substance abuse clients during early recovery
. Retrieved from http://store.samhsa.gov/product/TIP-48-Managing-Depressive-Symptoms-in-Substance-Abuse-Clients-During-Early-Recovery/SMA13-4353. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Note:
This document is available as free download.

Substance Abuse and Mental Health Services Administration (SAMHSA). (2013b).
TIP 42: Substance abuse treatment for persons with co-occurring disorders
. Retrieved from http://store.samhsa.gov/product/TIP-42-Substance-Abuse-Treatment-for-Persons-With-Co-Occurring-Disorders/SMA13-3992

Note:
This document is available as free download.

Borchardt, D. (2017).
National Academy of Sciences pushes for rescheduling of marijuana. Forbes
. Retrieved from https://www.forbes.com/sites/debraborchardt/2017/01/18/national-academy-of-sciences-suggests-removing-barriers-to-cannabis-research-basically-deschedule/#22269c753f76. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Discussion: Clinical Supervision – Kaltura

Substance use disorders are complicated psychiatric and medical conditions that involve physical addiction as well as psychological or emotional dependence. Substance use disorders are some of the most difficult to treat. It takes a great deal of patience on the part of the provider and the client. It may take several attempts before a client is successfully able to “kick the habit.” Your guidance and patience can help the client to persevere through difficult times during the journey to recovery. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client with a substance abuse disorder whom you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

Analyze clients presenting for treatment of substance-related and addictive disorders

Evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders

Recommend treatment plans

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
! NURS 6670 Discussion: Clinical Supervision – Kaltura.

To prepare for this Discussion:

Review this week’s Learning Resources concerning treating patients with substance-related and addictive disorders.

Reflect on a client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with substance-related and addictive disorders. NURS 6670 Discussion: Clinical Supervision – Kaltura.

By Day 3

Post 
a 3- to 5-minute Kaltura video in which you do the following:

Describe the client. Note: Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Provide specific recommendations for the client to help them in determining why they are not progressing and what your suggested treatment plan consists of. It is useful to consult the Prochaska and DiClement model.

Note:
Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. NURS 6670 Discussion: Clinical Supervision – Kaltura.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

Assignment 1: Week 1 Practicum Journal Entry: Certification Plan

By Day 7

Submit
 your Assignment. Refer to Week 1 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click 
Open
. NURS 6670 Discussion: Clinical Supervision – Kaltura.

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 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

Assignment 2: Week 2 Practicum Journal: Safe Prescribing

By Day 7

Submit
 your Assignment. Refer to Week 2 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Assignment 3: Week 3 Practicum Journal: Decision Tree

By Day 7

Submit
 your Assignment. Refer to Week 3 for additional guidance.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn3+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 3 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 3 
link. You will also be able to “View Rubric” for grading criteria from this area. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn3+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 4 Assignment 3 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 3 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 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. NURS 6670 Discussion: Clinical Supervision – Kaltura.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. NURS 6670 Discussion: Clinical Supervision – Kaltura.

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. NURS 6670 Discussion: Clinical Supervision – Kaltura.

Making Connections

This week, you analyzed clients presenting for treatment of substance-related and addictive disorders and evaluated effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders.

Next week, you will, once again, become “captain of the ship” as you take full responsibility for a client with a bipolar disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You will use the decision tree format to justify your rationale for diagnosis, pharmacological treatment, and psychotherapy of a patient with a mental illness. You also will evaluate the results of your Fitzgerald University Exit Comprehensive Exam and, based on those results, develop a plan of action to prepare for the certification exam. NURS 6670 Discussion: Clinical Supervision – Kaltura.

NURS 6670 Discussion: Treatment of Personality Disorders

Week 3: Personality Disorders

I cannot believe these people. Don’t they know who I am? I deserve better treatment than this. That hostess should have seated me immediately, but I had to wait for 10 minutes and then she put me at this table right by the kitchen. I see an empty table right in the middle where I should be. I am just going to get up and move there. I don’t care what the hostess says, rules don’t apply to me.

Ashley, age 25

Personality disorders represent perhaps the most challenging disorders that the psychiatric mental health nurse practitioner will have to address in their professional careers. Personality disorders can co-occur in every mental health disorder and, in some cases, can mask as disorder . Although difficult to treat, the PMHNP must be able to identify personality disorders and endeavor to work with the client to not only recognize the disorder, but to treat a disorder that clients often do not believe they have. NURS 6670 Discussion: Treatment of Personality Disorders.

NURS 6670 EXAMS, DISCUSSIONS AND ASSIGNMENTS

This week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder. You also will complete the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam. NURS 6670 Discussion: Treatment of Personality Disorders.

Photo Credit: kaisersosa67 / iStock / Getty Images Plus / Getty Images

NURS 6670 Discussion: Treatment of Personality Disorders Learning Resources

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

Required Readings

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 4, “Theories of Personality and Psychopathology” (pp. 151–191)

Chapter 22, “Personality Disorders” (pp. 742–762)

Chapter 13, “Psychosomatic Medicine” (pp. 451–464)

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

Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”

Chapter 69, “Antisocial Personality Disorder”

Chapter 70, “Borderline Personality Disorder”

Chapter 71, “Histrionic Personality Disorder”

Chapter 72, “Narcissistic Personality Disorder”

Chapter 73, “Cluster C Personality Disorders

Note:
You will access this book from Walden Library databases. NURS 6670 Discussion: Treatment of Personality Disorders.

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

“Personality Disorders”

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

Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders.
Psychiatry: Interpersonal & Biological Processes, 76
(1), 32–52. doi:10.1521/psyc.2013.76.1.32

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

Rees, C. S., & Pritchard, R. (2015).
Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52
(1), 45–55. doi:10.1037/a0035158

Note:
You will access this article from Walden Library databases. NURS 6670 Discussion: Treatment of Personality Disorders.

Required Media

Laureate Education. (2017a).
A woman with personality disorder
[Interactive media file]. Baltimore, MD: Author.

Kernberg, O. (n.d.).
Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg
, MD. [Video file]. Mill Valley, CA: Psychotherapy.net

Note:
This video is approximately 94 minutes of length. You will access this article from Walden Library databases.

Discussion: Treatment of Personality Disorders

Personality disorders occur in 10–20% of the population. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.

In this Discussion, you will explore personality disorders in greater detail and discuss treatment options using evidence-based research. NURS 6670 Discussion: Treatment of Personality Disorders.

NURS 6670 Discussion: Treatment of Personality Disorders Learning Objectives

Students will:

Analyze diagnostic criteria for personality disorders

Analyze evidence-based psychotherapy and psychopharmacologic treatments for personality disorders

Analyze clinical features of clients with personality disorders

Align clinical features with DSM-5 criteria

Compare differential diagnostic features of personality 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:

By Day 5 of Week 2, your Instructor will have assigned you a personality disorder, which will be your focus for your initial post for this Discussion.

Review the Learning Resources. NURS 6670 Discussion: Treatment of Personality Disorders.

By Day 3

Post:

Explain the diagnostic criteria for your assigned personality disorder.

Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.

Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria. NURS 6670 Discussion: Treatment of Personality Disorders.

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

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. What are their similarities and differences? How might you differentiate the two diagnoses? NURS 6670 Discussion: Treatment of Personality Disorders.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 3 Discussion

Assignment 1: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

NURS 6670 Discussion: Treatment of Personality Disorders 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

** Assigned in Week 3 and submitted in Week 4

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

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

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

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. NURS 6670 Discussion: Treatment of Personality Disorders.

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

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. NURS 6670 Discussion: Treatment of Personality Disorders.

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? NURS 6670 Discussion: Treatment of Personality Disorders.

Decision #3: Treatment Plan for Psychopharmacology

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

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

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? NURS 6670 Discussion: Treatment of Personality Disorders.

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

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. NURS 6670 Discussion: Treatment of Personality Disorders.

By Day 7

Submit
 by Day 7 of Week 4.

Assignment 2: Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam

In Weeks 1 or 2 of this course, you received an e-mail from Fitzgerald Health Education Associates (FHEA) explaining how to access the Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam. Please follow the directions FHEA provided and complete the exam. You must complete the exam by Day 7 of Week 3 to receive a grade. Each exam is worth 100 points and 10% of your grade. The 3-hour exam is required and will provide you with an overall view of your preparedness for the certification exam.

Note:
 Your Instructor receives the results and will inform you when the results are available. Do not e-mail the Fitzgerald site. NURS 6670 Discussion: Treatment of Personality Disorders.

NURS 6670 Discussion: Treatment of Personality Disorders 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. NURS 6670 Discussion: Treatment of Personality Disorders.

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

NURS 6670 Discussion: Treatment of Personality Disorders Making Connections

This week, you explored the many personality disorders and used the DSM-5 criteria for diagnosing individuals with specific personality disorders. You used the Decision Tree format to diagnose and treat a client with a personality disorder. You also completed the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam. NURS 6670 Discussion: Treatment of Personality Disorders.

Next week, you will analyze clients presenting for treatment of substance-related and addictive disorders and evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders. NURS 6670 Discussion: Treatment of Personality Disorders.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder

Week 2: Depressive Disorders

I have no one. My wife died suddenly 4 years ago and I know it was my fault. She had been complaining she was sick for a year, but the doctors kept saying it was nothing. When they finally found the cancer, it had spread throughout her body. I should have listened to her. She might have survived and I would not be alone. I seem to cry for no reason and my children don’t understand why I don’t want to go out of the house. This is where her memories are. Why would I want to leave? NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

NURS 6670 EXAMS, DISCUSSIONS AND ASSIGNMENTS

Jose, age 75

The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.

This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Photo Credit: Juanmonino/ E+ / Getty Images

NURS 6670 “Captain of the Ship” Project – Depressive Disorder 
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 8, “Mood Disorders” (pp. 347–386)

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

Chapter 12, “Psychotherapy of Mood Disorders”

Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder”

Note:
You will access this textbook from the Walden Library databases. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

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

“Depressive Disorders”

Major Depressive Disorder

Persistent Depressive Disorder (dysthymia)

Premenstrual Dysphoric Disorder

Substance/Medication-Induced Depressive Disorder

Depressive Disorder Due to Another Medical Condition

Other Specified Depressive Disorder

Unspecified Depressive Disorder

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. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

To access information on specific medications, click on
The Prescriber’s Guide, 5th Ed
. tab on the Stahl Online website and select the appropriate medication. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Depression

Premenstrual dysphoric disorder

Seasonal affective disorder (MDD with Seasonal Variation)

agomelatine

amisulpride

amitriptyline

amoxapine

amphetamine (d)

amphetamine (d,l)

aripiprazole (adjunct)

asenapine

atomoxetine

bupropion

buspirone (adjunct)

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepin

paroxetine

phenelzine

protriptyline

quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

triiodothyronine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

doxepin

duloxetine

escitalopram

fluoxetine

flupenthixol

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lisdexamfetamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

lurasidone

maprotiline

methylphenidate (d)

methylphenidate (d,l)

mianserin

milnacipran

mirtazapine

moclobemide

modafinil (adjunct)

nefazodone

nortriptyline

olanzapine

citalopram

desvenlafaxine

escitalopram

fluoxetine

paroxetine

sertraline

venlafaxine

bupropion

Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression.
NeuroImage: Clinical, 3
, 332-339. doi:10.1016/j.nicl.2013.08.016

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

Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale.
Journal of Gerontological Nursing, 36
(5), 30–37. doi:10.3928/00989134-20100303-01

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

Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression.
International Psychogeriatrics, 26
(12), 2029–2036. doi:10.1017/S1041610214001446. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

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

Drug Enforcement Administration. (n.d.).
Drug schedules
. Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Required Media

Hagen, B. (Producer). (n.d.-b).
Managing depression
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
The approximate length of this media piece is 24 minutes. You will access this video through the Walden Library databases.

Optional Resources

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

Chapter 15, “Brain Stimulation Treatments for Mood Disorders”

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

Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis.
Neuropsychology, 31
(1), 52–72. doi:10.1037/neu0000319

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

Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research.
Psychological Bulletin, 140
(6), 1505–1533. doi:10.1037/a0037610

Note:
You will access this article from the Walden Library databases. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression.
Psychogeriatrics, 16
(1), 54–61. doi:10.1111/psyg.12121

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

Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning.
Aging & Mental Health, 17
(1), 1–11. doi:10.1080/13607863.2012.717253

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

Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition.
Journal of Consulting and Clinical Psychology, 83
(5), 964–975. doi:10.1037/ccp0000050

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

Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity.
Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48
(4), 296–305. doi:10.1037/cbs0000056

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

Assignment 1: “Captain of the Ship” Project – Depressive Disorder

As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder Learning Objectives

Students will:

Recommend psychopharmacologic treatments based on therapeutic endpoints for clients with depression disorders

Recommend psychotherapy based on therapeutic endpoints for clients with depression disorders

Identify medical management needs for clients with depression disorders

Identify community support resources for clients with depression disorders

Recommend follow-up plans for clients with depression disorders

To prepare for this Assignment:

Select an adult or older adult client with a depressive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

Describe the HPI and clinical impression for the client.

Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)

NURS 6670 “Captain of the Ship” Project – Depressive Disorder

Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

Identify medical management needs, including primary care needs, specific to this client.

Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

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 “WK2Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn1+last name+first initial.(extension)” and click 
Open
.

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

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your NURS 6670 “Captain of the Ship” Project – Depressive Disorder Assignment:

Week 2 Assignment 1

Assignment 2: Week 2 Practicum Journal: Safe Prescribing

There is probably no greater responsibility that the psychiatric mental health nurse practitioner assumes than the responsibility of prescribing medications. While someone can be harmed by psychotherapy, the level and intensity of the harm generally does not come to the same level of harm that can occur from improper prescribing. The PMHNP must understand his/her responsibility both at a state and federal level when it comes to prescribing medications. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

In this Practicum Journal Assignment, you will explore the legalities associated with prescribing controlled substances, as well as what a DEA number is, how to obtain one, and, most importantly, how to prescribe controlled substances in your state. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder Learning Objectives

Students will:

Analyze roles of the Drug Enforcement Administration

Analyze PMHNP responsibilities when issued a DEA number

Analyze DEA number application procedures

NURS 6670 “Captain of the Ship” Project – Depressive Disorder

Analyze state requirements for safe prescribing and prescription monitoring

Analyze PMHNP responsibilities for safe prescribing and prescription monitoring

Analyze Schedule II-V drug levels

** Assigned in Week 2 and submitted in Week 4.

To prepare for this Practicum Journal:

Review the Learning Resources.

In 2-3 pages:

Describe the role of the Drug Enforcement Administration (DEA) as it pertains to the PMHNP.

Explain your responsibilities when having a DEA number.

Explain how you apply for a DEA number.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder

Explain your state’s requirements for a safe prescribing and prescription monitoring program. Explain your responsibility as a PMHNP to follow these requirements.

Provide an example of a drug you may prescribe from each of the Schedule II-V drug levels.

By Day 7

Submit
 by Day 7 of Week 4.

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. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

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 became “captain of the ship” as you took full responsibility for a client with a depressive disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You also explored how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.

Next week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder. You also will complete the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.

Insomnia sleep/wake disorders Essay

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! Insomnia sleep/wake disorders Essay.

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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. Insomnia sleep/wake disorders Essay.

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. Insomnia sleep/wake disorders Essay.

Diagnostic Criteria for Insomnia

DSM-5 diagnostic criteria for insomnia includes the dissatisfaction with the quality or quantity of sleep characterized by symptoms such as: difficulties in sleep initiation, difficulty in maintaining sleep due to regular awakenings or difficulty going back to sleep after awakenings; as well as waking up early-morning and being unable to go back to sleep (Ellis et al, 2015). In addition, insomnia should cause clinically considerable distress during daytime functioning. Finally, insomnia should occur for a minimum of three nights weekly and should persist for a minimum of three months, in spite of an individual having ample opportunity for sleep (Asnis et al, 2016). Insomnia sleep/wake disorders Essay.

How to Write Nursing Thesis Statements – Basics of Thesis Statements

Do you know How to Write Nursing Thesis Statements? The
thesis statement
is the brief articulation of your paper’s central argument and purpose. You might hear it referred to as simply a “thesis.” Every scholarly paper should have a thesis statement, and strong thesis statements are
concise, specific, and arguable
.
Concise
means the thesis is short: perhaps one or two sentences for a shorter paper.
Specific
means the thesis deals with a narrow and focused topic, appropriate to the paper’s length.
Arguable
means that a scholar in your field could disagree (or perhaps already has!).

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Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

How to Write Nursing Thesis Statements – Being Specific

This thesis statement has no specific argument:

Needs Improvement:
In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is
concise
, but it is neither
specific
nor
arguable
—a reader might wonder, “Which scholarly articles? What is the topic of this paper? What field is the author writing in?” Additionally, the purpose of the paper—to “examine…to find similarities and differences” is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further,
analyzing what those similarities and differences might mean or imply. 
How to Write Nursing Thesis Statements.

Better:
In this essay, I will argue that Bowler’s (2003) autocratic management style, when coupled with Smith’s (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is
specific
because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is
arguable
because the student goes beyond merely comparing; he or she
draws conclusions from that comparison
(“can reduce the expenses associated with employee turnover”). How to Write Nursing Thesis Statements.

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement:
The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper’s assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as
a specific answer to the assignment prompt.

Better:
Through a series of student interviews, I found that Kennedy High School’s antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like “ineffective” and “argue” show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a
specific and debatable position.
The concrete information (“student interviews,” “antibullying”) further prepares the reader for the body of the paper and demonstrates
how the student has addressed the assignment prompt
without just restating that language.

How to Write Nursing Thesis Statements – Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement:
Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not
arguable
) is to ask yourself, “Would a scholar in my field disagree with this point?” Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more
arguable
claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better:
Roderick’s (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning. How to Write Nursing Thesis Statements.

Here, the student has identified a particular type of leadership (“participatory leadership”), narrowing the topic, and has made an arguable claim (this type of leadership is “appropriate” to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student’s paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement:
Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student’s field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it’s usually a stronger choice to write clear, simple sentences.
When in doubt, remember that your ideas should be complex, not your sentence structure.

Better:
Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan. How to Write Nursing Thesis Statements.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific (“conservation methods,” “green organizations”), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement:
There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are “always alternatives” to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper. How to Write Nursing Thesis Statements.

Better:
The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages’ worth of discussion. When drafting a thesis statement,
think about the questions your thesis statement will generate:
What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Extra Tips on How to Write Nursing Thesis Statements

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These
models are intended for drafting purposes only and should not appear in your final work.

In this essay, I argue ____, using ______ to assert _____.

While scholars have often argued ______, I argue______, because_______.

Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like
explore, investigate, learn, compile, summarize
, and
explain
to describe the main purpose of your paper.
These words imply a paper that summarizes or “reports,” rather than synthesizing and analyzing.

Instead of the terms above, try words like
argue, critique, question
, and
interrogate
. These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position. How to Write Nursing Thesis Statements.

Anorexia Nervosa Essay

Anorexia nervosa is a serious eating disorder that results in unhealthy, often dangerous weight loss. While it is most common among adolescent women, anorexia can affect women and men of all ages and is characterized by a refusal to maintain a healthy body weight, an intense fear of gaining weight, and a distorted body image… Anorexia Nervosa Essay

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Anorexia nervosa is a life threatening eating disorder defined by a refusal to maintain fifteen percent of a normal body weight through self-starvation (NAMI 1). Ninety-five percent of anorexics are women between the ages of twelve and eighteen… Anorexia Nervosa Essay.

Anorexia Nervosa is one of the most commonly known and yet least recognized eating disorders. Anorexia is a mental illness, which affects both boys and girls within normal weight ranges who think they are overweight. The early stages of Anorexia are often difficult to detect. A person should know what to look for as far as early symptoms and know what steps to take to help, but the most important thing would be to try to figure out what underlying problems could be responsible for the condition. Anorexia Nervosa Essay.

Anorexia begins with feelings of self-confidence and higher self esteem as the result of a more “attractive” appearance making the person feel as if they are more capable of handling social interaction (Anorexia, Dying to Be Thin p.1-13). As the anorexia progresses, his/her preoccupation with staying thin, which he or she believes gave his/her feelings of success, caused his/her to concentrate even more on his/her weight (Anorexia, Dying to Be Thin p.1-13). Eventually, the anorexic’s body will start to deteriorate, his/her self-esteem will diminish, and he or she will begin to remove themselves from social interaction (Anorexia, Dying to Be Thin p.1-13). Communication with his/her family or friends will also be reduced or strained (Anorexia, Dying to Be Thin p.1-13)… Anorexia Nervosa Essay.

Every generation has a set of values that they believe make a person beautiful. In the 1940’s and 50’s it was considered beautiful to be a voluptuous woman. A woman with a large chest and full hips was the ideal woman, such as Marylyn Monroe. The difference between then and now is, young women could escape this image if need be. Today it is impossible to ignore the stick thin super models on bill boards, TV, and in magazines. The influence of society on teenagers is so much that men actually expect a woman to be that stick thin model or they are considered “fat”, “tubby”, etc… Anorexia Nervosa Essay.

Attempting to comprehend why society demands a high standard for a slender appearance is bewildering. Some individuals take extreme measures to acquire this desired look, assuming that if they achieve this look the pain within will disappear. For most men and women suffering from anorexia there are deeper, more complex emotional/mental issues to be resolved. Anorexia is common destructive eating disorder that individuals can develop overtime by giving into their deranged thoughts and perceptions. My research paper will describe in detail the actions and behaviors that someone who is suffering from Anorexia Nervosa demonstrates. I will be discussing the social attitudes towards the illness from the past to the present. Furthermore, I will give information on different ways to treat Anorexia Nervosa and also preventative measure that can be taken… Anorexia Nervosa Essay.

…Many of anorexics died before they could get a well treatment. Anorexics that are in a very underweight condition, must be treated carefully, or hospitalized. After anorexics get the medical treatment, they need to get psychological counseling in order for them learn about healthy foods and lifestyle. The psychological counseling may includes nutritional counseling, individual counseling and group counseling. Nutritional counseling will teaches anorexics to count calories of body needed in comfortable method. And to help with weight gain, doctors usually use liquid food supplements. Anorexics may also need some therapies such as cognitive-behavioral therapy or known as CBT in the individual counseling. CBT teachers will help anorexics to change their attitudes and behaviors about eating. Group counseling is also needed for anorexics, to share their experiences and to encourage their friends (who also experience anorexia) to recover. Family therapy is very helpful, especially for teen with anorexics. Parents and siblings could support the anorexics during treatment emotionally and physically. Another effort to help anorexics recover is by letting them expressing their feelings and doing something enjoyable for them for instance doing their hobbies. Then, doing relaxation is also important. By having yoga, massage and the traditional Chinese relaxation exercises will build a healthy relationship with their body. Anorexia Nervosa Essay.

APA nursing paper template 6th edition

 

Title of the Paper in Full Goes Here

Student Name Here

Institution

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Abstract

This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated April 25, 2016.

 

Title of the Paper

APA nursing course paper template 6th edition

This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (you may want to check
Spacing
under
Format
,
Paragraph
in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.

After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement). APA nursing paper template 6th edition.

Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:

Start with what has been said or done regarding the topic.

Explain the problem with what has been said or done.

Offer a solution in a concise thesis statement that can be supported by the literature.

Explain how the thesis brings about social change.

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short, think this: new idea, new paragraph. APA nursing paper template 6th edition.

Another Level 1 Heading

Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another):

Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2013), largely due to the state’s recent financial cutbacks of fine arts programs (Babar, 2007). APA nursing paper template 6th edition.

Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).

For more examples, see some of the transitions handouts on the Writing Center’s website.

Level 2 Heading

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template provides examples of APA’s four heading levels, but remember that at least two headings on the same level are needed before the next heading level. For example, a paper must have at least two level 3 headings before a level 4 heading.

Level 3 heading.
Note that you should write Level 3 and 4 headings in sentence case, meaning that only the first word and any proper nouns are capitalized. The number of headings needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).

Level 4 heading.
One crucial area in APA is learning how to cite in academic work. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look at APA starting at 6.01 for guidelines on citing source information in your text. APA nursing paper template 6th edition.

Level 4 heading.

You will want to include at least two of each kind of heading in your paper, hence this additional paragraph modeling effective heading usage. See below for further tips on using headings effectively.

Level 3 heading.
Again, if you choose to use Level 3 or 4 headings, at least two of each heading level should appear in the paper. Otherwise, if only one heading appears, your readers may question the need for a heading at all. If you find yourself questioning whether or how to use headings, consider consulting your instructor or committee chair for his or her input.

Level 1 Heading

APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help. APA nursing paper template 6th edition.

And so forth until the conclusion…..

Level 1 Heading

The conclusion section should recap the major points of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your concluding remarks, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used? APA nursing paper template 6th edition.

 

References

(Please note that the following references are intended as examples only. Also, these illustrate different types of references but are not all cited in the text. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built.
Ancient Dictators
,
25
(7), 14–31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,

19
, 4319–4392. Retrieved from http://www.elephants104.ace.org. APA nursing paper template 6th edition.

Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers
,
5
, 565–582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973).
Candied houses and unfriendly occupants.
Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong.
Journal of Greek Goddess Sore Spots
,
20
(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007).
How to cite a video: The city is always Baltimore
[DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010).
Name of program
[Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart.
Making Good Songs Great, 18
(3), 31–22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com. APA nursing paper template 6th edition.

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005).
The art of correcting surname mispronunciation.
New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001).
Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf. APA nursing paper template 6th edition.

Case Study: An Elderly Iranian Man With Alzheimer’s Disease

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

ORDER A PLAGIARISM-FREE PAPER HERE

At each decision point stop to complete the following:

Decision #1

Which decision did you select?

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

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

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Decision #2

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

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

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

Decision #3

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

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

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

Also include how ethical considerations might impact your treatment plan and communication with clients. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

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.

Decision Tree Assignment

Here is a general framework for what I am looking for on the decision tree assignments.

Provide an 
introduction to the disease state
 discussed in the case. I am looking for a high-level summary that briefly describes the key aspects of that disease state. I do not want several pages of information related to the diagnosis of the disease state. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Provide a 
high-level summary of the important pieces of information from the case-study
 that is presented. I do not want the entire case study presented. The goal is that you would be able to give your essay to someone that does not know anything about the assignment and for that individual to be able to understand the purpose of your essay. Again….focus on the important pieces of information that will help you make your decision. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

You also want to mention the 
purpose of the assignment
. This can be brief.

Decision Point 1, 2, and 3.

At each decision point, 
list the options that are presented and describe your rationale for choosing the option you chose
.

I 
do not want general answers
….”I chose sertraline because sertraline is an SSRI and SSRIs are approved for depression/anxiety”. I want VERY SPECIFIC reasons you chose the option you chose. These reasons must be backed by good evidence. Feel free to include studies comparing agents, side effects, dosing, patient considerations, therapeutic practice guidelines, comorbid conditions, etc….  You will also need to 
explain your rationale for not choosing the other two options.
  This is very important in your learning. Please remember that you will have MANY more medications to chose from than three in clinical practice. When you make your choice, you also need to describe your 
goals of treatment
. What do you want to achieve by initiating the therapy you picked. Again….be specific. Defend your choices like you are in a courtroom.

After each decision, you will be presented with the outcome of that decision. You need to 
discuss how that outcome was what you expected or if it was different than what you expected and why.

You will do the above for all three decision points.

You need to use evidence to support your rationale. [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. Credible reference material only will be accepted. Sites such as WebMD and drugs.com (among others) will not be counted.] Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Don’t forget to include information related to the 
ethical considerations
 and how they might impact your treatment plan and communication with your clients. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

In summary: What needs to be in your essay.

Introduction regarding disease state

High-level summary of patient case

Purpose of the essay statement

Decision 1

What options were listed

What option did you choose?

Why did you select that option?

Why didn’t you select the other two options?

What was your goal of treatment

Was the outcome what you expected? Why?

Case Study: An Elderly Iranian Man With Alzheimer’s Disease

Decision 2

What options were listed

What option did you choose?

Why did you select that option?

Why didn’t you select the other two options?

What was your goal of treatment

Was the outcome what you expected? Why?

Decision 3

What options were listed

What option did you choose?

Why did you select that option?

Why didn’t you select the other two options?

What was your goal of treatment

Was the outcome what you expected? Why?

Conclusion with Ethical considerations

***Do not use the start over button and complete several different times. That is not the point. If you do use the START OVER button, I do not want your paper to reflect this. I have had students do it multiple times and address incorrect outcomes in their paper. I have also had students submit a paper that defends using all three options presented at decision point number one. You will need to click the option to move to the next screen which will provide you with the outcome and the options for the next decision point.  You will receive a ZERO on the assignment if you do not follow the instructions correctly. I had a handful of students last semester complete the assignment incorrectly.  Please ask questions if you do not understand. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Alzheimer’s Disease

76-year-old Iranian Male

BACKGROUND

Mr. Akkad is a 76 year old Iranian male who is brought to your office by his eldest son for “strange behavior.” Mr. Akkad was seen by his family physician who ruled out any organic basis for Mr. Akkad’s behavior. All laboratory and diagnostic imaging tests (including CT-scan of the head) were normal.

According to his son, he has been demonstrating some strange thoughts and behaviors for the past two years, but things seem to be getting worse. Per the client’s son, the family noticed that Mr. Akkad’s personality began to change a few years ago. He began to lose interest in religious activities with the family and became more “critical” of everyone. They also noticed that things he used to take seriously had become a source of “amusement” and “ridicule.” Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Over the course of the past two years, the family has noticed that Mr. Akkad has been forgetting things. His son also reports that sometimes he has difficult “finding the right words” in a conversation and then will shift to an entirely different line of conversation.

 

SUBJECTIVE

During the clinical interview, Mr. Akkad is pleasant, cooperative and seems to enjoy speaking with you. You notice some confabulation during various aspects of memory testing, so the PMHNP performs a Mini-Mental State Exam. Mr. Akkad scores 18 out of 30 with primary deficits in orientation, registration, attention & calculation, and recall. The score suggests moderate dementia.

 

MENTAL STATUS EXAM

Mr. Akkad is 76 year old Iranian male who is cooperative with today’s clinical interview. His eye contact is poor. Speech is clear, coherent, but tangential at times. He makes no unusual motor movements and demonstrates no tic. Self-reported mood is euthymic. Affect however is restricted. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. He is alert and oriented to person, partially oriented to place, but is disoriented to time and event [he reports that he thought he was coming to lunch but “wound up here”- referring to your office, at which point he begins to laugh]. Insight and judgment are impaired. Impulse control is also impaired as evidenced by Mr. Akkad’s standing up during the clinical interview and walking towards the door. When the PMHNP asked where he was going, he stated that he did not know. Mr. Akkad denies suicidal or homicidal ideation. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

Diagnosis: Major neurocognitive disorder due to Alzheimer’s disease (presumptive)

 

RESOURCES

Folstein, M. F., Folstein, S. E., & McHugh, P. R. (2002). Mini-Mental State Examination (MMSE). Lutz, FL: Psychological Assessment Resources. Case Study: An Elderly Iranian Man With Alzheimer’s Disease.

 

Decision Point One

Select what the PMHNP should do:

Begin Exelon (rivastigmine) 1.5 mg orally BID with an increase to 3 mg orally BID in 2 weeks

: Begin Aricept (donepezil) 5 mg orally at BEDTIME

Begin Razadyne (galantamine) 4 mg orally BID

Case Study: An Elderly Iranian Man With Alzheimer’s Disease