Category: Nursing

  • NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review

    NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review

    Week 5 Project: Literature Review

    There are numerous reasons that literature reviews are conducted. Many research problems are because of personal interest and is significant or beneficial in daily life (Polit & Beck, 2012, p. 84). This paper will provide a probable explanation of inconsistencies and contradictions of the literature. The question is, does limited separation between mother and newborn have a positive effect on their attachment, compared to newborns staying in the nursery, as evidence by staff and patient perception and the decreased number of babies in the nursery with the implementation of the Baby-Friendly Hospital Initiative (BFHI). The initiative enables and encourages breastfeeding and bonding of mothers with their infants while recognizing hospitals and birthing centers for offering the best care and improving exclusive breastfeeding rates (Baby-Friendly USA, n.d.). NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review.

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Literature Review

    The first article evaluated:
    Breastfeeding promotion for infants in neonatal units: a systematic review
    (Renfrew et al., 2010).  The instances of breastfeeding are low internationally in neonatal units. “The study evaluated the effectiveness of clinical, public health and health promotion interventions that may promote or inhibit breastfeeding feeding for infants admitted to neonatal units” (Renfrew et al., 2010, para. 1). The study was a systemic review that had a narrative synthesis. The intention was to use controlled studies to intervene causing infants admitted to neonatal units to be fed breast milk. NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review. In short-term outcomes only forty-eight studies were identified for single interventions in stable infants (Renfrew et al., para 3). Several interventions were identified in conclusion to the study including kangarooing using skin-to-skin, milk expression, support, training of the staff, and the UNICEF Baby-Friendly accreditation (Renfrew et al., 2010). In the study, there were certain gaps in evidence for outcomes, cost, and maternal health. More policy should be in place for infant feedings in neonatal units so many people are still unclear on how it effects them. The second article:
    Barriers, Facilitators, and Recommendations Related to Implementing the Baby-Friendly Initiative (BFI): An Integrative Review
    (Semenic & Childerhose, 2012). In the study, the goal was to research the international and peer-reviewed literature on the design and barriers related to the Baby-Friendly Initiative. The researchers used thirteen databases search the topic (Semenic & Childerhose, 2012). For the results of the search, there were forty-five articles from sixteen countries that met the criteria to be in the review. They used Cooper’s five stages of integrative research review for the analysis of the data (Semenic & Childerhose, 2012). In conclusion to the study, there were many obstacles identified along with solutions for the implementation of the Baby-Friendly Initiative. NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review. The priority issues identified were endorsements of policy makers for administration and government, hospital staff training, the influence of formula marketing, and union of community and hospital health services. To help promote the implementation of BFI in hospitals, strategies such as context-focused research and framing BFI as a multilevel, and sophisticated evidence-based change process should be used as a guide (Semenic & Childerhose, 2012). There were limitations to the study due to limited articles that are published in English so findings may not be interchangeable with other populations and health systems. There were also few studies on BFI in the community and specialty settings. NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review.

    The third article:
    Compliance with the Baby-Friendly Hospital Initiative and impact on breastfeeding rates
    (Hawkins, Stern, Baum, & Gillman, 2014).  The objective of the study was to research how compliant hospitals are with the Baby-Friendly Hospital Initiative and to evaluate maternal education level with the initiation and duration of breastfeeding. In the study was 915 moms were from BFHI accredited, and 1099 moms were from non-accredited facilities in Maine (Hawkins, Stern, Baum, & Gillman, 2014).  NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review. The questionnaire reported that mothers stated seven of the ten essential practices for BFHI were done. A self-report for breastfeeding initiation carried out by all participants for exclusive breastfeeding or any breastfeeding of four weeks or more. Mothers that reported experiencing practicing breastfeeding. Mothers’ reported getting formula gift packs. BFHI increase instances of mothers’ with lower education initiating breastfeeding. Mothers’ with higher education did not have increased breastfeeding rates (Hawkins et al., 2014). There is not optimal compliance in the BFHI accredited facilities. More compliance would result in reduced socio-economic disparities and higher rates of breastfeeding. I believe for this study to be beneficial to change practice there needs to be a bigger group of those surveyed NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review.

    The fourth article:
    Early contact and breastfeeding in a baby friendly hospital
    (D’Artibale & Bercini, 2013). The study was conducted to analyze factors that involved Baby-Friendly Hospitals and the experience of breastfeeding women and early contact with their baby. The University Hospital of Maringa is where the research was conducted with there being 16 participants who shortly after birth were able to establish contact and breastfeed with their baby(D’Artibale & Bercini, 2013). Data collect from November 2011- January 2012 through interviews, notes, and nonparticipating systematic observation (D’Artibale & Bercini, 2013). The initiation of breastfeeding shortly after birth feelings were favorable in the promotion of mother and baby bonding. Caesarean delivery and routine care were priorities, which was the obstacle of the study. It will be necessary to go beyond the technical approach for the initiative to move forward.

    The fifth article:
    Staff Perceptions and Experiences of Implementing the Baby Friendly Initiative in Neonatal Intensive Care Units in Australia
    (Taylor, Sheehan, Gribble, & Dykes, 2011). “This study examined the implementation of the Baby-Friendly Hospital Initiative (BFHI) in the neonatal intensive care unit (NICU) and to understand perceptions and experiences of the staff”(Taylor, Sheehan, Gribble, & Dykes, 2011). Participants were from the Australian metropolitan area. There were 20 neonatal nurses, 18 midwives and a focus group of 8 BFHI hospital coordinators that were interviewed from four maternity hospitals, two were NICU (Taylor, Sheehan, Gribble, & Dykes, 2011). The study resulted in participants that had mistaken beliefs of how BFHI is applied in the NICU. Many of the concerns for BFHI were because of additional work, differences of NICUs and maternity units. Clearer guidelines are crucial for the achievement of the BFHI program NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review.

    Summary

    There were no significant inconsistencies and contradictions in the literature that I found. There were many articles found in aid of my preliminary conclusion of answering the PICO(T) question; does limited separation between mother and newborn have a positive effect on their attachment, compared to infants staying in the nursery, as evidence by staff and patient perception and the decreased number of babies in the nursery with the implementation of the Baby-Friendly Hospital Initiative (BFHI).  In the studies found there were definite conclusions for the implementation of the Baby-Friendly Hospital Initiative and, there were also studies that needed further research. NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review.

    References

    Baby-Friendly USA. (n.d.). Baby-Friendly Hospital Initiative. Retrieved October 1, 2016, from http://www.babyfriendlyusa.org/about-us/baby-friendly-hospital-initiative

    D’Artibale, E. F., & Bercini, L. O. (2013). Early contact and breastfeeding in a baby friendly hospital.
    Online Brazilian Journal of Nursing
    ,
    12
    , 587-589. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/detail/detail?vid=11&sid=1a8d728b-418d-4401-b0b8-16ab8231a79c%40sessionmgr106&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=104112269&db=rzh

    Hawkins, S. S., Stern, A. D., Baum, C. F., & Gillman, M. W. (2014). Compliance with the Baby-Friendly Hospital Initiative and impact on breastfeeding rates.
    Archives Of Disease In Childhood — Fetal & Neonatal Edition
    ,
    99
    (2), F138-43. http://dx.doi.org/10.1136/archdischild-2013-304842

    Polit, D. F., & Beck, C. T. (2012).
    Nursing research: generating and assessing evidence for nursing
    (9th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

    Renfrew, M. J., Dyson, L., McCormick, F., Misso, K., Stenhouse, E., King, S. E., & Williams, A. F. (2010). Breastfeeding promotion for infants in neonatal units: a systematic review.
    Child: care, health and development
    ,
    36
    (2), 165-178. http://dx.doi.org/10.1111/j.1365-2214.2009.01018.x

    Semenic, S., & Childerhose, J. E. (2012, March 21). Barriers, facilitators, and recommendations related to implementing the Baby-Friendly Initiative (BFI): an integrative review.
    Journal of Human Lactation
    ,
    20
    (10), 1-18. http://dx.doi.org/10.1177/0890334412445195

    Taylor, C., Sheehan, A., Gribble, K. D., & Dykes, F. (2011, January). Staff perceptions and experiences of implementing the Baby Friendly Initiative in neonatal intensive care units in Australia.
    Journal of Obstetric Gynecologic & Neonatal Nursing
    ,
    40
    (1), 25-34. http://dx.doi.org/0.1111/j.1552-6909.2010.01204.x NURS 6052, Section 7, Essentials of Evidence-Based Practice – Week 5 Project: Literature Review

  • NURS 6052 Week 5 Discussion: Week 5 Discussion

    NURS 6052 Week 5 Discussion: Week 5 Discussion

    Introduction

    For the Week 5 discussion in NURS 6052, you are asked to find two quantitative research studies that address one issue chosen from a list of issues. This guide will teach you how to find a quantitative research article on a specific topic in a nursing database. Specifically, this guide will discuss how to:

    pick relevant keywords
     for your topic and combine them with Boolean operators

    identify and combine
     search words to find 
    quantitative studies
    in the CINAHL Plus with Full Text database NURS 6052 Week 5 Discussion: Week 5 Discussion.

    evaluate 
    the articles that you find to determine if they actually used the desired research method

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Pick keywords

    Searching the Library databases is not the same as doing a Google search. Here are some key differences: NURS 6052 Week 5 Discussion: Week 5 Discussion.

    The databases search for 
    exactly
     what you enter in the search boxes.

    If you enter a whole sentence, you’ll probably get no results.

    If you misspell or mistype a word, you’ll probably get no results.

    By default, the databases only search for what you enter in the search boxes in the article’s title, citation, abstract, and subject headings. NURS 6052 Week 5 Discussion: Week 5 Discussion,

    This can help you get more 
    relevant 
    results. NURS 6052 Week 5 Discussion: Week 5 Discussion.

    If your topic is obscure, or not mentioned in these fields, you may get no results.

    To effectively search the Library databases we suggest:

    Breaking apart 
    your topic into the component parts

    For example, if your topic is anxiety in children the main parts are: 
    Anxiety
     and 
    Children
    . NURS 6052 Week 5 Discussion: Week 5 Discussion

    Combining 
    these main parts with the Boolean Operators, AND, OR, and NOT

    AND tells the database to search for both terms in an article:

    Anxiety 
    AND
     Children

    OR tells the database to search for either term, which is especially useful for synonyms:

    Children 
    OR 
    Kids

    NOT tells the database to exclude any results that have that term:

    Anxiety 
    NOT 
    Depression

    To learn more about finding articles on your topic in the databases, please see our guide:

    To learn more about Boolean Operators, please see our guide:

    Guide: Keyword Searching: Boolean

    Quantitative studies

    Quantitative studies
     use numbers and statistics to test their hypotheses.

    Some keywords associated with quantitative research studies include:

    Clinical trial

    Correlational

    Data

    Laboratory experiment

    Meta analysis

    Randomized controlled trial NURS 6052 Week 5 Discussion: Week 5 Discussion

    Regression

    Statistically significant

    Survey

     

    Since not all quantitative research studies have the word quantitative in the title or abstract, it helps to link together the names of different types of quantitative research studies in your search. Here is an example of a search for 
    quantitative research articles
     on 
    anxiety in children
     in the 
    CINAHL Plus with Full Text database
    :

    1.
     On the 
    Library homepage
    , go to the 
    Subject Resources 
    box.

    2.
     Click on 
    Select a subject
     and choose: 
    Nursing
    .

    3. 
    Scroll down until you see a section called Nursing articles, journals & books.

    4. 
    Click on 
    Nursing databases
     and then click on the link for 
    CINAHL Plus with Full Text
     to access the database.

    Note:
    If you have not already logged in to the Library databases, you will be prompted to log in with your myWalden Portal user name and password. NURS 6052 Week 5 Discussion: Week 5 Discussion

    5.
     Once you are in the database, go to the 
    first search box
     and enter:

    quantitative OR trial OR meta analysis

    6. 
    In the 
    second search box,
     enter your topic:

    anxiety

    7.
     In the 
    third search box,
     enter the rest of your topic, if necessary:

    children

    Here is what your search boxes should look like: NURS 6052 Week 5 Discussion: Week 5 Discussion

     

    8.
     To limit your results to only 
    peer-reviewed
     articles, go below the search boxes and click in the box under 
    Scholarly (Peer Reviewed) Journals
    .

    Click here to see this image in context
    .

     

    9
    .
     Then click on the 
    Search 
    button to run your search.

    10. 
    As you are looking through your results, you can refer to the 
    Evaluate your results section
     to make sure the article you pick is indeed a quantitative research study.

     

    If you don’t find what you need in the CINAHL Plus with Full Text database, you can use the same search strategy in our other nursing and health databases: NURS 6052 Week 5 Discussion: Week 5 Discussion

    MEDLINE with Full Text

    ProQuest Nursing & Allied Health Source

    Quiz on quantitative research

    Which of the following keywords will 
    not
    help you find quantitative studies in the Library databases? NURS 6052 Week 5 Discussion: Week 5 Discussion

    a.
     Meta analysis

    b.
     Data

    c.
     Interview

    d.
     Trial

     

    Quiz answer

    Evaluate your results

    Unfortunately, just because you entered keywords associated with the research type you are trying to find, that doesn’t guarantee that all of your results will be the desired research type. Once you have your list of results, reflect on the keywords associated with your desired research method. With those keywords in mind, here are a few places you can look to check that you’ve truly found what you wanted:

     

    Title:
     Sometimes the research methodology will be stated in the title of the article. For example:

    “Considerations for the provision of psychosocial services for families following paediatric burn injury: NURS 6052 Week 5 Discussion: Week 5 Discussion,A quantitative study.”

    “Clown intervention to reduce preoperative anxiety in children and parents: A randomized controlled trial.” NURS 6052 Week 5 Discussion: Week 5 Discussion

     

    Abstract:
     If the title does not specify what type of research methodology was used, the next place to look is the abstract. The abstract gives you a short summary of the article and will generally include the research methodology.

    Here is how you can access an article’s abstract:

    1. 
    From the list of results, click on the 
    title 
    of the article.

    2.
     Scroll down until you see the 
    Abstract 
    field.

    Note: 
    not all articles have an abstract. If the one you picked does not, you’ll need to look at the full text of the article.

     

    Article
    : If neither the title nor the abstract makes it clear what type of research methodology was used, you’ll need to go to the full text of the article. The sections where you are most likely to find out what type of research methodology was used are  NURS 6052 Week 5 Discussion: Week 5 Discussion the
    Introduction
    , 
    Methodology/Method
    , and 
    Design
    .

    Note: 
    These sections may have slightly different headings, but will generally be near the beginning of the article. NURS 6052 Week 5 Discussion: Week 5 Discussion

     

    To learn more about 
    evaluating
     your results, please see our guide:

    More information

    Best Practices in Quantitative Methods

    Provides best practices for conducting quantitative research in the 21st Century.

    Health Science Research: A Handbook of Quantitative Methods

    This handbook goes over how to conduct quantitative research in the health sciences.

    Evidence-Based Practice Research

    Quiz answer

    Quantitative Quiz Answer:

    c
    . Interviews

    Interviews are a type of qualitative research. Meta analyses, data, and trials are all good keywords for finding quantitative research. NURS 6052 Week 5 Discussion: Week 5 Discussion NURS 6052 Week 5 Discussion: Week 5 Discussion

  • Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

    Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

    Course Project: Part 3—Translating Evidence Into Practice

     

    In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.

     

    (Link for part 1 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an)

    ORDER A CUSTOM-WRITTEN PAPER NOW

    (Link for part 2 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-2-grading-rubic-an)

     

    Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

     

    To prepare:

     

    Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?

    With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.

    Explore possible consequences of failing to adopt the evidence-based practice that you identified.

    Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

     

    To complete:

     

    In a 3- to 4-page paper:

     

    Restate your PICOT question and its significance to nursing practice.

    Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.

    Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.

    Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?

     

    This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

    Note: In addition, include a 1-page summary of your project.

    You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper.

     

    For this final iteration, you will need to:

    Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.

    Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

     

     

    Please follow the belo link for Templates:

     

    http://academicguides.waldenu.edu/writingcenter/templates

     

    Required Readings

     

    Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

    Chapter 12, “Sampling in Quantitative Research”

    This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.

     

    Chapter 13, “Data Collection in Quantitative Research”

    Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

     

    Chapter 22, “Sampling in Qualitative Research”

    The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.

     

    Chapter 23, “Data Collection in Qualitative Research”

    This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment

    Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier  Science & Technology Journals via the Copyright Clearance Center.

     

    This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.

    Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from 
    http://writingcenter.waldenu.edu/57.htm

     

    This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.

    Media

    Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author.

     

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

     

    Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit.

     

    Optional Resources

    Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

     

    This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.

    Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270.

    Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49.

    Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company.

    Chapter 9, “Evaluation of Research Instruments and Experimental Conditions”

     

    NURS 5052/NURS 6052: Essentials of Evidence-Based Practice

    Course Project Overview

    Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

    For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

    Before you begin, review this document, which contains information about all three parts of the Course Project.

    Note: 
    This Course Project will serve as the 
    Portfolio Assignment
     for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in 
    Week 10
    .

    Course Project: Part 1–Identifying a Researchable Problem

    One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies

    Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.

    In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.

    To prepare:

    · Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment.

    · Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.

    · Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.

    · Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.

    · Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? 
    Note:
     Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

    · Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

    To complete:

    Write a 3- to 4-page paper that includes the following:

    · A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice

    · The 5 questions that you have generated, and a description of how you analyzed them for feasibility

    · Your preliminary PICOT question and a description of each PICOT variable relevant to your question

    · At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

    Part 1 of the Course Project is due by 
    Day 7
     of 
    Week 2
    . It will also be a component of your 
    Portfolio Assignment
     for this course, which is due by 
    Day 7
     of 
    Week 10
    .

    Reference:
     Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. 
    Evidence Based Library and Information Practice, 6
    (2), 75–80. Retrieved from 
    https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

    Course Project: Part 2—Literature Review

    The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question that you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

    To prepare:

    · Review the information in Chapter 5 of the course text
    ,
    focusing on the steps for conducting a literature review and for compiling your findings. Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment.

    · Using the question that you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.

    · Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the 
    Literature Review Summary Table Template
     located in this week’s Learning Resources.

    · Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.

    To complete:

    Develop a 2- to 3-page literature review that includes the following:

    · A synthesis of what the studies reveal about the current state of knowledge on the question that you developed

    · Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.

    · Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry

    · Your literature review summary table with all references formatted in correct APA style

    Note:
     Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.

    Part 2 of the Course Project is due by 
    Day 7
     of 
    Week
     
    5. 
    It will also be a component in your portfolio assignment in this course, which is due by 
    Day 7
     of Week 10.

    Course Project Part 3 – Translating Evidence Into Practice

    Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.

    To prepare:

    · Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?

    · With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.

    · Explore possible consequences of failing to adopt the evidence-based practice that you identified.

    · Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

    To complete:

    In a 3- to 4-page paper:

    · Restate your PICOT question and its significance to nursing practice.

    · Summarize the findings from the articles that you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.

    · Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.

    · Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?

    Part 3 of the Course Project is due by 
    Day 7
     of 
    Week
     
    10
    .
     
    It should be combined with the other two components of the Course Project and turned in as your 
    Portfolio Assignment
     for this course. 
    Note:
     In addition, include a 1-page summary of your project.

    For this final iteration you will need to:

    · Submit your paper to Grammarly and Turnitin through the Walden Writing Center. Based on the Grammarly and Turnitin reports, revise your paper as necessary.

    · 
    Reminder:
     The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The 
    School of Nursing Sample Paper
     provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

    Note:
     The Course Project will be your 
    Portfolio Assignment 
    for this course.

     

    Critique Template for a Qualitative Study

    NURS 5052/NURS 6052

    Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by 
    Day 7
     of
     Week 7
    )

    Date:       FORMTEXT

    Your name:       FORMTEXT

    Article reference (in APA style):       FORMTEXT

    URL:       FORMTEXT

    What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.

    When the purpose is to improve practice, nurses must give special consideration to questions such as these:

    · Are the research findings appropriate to my practice setting and situation?

    · What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?

    · How might a proposed change in practice trigger changes in other aspects of practice?

    To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.

    If the article is unavailable in a full-text version through the Walden University Library, you must 
    e-mail the article as a PDF or Word attachment to your Instructor.

    QUALITATIVE RESEARCH CRITIQUE

    1. 
    Research Issue and Purpose

    What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.) Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment.

     

    2. 
    Researcher Pre-understandings

    Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem?

     

    3. 
    Literature Review

    What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)

     

    4. 
    Theoretical or Conceptual Framework

    Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)

     

    5. 
    Participants

    Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of sampling strategy was used? Was it appropriate? Was the sample size adequate? Did the researcher stipulate that information redundancy was achieved?

     

    6. 
    Protection of Human Research Participants

    What steps were taken to protect human research subjects?

     

    7. 
    Research Design

    What was the design of the study? If the design was modeled from previous research or pilot studies, please describe.

     

    8. 
    Data Collection/Generation Methods

    What methods were used for data collection/generation?
     
    Was triangulation used?

     

    9. 
    Credibility

    Were the generated data credible? Explain your reasons.

     

    10. 
    Data Analysis

    What methods were used for data analysis? What evidence was provided that the researcher’s analysis was accurate and replicable?

     

    11. 
    Findings

    What were the findings?

     

    12. 
    Discussion of Findings

    Was the discussion of findings related to the framework? Were those the expected findings? Were they consistent with previous studies? Were serendipitous (i.e., accidental) findings described
    ?

     

    13. 
    Limitations

    Did the researcher report limitations of the study? (Limitations are acknowledgments of internal characteristics of the study that may help explain insignificant and other unexpected findings, and more importantly, indicate those groups to whom the findings CANNOT be generalized or applied. It is a fact that all studies must be limited in some way; not all of the issues involved in a problem situation can be studied all at once.)

     

    14. 
    Implications

    Are the conclusions and implications drawn by the author warranted by the study findings? (Sometimes researchers will seem to ignore findings that don’t confirm their expectations as they interpret the meaning of their study findings.) Translating Evidence Into Practice – NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment,

     

    15. 
    Recommendations

    Does the author offer legitimate recommendations for further research? Is the description of the study sufficiently clear and complete to allow replication of the study? (Sometimes researchers’ recommendations seem to come from “left field” rather than following obviously from the discussion of findings. If a research problem is truly significant, the results need to be confirmed with additional research; in addition, if a reader wishes to design a study using a different sample or correcting flaws in the original study, a complete description is necessary.)

     

    16. 
    Research Utilization in Your Practice

    How might this research inform your practice? Are the research findings appropriate to your practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might the utilization of this research trigger changes in other aspects of practice?

  • Geriatric depression therapy decision tree

    Geriatric depression therapy decision tree

    NURS 6630 Week 3 Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

    Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.

    Learning Objectives

    ORDER A PLAGIARISM-FREE PAPER HERE

    Students will:

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

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

    Evaluate efficacy of treatment plans

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

    Learning Resources

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

    Required Readings

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

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

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

    Chapter 6, “Mood Disorders”

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

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

    Review the following medications:

    amitriptyline

    bupropion

    citalopram

    clomipramine

    desipramine

    desvenlafaxine

    doxepin

    duloxetine

    escitalopram

    fluoxetine

    fluvoxamine

    imipramine

    ketamine

    mirtazapine

    nortriptyline

    paroxetine

    selegiline

    sertraline

    trazodone

    venlafaxine

    vilazodone

    vortioxetine

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

    Note: Retrieved from Walden Library databases.

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

    Required Media

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

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

    To prepare for this Assignment:

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

    The Assignment

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

    At each decision point stop to complete the following:

    Decision #1

    Which decision did you select?

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

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

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

    Decision #2

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

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

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

    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 Geriatric depression therapy decision tree?

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

    NURS 6630 Week 3 Discussion

    Discussion: The Impact of Ethnicity on Antidepressant Therapy

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

    Required Readings

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

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

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

    Chapter 7, “Antidepressants”

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

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

    Review the following medications:

    amitriptyline

    bupropion

    citalopram

    clomipramine

    desipramine

    To prepare for this Discussion:

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

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

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

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

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

    Go to the Stahl Online website and examine the case study you were assigned. Geriatric depression therapy decision tree.

    Take the pretest for the case study.

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

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

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

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

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

    Review the posttest for the case study.

    SAMPLE APPROACH

    NURS 6630 Week 3 Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

    Introduction

    Depression in the elderly altogether influences patients, families, and groups. Familiarity with inclining and hastening variables can help recognize patients needing screening with instruments, for example, the Geriatric Depression Scale (American Psychiatric Association, 2013). After analysis, consistent development and dynamic drug administration are essential to augment treatment and reduction. Determination of a stimulant solution ought to be founded on the best reaction profile and the most reduced danger of medication collaboration. On the off chance that abatement is not accomplished, then extra medicines, including different medications and psychotherapy, might be considered (Flint & Rifat, 2013). In instances of serious, insane, or recalcitrant depression in the elderly, electroconvulsive treatment is prescribed. This paper considers a case of a 31-year-old Hispanic man with severe depression and the treatment options available. Geriatric depression therapy decision tree The treatment decisions made are evaluated and the outcomes compared to facilitate greater understanding of geriatric depression therapy.

    Decision Point One

    Selected Decision

    Begin Zoloft 25 mg orally daily

    Reason for Selection

    Zoloft is one of the most effective drugs for treatment of severe depression in adults. The patient had a score of 51 when the PMHNP administered MADRS, this is an indication of severe depression. Considering the available antidepressants in this case, phenelzine is recommended for use in areas where other drugs have failed (Stahl, 2014b). Effexor XL on the other hand can be used but has many potential side effects considering the patients history and lifestyle. Thus, Zoloft emerges as the best option.

    Expected Results

    The action of Zoloft should be evident within the first two weeks as this is the pharmaceutical expectation from the experiments completed with the drug. By the time the patient comes for checkup after two weeks, he should report ability to sleep at night. The level of concentration should also undergo a boost on administering this drug (Liu, Anderson, Mittmann, Axcell & Shear, 2015). It is also expected that the patient will be motivated to the normal activities and even relate well with people. The patient’s feeling of being an outsider due to the past treatment should start waning off Geriatric depression therapy decision tree.

    Differences between Expected Results and Actual Results

    When the patient revisited after four weeks and reported a decrease of 25% in the symptoms. This is in the direction of the expectations. However, another outcome was not anticipated, the patient was experiencing erectile dysfunction (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). This is a side effect of the drug that was not expected when the treatment plan was made. Zoloft has a number of potential side effects and erectile dysfunction is one of them though not very common. The rest of the outcomes reflected the expected trend even though the rate was a bit lower than anticipated.

    NURS 6630 Week 3 Assignment Decision Point Two

    Selected Decision

    Add augmenting agent such as Wellbutrin IR 150 mg in morning

    Reason for Selection

    The client was experiencing a decrease in the depression symptoms because of administering Zoloft but the same drug had led to erectile dysfunction. It is a good idea to maintain Zoloft for reducing depression and combine it with another antidepressant with abilities to abate erectile dysfunction. Wellbutrin is such an antidepressant that can be used to help the patient’s erection function normally while on depression therapy (Flint & Rifat, 2013). In this case, the focus is not to treat the side effect of Zoloft as this is not advisable, but it is to introduce an antidepressant and slowly withdraw Zoloft and thereby correcting erectile dysfunction Geriatric depression therapy decision tree.

    Expected Results

    When Wellbutrin is introduced as augmenting agent, the patient should experience much reduced symptoms. This is because both Zoloft and Wellbutrin will be working to reduce depression and thus the combined effect should be bigger (Flint & Rifat, 2013). In addition, the patient should start having normal erection as a result of the working of Wellbutrin. Geriatric depression therapy decision tree This should even make the patient better and more motivated.

    Differences between Expected Results and Actual Results

    The patient visited again after four weeks and he stated that the depressive symptoms had even reduced further. He also informed that the erection dysfunction had been abated. These two outcomes were expected as the therapy was being administered. Nevertheless, different other outcomes from the ones anticipated arose (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). The patient was feeling jittery and nervous. Either of the two drugs could influence this; Zoloft and Wellbutrin as both are known to cause feelings of anxiety in some cases. Sometimes the feeling of jittery is caused by the kind of dosage of the two drugs.

    Decision Point Three

    Selected Decision

    Change Wellbutrin to XL 150 mg orally in AM

    Reason for Selection

    The patient is experiencing jitteriness as the only problem with the current therapy. The effect of medication is as intended and so it is not proper to change just because of the side effect. Jitteriness may be caused by the immediate release of Wellbutrin. Geriatric depression therapy decision tree Trying to change the administration of Wellbutrin may be the solution to jitteriness. Administering Wellbutrin in its extended release form can help to reduce depression and remove jitteriness. It is not proper to introduce a new drug to treat the side effects of another before trying to modify the dosage of the original drug.

    Expected Results

    Administration Wellbutrin in its extended release form is anticipated to treat jitteriness if in fact the problem is the immediate release of Wellbutrin. It is also expected that the patient will continue experiencing an improved rate of depression reduction (Liu, Anderson, Mittmann, Axcell & Shear, 2015). The ceasing of jitteriness should allow the patient to have confidence in the therapy and are motivated to continue using the medication. The concentration ability of the patient should increase tremendously. The patient should also not have problems with sleeping at night Geriatric depression therapy decision tree.

    Differences between Expected Results and Actual Results

    The decision seems to be in agreement with the standard way of dealing with side effects of therapy administered to a patient (Laureate Education, 2016g). It was recommended that a drug can be modified in the way it is administered in an attempt to handle the side effects rather than introduce another drug to treat the side effect (Liu, Anderson, Mittmann, Axcell & Shear, 2015). This is because every drug has side effects and so treating one may be just as good as introducing another.

    Impact of Ethical Considerations on Treatment Plan

    Ant-depression therapy in adults has many complications that accompany any medication plan adopted. It involves taking risks, as there are many side effects of the drugs used in this therapy. Some drugs cause patients to have suicidal tendencies (Flint, 2012). Based on the doctor’s evaluation of the patient, some drugs may not be included in the therapy of certain patients. In this case, some drugs may not be used especially those that induce suicidal tendencies as this patient is not interacting with people and that make is risky Geriatric depression therapy decision tree.

    Conclusion

    Depression in the elderly is a noteworthy, normal, and developing issue that requires treatment. It has genuine ramifications for the patient, family, and group. Recognizable proof took after by a careful evaluation can help manage the determination of a proper upper prescription. There are a few variables to consider when choosing, altering, and changing antidepressants in the elderly. Together, these techniques can help advance the sheltered utilization of antidepressants in the elderly (Flint & Rifat, 2013). Other than medicines, different treatments for wretchedness that may be considered incorporate different types of psychotherapy and neurostimulation, with electroconvulsive treatment as yet being the highest quality level for extreme or crazy discouragement Geriatric depression therapy decision tree.

  • Geriatric Depression Therapy Decision Tree

    NURS 6630 Week 3 Assignment: Geriatric Depression Therapy Decision Tree

    NURS 6630 Week 3 Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

    Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.

    Learning Objectives

    Students will:

    ORDER A PLAGIARISM-FREE PAPER HERE

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

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

    Evaluate efficacy of treatment plans

    Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients Geriatric Depression Therapy Decision Tree.

    Learning Resources

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

    Required Readings

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

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

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

    Chapter 6, “Mood Disorders”

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

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

    Review the following medications:

    amitriptyline

    bupropion

    citalopram

    clomipramine

    desipramine

    desvenlafaxine

    doxepin

    duloxetine

    escitalopram

    fluoxetine

    fluvoxamine

    imipramine

    ketamine

    mirtazapine

    nortriptyline

    paroxetine

    selegiline

    sertraline

    trazodone

    venlafaxine

    vilazodone

    vortioxetine

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

    Note: Retrieved from Walden Library databases.

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

    Required Media

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

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

    To prepare for this Assignment:

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

    The Assignment

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

    At each decision point stop to complete the following:

    Decision #1

    Which decision did you select?

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

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

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

    Decision #2

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

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

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

    Decision #3

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

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

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

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

    NURS 6630 Week 3 Discussion

    Discussion: The Impact of Ethnicity on Antidepressant Therapy

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

    Required Readings

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

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

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

    Chapter 7, “Antidepressants”

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

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

    Review the following medications:

    amitriptyline

    bupropion

    citalopram

    clomipramine

    desipramine

    To prepare for this Discussion:

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

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

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

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

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

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

    Take the pretest for the case study.

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

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

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

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

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

    Review the posttest for the case study.

    SAMPLE APPROACH

    NURS 6630 Week 3 Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders

    Introduction

    Depression in the elderly altogether influences patients, families, and groups. Familiarity with inclining and hastening variables can help recognize patients needing screening with instruments, for example, the Geriatric Depression Scale (American Psychiatric Association, 2013). After analysis, consistent development and dynamic drug administration are essential to augment treatment and reduction. Determination of a stimulant solution ought to be founded on the best reaction profile and the most reduced danger of medication collaboration. On the off chance that abatement is not accomplished, then extra medicines, including different medications and psychotherapy, might be considered (Flint & Rifat, 2013). In instances of serious, insane, or recalcitrant depression in the elderly, electroconvulsive treatment is prescribed. This paper considers a case of a 31-year-old Hispanic man with severe depression and the treatment options available. The treatment decisions made are evaluated and the outcomes compared to facilitate greater understanding of geriatric depression therapy.

    Decision Point One

    Selected Decision

    Begin Zoloft 25 mg orally daily

    Reason for Selection

    Zoloft is one of the most effective drugs for treatment of severe depression in adults. The patient had a score of 51 when the PMHNP administered MADRS, this is an indication of severe depression. Considering the available antidepressants in this case, phenelzine is recommended for use in areas where other drugs have failed (Stahl, 2014b). Effexor XL on the other hand can be used but has many potential side effects considering the patients history and lifestyle. Thus, Zoloft emerges as the best option.

    Expected Results

    The action of Zoloft should be evident within the first two weeks as this is the pharmaceutical expectation from the experiments completed with the drug. By the time the patient comes for checkup after two weeks, he should report ability to sleep at night. The level of concentration should also undergo a boost on administering this drug (Liu, Anderson, Mittmann, Axcell & Shear, 2015). Geriatric Depression Therapy Decision Tree It is also expected that the patient will be motivated to the normal activities and even relate well with people. The patient’s feeling of being an outsider due to the past treatment should start waning off.

    Differences between Expected Results and Actual Results

    When the patient revisited after four weeks and reported a decrease of 25% in the symptoms. This is in the direction of the expectations. However, another outcome was not anticipated, the patient was experiencing erectile dysfunction (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). This is a side effect of the drug that was not expected when the treatment plan was made. Zoloft has a number of potential side effects and erectile dysfunction is one of them though not very common. The rest of the outcomes reflected the expected trend even though the rate was a bit lower than anticipated.

    NURS 6630 Week 3 Assignment Decision Point Two

    Selected Decision

    Add augmenting agent such as Wellbutrin IR 150 mg in morning

    Reason for Selection

    The client was experiencing a decrease in the depression symptoms because of administering Zoloft but the same drug had led to erectile dysfunction. It is a good idea to maintain Zoloft for reducing depression and combine it with another antidepressant with abilities to abate erectile dysfunction. Wellbutrin is such an antidepressant that can be used to help the patient’s erection function normally while on depression therapy (Flint & Rifat, 2013). In this case, the focus is not to treat the side effect of Zoloft as this is not advisable, but it is to introduce an antidepressant and slowly withdraw Zoloft and thereby correcting erectile dysfunction.

    Expected Results

    When Wellbutrin is introduced as augmenting agent, the patient should experience much reduced symptoms. This is because both Zoloft and Wellbutrin will be working to reduce depression and thus the combined effect should be bigger (Flint & Rifat, 2013). In addition, the patient should start having normal erection as a result of the working of Wellbutrin. This should even make the patient better and more motivated.

    Differences between Expected Results and Actual Results

    The patient visited again after four weeks and he stated that the depressive symptoms had even reduced further. He also informed that the erection dysfunction had been abated. These two outcomes were expected as the therapy was being administered. Geriatric Depression Therapy Decision Tree. Nevertheless, different other outcomes from the ones anticipated arose (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). The patient was feeling jittery and nervous. Either of the two drugs could influence this; Zoloft and Wellbutrin as both are known to cause feelings of anxiety in some cases. Sometimes the feeling of jittery is caused by the kind of dosage of the two drugs.

    Decision Point Three

    Selected Decision

    Change Wellbutrin to XL 150 mg orally in AM

    Reason for Selection

    The patient is experiencing jitteriness as the only problem with the current therapy. The effect of medication is as intended and so it is not proper to change just because of the side effect. Jitteriness may be caused by the immediate release of Wellbutrin. Trying to change the administration of Wellbutrin may be the solution to jitteriness. Administering Wellbutrin in its extended release form can help to reduce depression and remove jitteriness. It is not proper to introduce a new drug to treat the side effects of another before trying to modify the dosage of the original drug.

    Expected Results

    Administration Wellbutrin in its extended release form is anticipated to treat jitteriness if in fact the problem is the immediate release of Wellbutrin. It is also expected that the patient will continue experiencing an improved rate of depression reduction (Liu, Anderson, Mittmann, Axcell & Shear, 2015). The ceasing of jitteriness should allow the patient to have confidence in the therapy and are motivated to continue using the medication. The concentration ability of the patient should increase tremendously. The patient should also not have problems with sleeping at night.

    Differences between Expected Results and Actual Results

    The decision seems to be in agreement with the standard way of dealing with side effects of therapy administered to a patient (Laureate Education, 2016g). Geriatric Depression Therapy Decision Tree. It was recommended that a drug can be modified in the way it is administered in an attempt to handle the side effects rather than introduce another drug to treat the side effect (Liu, Anderson, Mittmann, Axcell & Shear, 2015). This is because every drug has side effects and so treating one may be just as good as introducing another.

    Impact of Ethical Considerations on Treatment Plan

    Ant-depression therapy in adults has many complications that accompany any medication plan adopted. It involves taking risks, as there are many side effects of the drugs used in this therapy. Some drugs cause patients to have suicidal tendencies (Flint, 2012) Geriatric Depression Therapy Decision Tree. Based on the doctor’s evaluation of the patient, some drugs may not be included in the therapy of certain patients. In this case, some drugs may not be used especially those that induce suicidal tendencies as this patient is not interacting with people and that make is risky.

    Conclusion

    Depression in the elderly is a noteworthy, normal, and developing issue that requires treatment. It has genuine ramifications for the patient, family, and group. Recognizable proof took after by a careful evaluation can help manage the determination of a proper upper prescription. There are a few variables to consider when choosing, altering, and changing antidepressants in the elderly. Together, these techniques can help advance the sheltered utilization of antidepressants in the elderly (Flint & Rifat, 2013). Geriatric Depression Therapy Decision Tree Other than medicines, different treatments for wretchedness that may be considered incorporate different types of psychotherapy and neurostimulation, with electroconvulsive treatment as yet being the highest quality level for extreme or crazy discouragement

  • Adult and Geriatric Antidepressant Therapy essay assignment discussion

    Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

    Week 3: Adult and Geriatric Antidepressant Therapy

    ________________________________________

    Discussion: The Impact of Ethnicity on Antidepressant Therapy

    Major depressive disorder is one of the most prevalent disorders you will see in clinical practice. Treatment for this disorder, however, can vary greatly depending on client factors, such as ethnicity and culture. As a psychiatric mental health professional, you must understand the influence of these factors to select appropriate psychopharmacologic interventions. For this Discussion, consider how you might assess and treat the individuals in the case studies based on the provided client factors, including ethnicity and culture. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

    ORDER A PLAGIARISM-FREE PAPER HERE

    To prepare for this Discussion:

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

    (The Case: The depressed man who thought he was out of options

    The Question: Are some episodes of depression untreatable?

    The Dilemma: What do you do when even ECT and MAOIs do not work)

    SELECT CASE #3- VOLUME 1- CASE #29 ON STAHL’S ONLINE WEBSITE ABOVE

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

    • Go to the Stahl Online website and examine the case study you were assigned ( CASE #3) AS ATTACHED SEPARATELY. .

    • Take the pretest for the case study.

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

    • Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.). Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

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

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

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

    • Review the posttest for the case study.

    QUESTION

    Post a response to the following:

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

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

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

    • Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion.

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

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

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

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

    Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

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

     

    Week 3: Adult and Geriatric Antidepressant Therapy

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

    This week, as you study antidepressant therapies, you examine the assessment and treatment of clients with mood disorders. You also explore ethical and legal implications of these therapies. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

    Photo Credit: Comstock Images/Getty Images

    Discussion: The Impact of Ethnicity on Antidepressant Therapy

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

     

    To prepare for this Discussion:

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

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

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

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

    (The Case:
    The depressed man who thought he was out of options

    The Question:
    Are some episodes of depression untreatable? Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

    The Dilemma:
    What do you do when even ECT and MAOIs do not work)

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

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

    Take the pretest for the case study.

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

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

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

    Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

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

    Review the posttest for the case study.

    Note:
    For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on
    Submit!

    By Day 3

    Post
    a response to the following:

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

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

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

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

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

    List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.

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

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

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

     

    Read
    a selection of your colleagues’ responses.

     

    By Day 6

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

    If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion.

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

    Learning Objectives

    Students will:

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

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

    Analyze the impact of ethnicity on antidepressant therapy

    Evaluate efficacy of treatment plans

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

     

    Adult and Geriatric Antidepressant Therapy

    Student’s Name

    Institutional Affiliations

    ORDER A PLAGIARISM-FREE PAPER HERE

    Adult and Geriatric Antidepressant Therapy

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

    Treating adults and geriatric patients with a major depressive disorder can be very challenging due to variations in patient factors such as culture and ethnicity Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion. Therefore, for the mental health professionals to select the most appropriate interventions for such patients, they must have a comprehensive understanding of the influence of specific client factors on drug response (Stahl, 2013). The given case study describes the treatment process for a 69-year-old man who presents with depressive symptoms. If the patient was in my office, I would ask him three pertinent questions as part of history taking. First, I would ask him to explain the specific signs and symptoms that he has been having and for what period of time. Second, I would want to know whether any of his family members have suffered depression before. Third, I would ask about the types of drugs he is using at the moment. The rationale for why I might ask these questions is that knowledge of the patient’s symptoms, family medical history, and of the drugs he is using is very crucial for the selection of the most appropriate intervention for him (Stahl, 2013).

    The patient’s wife, one of his children, and the clinician who has been providing care to him act as very good sources of information to allow a further assessment of his situation. The patient’s wife and child would be asked if they have noticed any changes in his behavior in the recent past. The clinician would be asked whether the patient has been responding positively to drugs. The physical exams that would be appropriate for the child include obtaining his weight, blood pressure, body mass index, body temperature, and pulse rate. The most appropriate diagnostic test is performing a magnetic resonance imaging (MRI) to assess brain function. The results of these tests will be used to determine the severity of the patient’s condition (Stahl, 2013).

    Based on the client’s symptoms, the three differential diagnoses for him include major depressive disorder, bipolar disorder, and adjustment disorder with depressed mood. I think the most likely diagnosis for him is a major depressive disorder. The reason is that the patient is severely demoralized, depressed, worthless, helpless, hopeless, and has difficulty in concentrating (American Psychiatric Association, 2013). Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion Based on pharmacokinetics and pharmacodynamics, the two pharmacologic agents for the patient’s antidepressant therapy are desvenlafaxine and venlafaxine at a dosage of up to 200 mg for the former and a dosing higher than 375 mg for the latter (Stahl, 2014b). From the pharmacokinetic perspective, I would choose venlafaxine over desvenlafaxine because the former drug would be metabolized faster than the latter thereby making it more effective in relieving symptoms (Stahl, 2014b; Howland, 2008a).

    Based on the client’s ethnicity, the healthcare professional should not use tricyclic antidepressant (TCA) and monoamine oxidase inhibitors (MAOI) which are effective in treating patients from other cultures. Rather, the clinician must be careful to use high doses of venlafaxine if positive results are to be realized. The reason is that the patient in the given case study is resistant to TCA and MAOI. The use of high doses of venlafaxine in individuals of other ethnicities may complicate symptoms instead (Yasuda et al., 2008; Stahl, 2014b).

    Based on the data provided, I would augment MAOI with a stimulant at week 20 and obtain blood level of venlafaxine while at the same time avoiding the administration of Aripiprazole at week 24. In the cases study, the named proposals have been ignored by the clinician, a factor that has delayed the patient’s recovery process (Stahl, 2013). The two lessons that have been learned from the case study are that ethnicity and culture have a great influence on some episodes of depression, and high doses of venlafaxine should be used when an electroconvulsive therapy (ECT) and MAOI have proven to be ineffective. Therefore, when providing care to patients with similar symptoms in future, I will consider a therapeutic drug monitoring earlier in the treatment. Besides, I will consider genetic testing, particularly in children and geriatric patients who might seem to be resistant to commonly used drugs. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion.

    References

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

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

    American Psychiatric Association. (2013).
    Diagnostic and statistical manual of mental disorders
    (5th ed.). Washington, DC: Author. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion.

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

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

    PATIENT FILE

    The Case: The depressed man who thought he was out of options

    The Question: Are some episodes of depression untreatable?

    The Dilemma: What do you do when even ECT and MAOIs do not work?

    Pretest Self Assessment Question (answer at the end of the case)

    If a patient has low blood levels of an antidepressant at standard doses,

    what could this mean?Adult and Geriatric Antidepressant Therapy Essay

    A. Pharmacokinetic failure

    B. Genetic variant causing pharmacokinetic failure

    C. Pharmacodynamic failure

    D. Genetic variant causing pharmacodynamic failure

    E. Noncompliance

    Patient Intake

    • 69-year-old man

    • Chief complaint: unremitting, chronic depression

    Psychiatric History

    • Recurrent, unipolar major depressive episodes for the past 40 years,

    with good response to treatment and good inter-episode recovery

    until fi ve years ago

    • Onset then of one long, waxing and waning major depressive episode

    ever since

    • Five years ago, relapsed on venlafaxine 225 mg after having had a

    good response to it

    • Two years ago had nine electroconvulsive therapy (ECT) treatments

    with a partial response

    • In the past few years since relapse on venlafaxine has tried

    (adequate trials, no severe side effects)Adult and Geriatric Antidepressant Therapy Essay. essentially every known

    antidepressant and augmentation combination known or reported

    in the literature, from many capable psychiatrists and numerous

    consultations from local, regional, and national psychiatrists, and

    distinguished medical centers

    – 5 SSRIs

    – Duloxetine

    – Mitazapine

    – 2 TCAs

    – Augmentation with 5 different atypical antipsychotics

    – Augmentation with

    – Lithium

    – Thyroid

    – Buspirone

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    324

    – L-methylfolate

    – Others

    • Following ECT, given the MAOI phenelzine (Nardil) up to 105 mg/day

    with some orthostasis, some antidepressant response, wearing off

    despite increasing doses, and then all response to phenelzine wore

    off

    • Trials even included the controversial and heroic combination of an

    monoamine oxidase inhibitor (MAOI) and a tricyclic antidepressant

    (TCA) phenelzine plus nortriptyline, all ineffective

    • Came to you on phenelzine 90 mg, nortriptyline 50 mg, and

    occasional lorazepam, for your treatment recommendations

    Medical History

    • Not contributory

    • Other medications:

    – Boniva for osteoporosis

    – Avapro for hypertension

    – Lipitor for hypercholesterolemia

    – Flomax for enlarged prostate

    – Melloxicam for arthritis

    Social and Personal History

    • Married, 3 children, 8 grandchildren

    • Retired engineer

    • Non smoker, no drug or alcohol abuse

    Family History

    • Several fi rst degree relatives: depression

    • No family history of suicide

    Patient Intake

    • Severely depressed and demoralized

    • No joy or pleasure; sad, feeling helpless, hopeless, worthless,

    problems concentrating

    • Past two years rates himself 9/10 in severity (10 worst)

    • Wife states he is letting go and giving up

    Of the following choices, what would you do?

    • Add one of the new antipsychotics, asenapine, iloperidone or

    lurasidone that he has not taken yet

    • Augment the MAOI with a stimulant, which is one of the few

    combinations he has not tried yet

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    325

    • Discontinue the nortriptyline and augment the MAOI

    • Discontinue the MAOI and augment the nortriptyline

    • Discontinue both the TCA and the MAOI and prescribe something else

    • Send to another psychopharmacologist; this patient is too sick and

    the prognosis is poor

    • Do a complete medical and endocrine and neurological evaluation to

    see if any underlying condition has developed that has been missed

    • Look into personal and family dynamics to see if this is really a

    resistant depression disguising other problems

    • None of the above

    Further Investigation

    Is there anything else you would especially like to know about this

    patient?

    • What about details concerning his medical and neurological status?

    – During the past year the patient has had extensive medical,

    endocrine and cancer workups, all negative

    – During the past year has also had neurological evaluation, with

    normal EEG, MRI

    – Neuropsychological tests consistent with severe depression but

    without signs of an early dementia

    • What about personal and family dynamics?

    – Patient and family are indeed quite concerned about his

    depression, fearing he will die before he recovers

    – Patient has a long standing supportive marriage and supportive

    children and no major fi nancial problems

    – Has coped with recurrent episodes of depression his whole

    life, bouncing back after each setback, but now has given up,

    frightening his family

    – No obvious reason to suspect family or personal dynamics as the

    source of his depression

    – However, he does have extreme negativity and a cognitive

    approach may be useful if he begins to get enough motivation to

    participate in this approach

    If you would give or refer him for an experimental or “off label” protocol,

    test or treatment, which would you choose?

    • Intravenous single injection of ketamine (NMDA N-methyl-d-aspartate

    antagonist) in an experimental protocol

    • Send him for experimental DBS (deep brain stimulation)

    • Oral riluzole (putative inhibitor of glutamate release)

    • Acetylcholinesterase inhibitor in case this is really early dementia

    • Send him for a quantitative EEG

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    326Adult and Geriatric Antidepressant Therapy Essay

    • Send him for pharmacogenomics testing

    • Send him for therapeutic drug monitoring

    • I would not prescribe experimental treatments off label, nor send him

    for an experimental protocol

    Attending Physician’s Mental Notes: Initial Psychiatric

    Evaluation

    • There are very few remaining treatment options

    Acetylcholinesterase inhibitor

    • No evidence of dementia

    • Treatment seems a long shot for his depression

    TMS

    • The patient may be a candidate for TMS

    • However, TMS is not well documented to work in a case this severe,

    especially in a case with less than robust responses to ECT

    DBS

    • DBS is a possibility, but only a research protocol, even though it

    might save his life

    • Only a few centers offer this procedure in the US and Canada

    • Unclear how this will be paid as insurance probably does not cover

    • However, some promising early results in treatment resistant

    depression

    • Will tell patient and family and referring psychiatrist about this and

    provide literature but not advise action yet

    Ketamine

    • Intravenous single injection of ketamine is an experimental protocol

    • Available as a research test at the NIMH (National Institute of Mental

    Health) and a few universities

    • A number of studies confi rm effi cacy in treatment resistant major

    depression

    • However, it only works for a few hours and then wears off and not

    practical to repeat it

    • Not only ketamine, but several NMDA 2B subtype selective

    antagonists (NR2B selective antagonists) are in clinical testing, some

    of which are orally administered

    • Too early to tell whether this will pan out and not available for open

    label administration, only double blind trials

    Referenced EEG

    • A new type of EEG protocol, referenced EEG reports promising results,

    but not in patients this severe and still considered a research tool

    • Only available in a limited number of research centers and not proven

    to predict clinical response to specifi c antidepressants, especially in a

    case like this

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    327Adult and Geriatric Antidepressant Therapy Essay

    SPECT scans

    • Some commercial clinics offer older imaging technology (SPECT is

    Single Photon Emission Computed Tomography) as brain scans for sale

    • They do generate color pictures of brain activity that can be

    impressive looking to patients

    • Scans are accompanied with an algorithm claiming to predict which

    drug to use

    • Although this looks has a high-tech, scientifi c appearance, and raises

    hope, it is not well accepted in the scientifi c community and costs

    several thousand dollars not covered by insurance

    Genotyping

    • This approach may be useful in vulnerable populations of patients

    such as children or elderly and those who do not respond to many

    medications

    • Genetic variants of cytochrome P450 (CYP45) drug metabolizing

    enzymes can in some cases explain unusually high or unusually low

    blood and brain concentrations of drugs:

    – 2D6

    – 2C19

    – 2D9

    – Others

    – This might be useful here since this patient seems not to respond

    to a wide number of medications now, and also has no notable

    side effects from them

    – Is it possible that his drug levels are low due to a drug

    metabolizing enzyme variant, some variant of drug absorption, or

    possibly noncompliance?

    • Genetic variants of multiple neurotransmitter based genes, upon which

    many antidepressants act, may help explain both who responds to what

    antidepressant, and who gets side effects from what antidepressant

    Phenotyping

    • Determining whether a patient has high or low blood levels of a drug

    establishes the phenotypes of:

    – Poor metabolizers

    – Extensive metabolizers

    – Compliance/adherence

    – Pharmacokinetic variants can explain how he absorbs and

    metabolizes his antidepressants and thus measurement of

    genetic variants of CYP450 drug metabolizing enzymes may be

    helpful in explaining why the patient is not responding, especially

    if he does not generate adequate plasma and brain drug levels

    (pharmacokinetic)Adult and Geriatric Antidepressant Therapy Essay

    • Advised his local treating psychiatrist to augment phenelzine with

    stimulant

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    328

    Attending Physician’s Notes: First Interim Followup, Week 20

    • Local/referring psychiatrist declined to augment MAOI with stimulant

    as recommended

    • Decided instead to give ECT again

    • Local/referring psychiatrist thought eleven ECT treatments improved

    him 60%

    • Stopped MAOI prior to ECT and then started venlafaxine 225 mg/

    mirtazapine 30 mg (“California rocket fuel”) as ECT began

    • Post ECT, severe subjective memory problems, patient very

    discouraged

    • Nevertheless, given maintenance ECT; venlafaxine increased to 375

    mg and mirtazapine increased to 45 mg

    • After ninth maintenance ECT (20th overall), developed an expressive

    aphasia, question of a stroke versus a complication of ECT; cardiac

    catheterization was normal except for a possible patent foramen ovale

    of unknown signifi cance

    • Consulting neurologist thought patient’s aphasia was a complication

    of ECT

    • However, referring psychiatrist thought the patient’s aphasia was due

    to a stroke so lowered venlafaxine to 225 mg, being afraid of potential

    elevated BP, pulse and further cardiovascular/cerebrovascular

    complications

    BUY A PLAGIARISM-FREE PAPER HERE

    • BP remained normal and under control; aspirin added to treatment

    Case Outcome: First Interim Followup, Week 20

    • Phone consultation one month after the post-ECT “event” and 20

    weeks since initial evaluation in the offi ce

    • Patient was still having memory problems, speech problems, and

    worsening depression

    • Taking venlafaxine 225 mg, plus mirtazapine 45 mg, plus alprazolam

    prn, now augmented with aripiprazole 10 mg

    • Before chasing after exotic testing and treatments considered in the

    mental notes during the initial psychiatric evaluation 20 weeks ago

    (listed above), perhaps it would be a good idea simply to send off

    blood for therapeutic drug monitoring to see how well he is absorbing

    his venlafaxine and whether there is any room for a rational and safe

    dose increase

    • Unclear why he is no longer responding to doses of venlafaxine that

    have occurred would in the past, but this is frequently observed in the

    progression of major depressive episodes over many years

    • Specifi cally recommended getting drug levels of venlafaxine and its

    active metabolite O-desmethyl-venlafaxine, and consider increasing dose

    of venlafaxine XR to 300 mg or 375 mg while monitoring BP and mood

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    329Adult and Geriatric Antidepressant Therapy Essay

    PATIENT FILE

    Case Outcome: Second Interim Followup, Week 24

    • Phone consultation in another month showed patient’s aphasia had

    resolved and memory improving, but mood still low; mood as bad as it

    was prior to ECT

    • Seems more clear that aphasia was due to ECT and not to a stroke

    • Venlafaxine blood levels not obtained and dose stayed at 225 mg

    • Aripiprazole was increased to 15 mg

    • Requested blood levels of venlafaxine/O-desmethylvenlafaxine again,

    and then to raise venlafaxine dose to 300 mg, as advised 4 weeks ago

    Case Outcome: Third Interim Followup, Week 28

    • Phone consult in another month, referring psychiatrist did get

    venlafaxine/O-desmethylvenlafzine blood levels, both of which were

    found to be low while taking a dose of 225 mg of venlafaxine XR

    • Referring psychiatrist now agrees to increase venlafaxineXR to 300

    mg and to discontinue aripiprazole

    Case Outcome: Fourth Interim Followup, Week 32

    • No improvement in depression

    • Advised getting repeat venlafaxine/O-desmethylvenlafaxine blood

    levels again at 300 mg and then raising the dose to 375 mg if still low

    Case Outcome: Fifth Interim Followup, Week 36

    • Phone consultation in another month

    • Venlafaxine/O-desmethylvenlafaxine levels still low at a dose of 300

    mg of venlafaxine XR, so raised the dose to 375 mg

    • “A pretty good few weeks” then followed but then patient relapsed a bit

    • No increase of BP and no apparent side effects from venlafaxine

    • Given that the blood levels of venlafaxine/O-desmethylvenlafaxine were

    so low on a dose of 300 mg/day, advised them to increase venlafaxine

    to 450 mg/day and to get another set of therapeutic drug levels

    Case Outcome: Sixth Interim Followup, Week 40

    • Increased venlafaxine XR dose to 450 mg/day, then got blood levels

    on this dose, which are only in the low normal range of the very

    broad therapeutic range suggested by the laboratory of venlafaxine/Odesmethylvenlafaxine

    • Aphasia and memory better, mood defi nitely improved enough so that

    patient was no longer completely demoralized and was beginning to

    have hope

    • Suggested raising the dose by 75 mg, getting levels again and if

    necessary, raising the dose again to 600 mg

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    330Adult and Geriatric Antidepressant Therapy Essay

    Case Outcome: Seventh Interim Followup, Week 52

    • Dose increased to 600 mg, with full remission of depression

    • However, at 600 mg dose, began to have some irritability, insomnia

    and 5–10 mm BP elevation, so reduced to 525 mg, and then to 450

    mg of venlafaxine XR

    • Tolerated it well at this dose

    • BP normal by report

    • Still in remission, now fi nally a year after the original consultation

    • The case continues. . . .

    Case Debrief

    • A highly recurrent but readily treatable major depressive disorder

    suddenly turned treatment-resistant in this patient’s 60s

    • Not clear but hypothetically possible that this represents disease

    progression secondary to changes in brain functioning

    • This case was looking very complicated due to nonresponse

    to standard and aggressive therapies at standard doses. Major

    depressive disorder can be treatable even in the seemingly most

    treatment-resistant cases

    • In retrospect, this patient’s transient aphasia without evidence of

    stroke was probably a rare complication of ECT

    • Aggressive treatment does not have to be reckless but does have its

    risks

    • It is possible for experts to augment MAOIs with a stimulant, while

    monitoring BP in heroic cases where the possible benefi t (which has

    been reported with this combination) outweighs the risk (elevated BP,

    cardio and cerebrovascular events)

    • However, this did not happen here

    • Another heroic if old-fashioned option is the combination of MAOI

    with a TCA, well tolerated here but not effective

    • Plasma drug level-guided heroic dosing of venlafaxine (or more

    recently desvenlafaxine) can be useful for resistant cases as it was

    here

    • This may lead to venlafaxine dosing higher than 375 mg or

    desvenlafaxine dosing up to 200 mg

    Take-Home Points

    • Never give up

    • Consider therapeutic drug monitoring before exotic research options

    • Therapeutic drug levels of antidepressants such as venlafaxine are

    not well quantifi ed, but if absorption is low or metabolism is high (or

    compliance is low), the blood levels of drug and active metabolites

    can still guide dosage above the normal approved therapeutic range

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    331Adult and Geriatric Antidepressant Therapy Essay

    Performance in Practice: Confessions of a

    Psychopharmacologist

    • What could have been done better here?

    – Did it take too long to get to therapeutic drug monitoring?

    – Was the second set of ECT treatments not a good idea?

    • Possible action item for improvement in practice

    – Consider therapeutic drug monitoring earlier in the treatment

    algorithm for cases where there are inadequate therapeutic actions

    and low side effects

    – Consider genetic testing, especially in treatment resistant cases,

    the elderly and children

    Tips and Pearls

    • High doses of drugs taken orally sometimes deliver normal doses

    of drug to the brain because of various pharmacokinetic or genetic

    factors

    • The point is how much drug is getting into the brain, not how much is

    taken by mouth

    • The future promises better guidance of drug and dose selection by

    genetic tests and neuroimaging

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    332

    Two-Minute Tute: A brief lesson and psychopharmacology

    tutorial (tute) with relevant background material for this case

    – Genotyping in depression

    – Ketamine treatment of resistant depression

    – Brain changes in chronic depression

    – Development of treatment resistant depression

    Table 1: Genotyping Neurotransmitter-Related Enzymes

    and Receptors in Patients with Treatment Resistant

    Depression?

    • Still considered research tools by many

    • However, beginning to be available for clinical practice

    applications

    • Published results are not always consistently replicated

    • Include variants of genes for many candidates:

    – Serotonin related receptors

    • SERT (the serotonin transporter)

    • 5HT1A receptor

    • 5HT2A receptor

    • 5HT2C receptor

    – Various glutamate receptors

    – Dopamine regulating enzymes and receptors

    • COMT (catechol-O-methyl-transferase)

    • MTHFR (methylene tetrahydrofolate reductase)

    • D2 receptor (dopamine)

    – Hypothalamic-pituitary-adrenal (HPA) axis

    • CRH1 receptor (corticotrophin releasing hormone)

    • CRH binding protein

    • Cortisol binding protein regulators (FKBP5)

    – Measuring cytochrome P450 enzyme genotypes

    – Ion channels

    • KCNK2

    • CACNA1

    – Growth factors

    • BDNF (brain derived neurotrophic factor)

    • Many others

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    333Adult and Geriatric Antidepressant Therapy Essay

    Table 2: Glutamate, Ketamine and the Future of

    Treatments for Resistant Depression

    • Ketamine, like PCP/phencyclidine, is an antagonist at NMDA

    (N-methyl-d-aspartate) receptors

    • Several groups have reported that ketamine can at least

    transiently improve symptoms in patients with treatment resistant

    depression

    • Ketamine blocks NMDA receptors, and some experimental

    treatments target a subtype of these receptors, the NR2B

    receptor, hypothesizing that this is the receptor through which

    ketamine acts

    • A novel hypothesis has been proposed for ketamine that it

    activates the mammalian target of rapamycin (mTOR) pathway

    • This leads to increased synaptic signaling proteins

    • It also increases the number and the function of new spine

    synapses, at least in the prefrontal cortex of rats

    • These effects of ketamine are the opposite to the synaptic

    defi cits that result from exposure to stress and thus could be the

    hypothetical mechanism of any therapeutic action of ketamine in

    treatment resistant depression, where the effects of stress upon

    the brain may render standard antidepressants ineffective

    Table 3: Are Brain Changes Progressive in Depression?

    • A frontal-limbic functional disconnection is present in depression

    and correlates with the duration of the current depressive episode

    • Hippocampal volume loss is greater with longer periods of

    untreated depression

    • The likelihood that a life stress precipitates a depressive episode

    is greatest for the fi rst episode of depression and declines with

    each subsequent episode, although the risk of subsequent

    episodes increase as though prior episodes of depression

    as well as life stressors are causing subsequent episodes of

    depression

    • More episodes of depression as well as residual symptoms both

    predict poorer outcome in terms of more relapses

    • Antidepressants may boost trophic factors, normalize brain

    activity, suggesting that successful and early treatment may

    attenuate progressive maladaptive brain changes and improve

    the clinical course of the illness

    • Symptomatic remission may be the clinician’s benchmark for

    enhancing the probability of arresting disease progression

    • Sustained remission may be a clinician’s benchmark for

    reversing the underlying pathophysiology of major depression

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    334Adult and Geriatric Antidepressant Therapy Essay

    0.0

    0.2

    0.4

    0.6

    0.8

    1.0

    0 50 100

    Recovery

    with

    no symptoms 1-3 121 224

    no symptoms 3+ 34 79

    1+ mild symptoms 1-3 57 34

    1+ mild symptoms 1-3 57 34

    Previous

    episodes

    n

    Median

    weeks

    well

    150 200 250 300 350 400 450 500

    Survival distribution function

    Weeks to first relapse with any depressive

    episode (major, minor, dysthymia)

    Survival distribution function=cumulative proportion of cases surviving to a given interval

    More episodes of major depression and residual symptoms

    predict worse outcomes

    Figure 1: More Episodes of Major Depression and Residual Symptoms

    Predict Worse Outcomes. In other words, the depression you have,

    the more depression you get. Depression begets depression. Lack of

    remission begets relapse. This shows the importance of doing everything

    possible to reduce the number of episodes of depression, and also to

    treat every symptom to the point of remission when there is an episode of

    depression. The name of the game is sustained remission in the modern

    conceptualization of the treatment of depression.

    Residual symptoms and episode count thus add to the complexity of

    diagnosing and treating depression and can lead to worse outcomes.

    • The main fi nding of this study was that depressed patients who

    experienced recovery with no symptoms remained well for a median

    of 4.3 years (224 weeks) before depression recurrence, compared

    to approximately six months for patients who recovered with residual

    symptoms. Therefore, recovery with residual symptoms from

    depression was an important clinical marker associated with rapid

    episode relapse in depression

    • Asymptomatic recovery included those patients with at least 80%

    of well interval weeks rated as the following: “Subject is returned to

    ‘usual self’ without any residual symptoms of the major depressive

    disorder, although signifi cant symptomatology from underlying

    conditions may continue.”Adult and Geriatric Antidepressant Therapy Essay

    • Even the mildest residual symptoms, however, can negatively

    impact outcomes. Patients with residual subthreshold depressive

    symptoms (recovery with 1+ mild symptoms)—one or more mild

    residual depressive symptoms—experienced on average a faster time

    to relapse than did asymptomatic patients.

    • Episode count, too, was a negative prognosticator. Patients with

    more than three major depressive episodes (MDEs) tended to relapse

    earlier than those with histories of three or fewer episodes, although

    this did not reach signifi cance.

    Downloaded from http://stahlonline.cambridge.org

    by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018

    Stahl Online © 2018 Cambridge University Press.

    All rights reserved. Not for commercial use or unauthorized distribution.

    PATIENT FILE

    335

    BACKGROUND

    • Patients with MDD (as diagnosed using Research Diagnostic Criteria,

    or RDC) were followed naturalistically for 10 years or longer.

    • Patients were divided on the basis of intake MDE recovery into

    recovery with residual subthreshold depressive symptoms (recovery

    with 1+ mild symptoms; N=82) and asymptomatic recovery

    (N=155) groups. Trained raters interviewed patients every six months

    for the fi rst fi ve years and every year thereafter.

    • Depressive symptomatology was rated using the Longitudinal Interval

    Follow-up Evaluation (LIFE) Psychiatric Status Rating (PSR) scales.

    • Recovery with 1+ mild symptoms as defi ned by the PSR includes

    those experiencing one or more depressive symptoms but of no more

    than a mild degree.

    • P values (given according to color of lines on slide graphic): Orange vs

    green, P<.0001; orange vs blue, P<.0001; orange vs red, P<.0001; green vs blue, P=.013; green vs red, P=.004; blue vs red, P=.283. 0 2 4 6 8 10 0 1 2 3 4 5 6 7-8 9-11 Risk (odds ratio)Adult and Geriatric Antidepressant Therapy Essay Number of previous depressive episodes Likelihood of recent life stress precipitating depression Risk (OR) of depression onset per month Figure 2: Progression of Depression: Adverse Effects of Each Episode on Future Episodes Which Become More Spontaneous and Less Triggered by Stress. These data are consistent with the notion that symptoms of depression and episodes of depression “kindle” subsequent episodes of depression. • The kindling hypothesis states that previous episodes of depression change the brain, making patients more likely to experience subsequent episodes of depression • After 4 to 5 episodes, the best predictor of subsequent episodes of depression is the number of previous depressive episodes, not stress • Does this suggest that recurrent depression is a progressive disease? BACKGROUND: • Female twins from a population-based registry (N=2,395) were interviewed 4 times during a period of 9 years, forming a study Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. PATIENT FILE 336Adult and Geriatric Antidepressant Therapy Essay group that contained 97,515 person-months and 1380 onsets of MDD • To assess the interaction between life-event exposure and the number of previous episodes of MDD in predicting future MDD episodes, discrete-time survival, a proportional hazards model, and piece-wise regression analyses were used • This pattern of results was unchanged by the addition of measures of event severity and genetic risk, as well as the restriction to “independent stressful life events” • The same pattern of results emerged when within-person changes in the number of episodes were examined HYPOMANIA DYSTHYMIA recurrent poor interepisode recovery bipolar spectrum treatment resistence Figure 3: is Major Depressive Disorder Progressive? Studies as well as direct observations of cases over long periods of time suggest that one episode of major depression may not only increase the chances of having another, but that subsequent recurrences may not be followed by remission and only by partial treatment responses, ultimately with episodes recurring that may become treatment resistant.Adult and Geriatric Antidepressant Therapy Essay What proportion of major depressive disorders remit? HYPOMANIA DYSTHYMIA 33% 20% 6-7% 6-7% 67% remisson after 4 treatments 47% 40% 33% nonremitters after 4 treatments antidepressant treatment #4 antidepressant treatment #3 antidepressant treatment #2 antidepressant treatment #1 67% Figure 4: What proportion of major depressive disorder remit? Approximately one-third of depressed patients will remit during treatment Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. PATIENT FILE 337Adult and Geriatric Antidepressant Therapy Essay with any antidepressant initially. Unfortunately, for those who fail to remit the likelihood of remission with another antidepressant monotherapy goes down with each successive trial. Thus, after a year of treatment with four sequential antidepressants taken for twelve weeks each, only two-thirds of patients will have achieved remission. 100% 0% 3 months not in remission 60% 6 months 12 months Relapse rate After 1 treatment in remission 33% 100% 0% 3 months not in remission 67% 6Adult and Geriatric Antidepressant Therapy Essay months 12 months Relapse rate After 2 treatments in remission 50% 100% 0% 3 months not in remission 70% 50% 6 months 12 months Relapse rate After 3 treatments in remission 50% 100% 0% 3 months not in remission 6 mo Adult and Geriatric Antidepressant Therapy Essay nths 12 months Relapse rate After 4 treatments in remission 70% 30% Figure 5: What Proportion of Major Depressive Disorders Relapse? The rate of relapse of major depression is signifi cantly less for patients who achieve remission. However, there is still risk of relapse even in remitters, and the likelihood increases with the number of treatments it takes to get the patient to remit. Thus, the relapse rate for patients who do not remit ranges from 60% at twelve months after one treatment to 70% at six months after four treatments, but for those who do remit it ranges from only 33% at twelve months after one treatment all the way to 70% at six months after four treatments. In other words, the protective nature of remission virtually disappears once it takes four treatments to achieve remission.Adult and Geriatric Antidepressant Therapy Essay Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. PATIENT FILE 338Adult and Geriatric Antidepressant Therapy Essay Posttest Self Assessment Question: Answer If a patient has low blood levels of an antidepressant at standard doses, what could this mean? A. Pharmacokinetic failure – Pharmacokinetics is the body acting upon a drug; so, if the body does not absorb or metabolize a drug in a way that normal therapeutic levels are delivered to the brain via the blood, a low blood level at standard doses can mean a pharmacokinetic failure B. Genetic variant causing pharmacokinetic failure – Genetic variants of CYP450 enzymes can cause excessive metabolism of a drug and thus pharmacokinetic failure C. Pharmacodynamic failure – Pharmacodynamics is the drug acting upon the body, in this case, transporters in the brain; so, if a patient has low blood levels of an antidepressant, there is not adequate opportunity to see if the drug will work, and this is not considered a pharmacodynamic failure; a pharmacodynamic failure occurs when the brain does not respond to normal levels of drug D. Genetic variant causing pharmacodynamic failure – Genetic variants are considered to cause pharmacodynamic failures when despite adequate levels of drug, there is no therapeutic response E. Noncompliance – low blood levels are more often caused by noncompliance/ nonadherence than they are by pharmacokinetic failures Answer: A, B and E References 1. Stahl SM, Mood Disorders, in Stahl’s Essential Psychopharmacology, 3rd edition, Cambridge University Press, New York, 2008, pp 453–510 2. Stahl SM, Antidepressants, in Stahl’s Essential Psychopharmacology, 3rd edition, Cambridge University Press, New York, 2008, pp 511–666Adult and Geriatric Antidepressant Therapy Essay 3. Stahl SM, Venlafaxine, in Stahl’s Essential Psychopharmacology The Prescriber’s Guide, 3rd edition, Cambridge University Press, New York, 2009, pp 579–84 4. Stahl SM, Phenelzine, in Stahl’s Essential Psychopharmacology The Prescriber’s Guide, 3rd edition, Cambridge University Press, New York, 2009, pp 427–32Adult and Geriatric Antidepressant Therapy Essay 5. Stahl SM, How to dose a psychotropic drug: beyond therapeutic drug monitoring to genotyping the patient. Acta Psychiatrica Scand, in press Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. PATIENT FILE 339 6. Mrazek DA, Psychiatric Pharmacogenomics, Oxford, New York, 2010 7. Marangell LB, Martinez M, Jurdi RA et al. Neurostimulation therapies. Acta Psychiatrica Scandinavica 2007; 116: 174–81 8. Andrade P, Noblesse LHM, Temel Y et al. Neurostimulatory and ablative treatment options in major depressive disorder: a systematic review. Acta Neurochir 2010; 152: 565–77 9. Goodman WK, Insel TR, Deep brain stimulation in psychiatry: concentrating on the road ahead. Biol Psychiatry 2009; 65: 262–6 10. Bewernick BH, Hurlemann R, Matusch A et al. Nucleus accumbens deep brain stimulation decreases ratings of depression and anxiety in treatment-resistant depression. Biol Psychiatry 2010; 67: 110–6 11. Nahas Z, Anderson BS, Borchardt J et al. Biolateral epidural prefrontal cortical stimulation for treatment resistant depression, Biol Psychiatry 2010; 67: 101–9Adult and Geriatric Antidepressant Therapy Essay 12. Sartorius A, Kiening KL, Kirsch P et al. Remission of major depression under deep brain stimulation of the lateral habenula in a therapy refractory patient. Biol Psychiatry 2010; 67:e9-e11 13. Lakhan SE, Callaway E, Deep brain stimulation for obsessive compulsive disorder and treatment resistant depression: a systematic review. BMC Research Notes 2010; 3(60): 1–9 14. Ward HE, Hwynn N, Okun MS, Update on deep brain stimulation for neuropsychiatric disorders. Neurobiol of Disease 2010; 38: 346–53 15. Rabins P, Appleby BS, Brandt J et al. Scientifi c and ethical issue related to deep brain stimulation for disorders of mood, behavior and thought. Arch Gen Psychiat 2009; 66: 931–7 16. Schlaepfer TE, George MS, Mayberg H, WFSBP Guidelines on Brain stimulation treatments in psychiatry. World J Biol Psychiat 2010; 11: 2–18 17. DeBattista C, Kinrys G, Hoffman D et al. The use of referenced EEG in assisting medication selection for the treatment of depression. J Psychiatr Res 2010; 45(1): 64–75 18. Salvadore G, Cornwell BR, Sambatoro F, et al. Anterior cingulate desynchronization and functional connectivity with the amygdala during a working memory task predict rapid antidepressant response to ketamine. Neuropsychopharmacology 2010; 35(7): 1415–22Adult and Geriatric Antidepressant Therapy Essay 19. Salvadore G, Cornwell BR, Colon-Rosario V, et al. Increased anterior cingulate cortical activity in response to fearful faces: a neurophysiological biomarker that predicts rapid antidepressant response to ketamine. Biol Psychiatry., 2009; 65: 289–95 20. Stahl SM. Psychiatric stress testing: novel strategy for translational psychopharmacology. Neuropsychopharmacology 2010; 35: 6, p.1413–4Adult and Geriatric Antidepressant Therapy Essay Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. PATIENT FILE 340Adult and Geriatric Antidepressant Therapy Essay 21. Price RB, Knock MK, Charney DS et al. Effects of intravenous ketamine on explicit and implicit measures of suicidality in treatment-resistant depression. Biol Psychiatry 2009; 66: 522–6 22. Zarate CA, Jr., Singh JB, Carlson PJ, et al. A randomized trial of an N-methyl-D-aspartate antagonist in treatment-resistant major depression. Arch Gen Psychiatry 2006; 63: 856–64 23. Mathew SJ, Manji HK, Charney DS. Novel drugs and therapeutic targets for severe mood disorders. Neuropsychopharmacology 2008; 33: 2080–92 24. Li N, Lee B, Liu R-J, Banasr M, Dwyer JM, Iwata M, Li X-Y, Aghajanian G, Duman RS, mTOR-dependent synapse formation underlies the rapid antidepressant effects of NMDA antagonists, Science 2010; 329: 959–64 Downloaded from http://stahlonline.cambridge.org by IP 192.168.60.239 on Fri Jun 08 18:21:39 BST 2018 Stahl Online © 2018 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. Adult and Geriatric Antidepressant Therapy Essay Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.   Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press. Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion. ORDER A CUSTOM-WRITTEN PAPER NOW Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter. Chapter 7, “Antidepressants” Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.     American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Note: Retrieved from Walden Library databases. Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46 (9), 21–24. doi:10.3928/02793695-20080901-06 Note: Retrieved from Walden Library databases. Howland, R. H. (2008a). Sequenced treatment alternatives to relieve depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46 (19), 21–24. doi:10.3928/02793695-20081001-05 Note: Retrieved from Walden Library databases. Yasuda, S.U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology & Therapeutics, 84 (3), 417–423. Retrieved from https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf   Discussion: The Impact of Ethnicity on Antidepressant Therapy –  The depressed man who thought he was out of options – Adult and Geriatric Antidepressant Therapy essay assignment discussion

  • NSG 4065 Personal Statement

    NSG 4065 Personal Statement

    Assignment 1: Personal Statement

    Post a brief 1–2 page description of what you understand by holistic nursing and a holistic nursing experience you have had to this 
    Discussion Area.  

    Your description should also include the following:

    How do you see this course  enhancing your professional practice?

    At least two things that you would  like to get from this course.

    Spend some time reading the introductions of others to get to know the experiences of your classmates.
     
    Ask questions and respond to the overall experience of your peers within this 
    Discussion Area. 
    Post your response to at least two of your peers’ postings. NSG 4065 Personal Statement.

    NSG 4065 Week 1 Discussion 2 
    Assignment 2: Discussion Assignment

    Post responses to both of the discussion prompts.
     
    All discussions should be posted to the appropriate topic in this Discussion Area using the American Psychological Association (APA) format.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Citations should conform to APA guidelines.

    Click the APA icon to refer to the APA style format.

    Begin commenting on at least 2 of your peers’ responses. You can ask questions or respond generally to the overall experience.NSG 4065 Personal Statement  Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. All comments should be posted to the appropriate topic in this Discussion Area.

    Prompt 1

    In the Holistic view of health and illness, there is a definite distinction made between the outcomes of healing and cure. One of the ideas stated in the reading is that healing can occur even in the absence of cure. Do you agree or disagree with this statement? Why? Give sources to support your position. Be sure to include clinical experiences from your nursing practice and citations from the readings or the online library NSG 4065 Personal Statement.

    Prompt 2

    In the lecture you saw that there are four holistic modalities to self—physical, mental, emotional, and spiritual. NSG 4065 Personal Statement Choose one modality and discuss how improving health in that modality will improve health in the whole being. Give examples from your clinical experience and cite sources from the readings or the online library.

    NSG 4065 Week 1 Assignment 3 Latest SU 
    Assignment 3: Project Introduction

    In a holistic care philosophy, developing a plan that addresses the care of the Whole person is necessary to support health and healing. The holistic caring process utilizes the steps of assessment, identification of patterns/challenges/needs, defining specific outcomes, developing a therapeutic care plan, and implementation and evaluation of the plan. The following aspects of the person should be included in the plan: physical, emotional, mental, and spiritual patterns and needs. NSG 4065 Personal Statement.

    Make a case file of a family member, friend, or coworker. This cannot be a patient from your clinical practice. The file should include the following details: initials, age, past and present health status, present concerns, past and present coping patterns, healing beliefs, health values, social support, religious/spiritual practices, and his or her personal health goals NSG 4065 Personal Statement.

    Write a summary regarding all the aspects of the patient (physical, mental, emotional, and spiritual) on the basis of the information you get on compiling the responses.

    Post a summary of your experience of this process in a 2-3 page Word document to the W1: Assignment 3 Dropbox. NSG 4065 Personal Statement
    .

  • Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples 

    Psychotherapy and Biology

    Before the question of whether psychotherapy has a biological basis, we must first understand what psychotherapy means. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. Psychotherapy is “any alteration in an individual’s interpersonal environment, relationships, or life situation brought about especially by a qualified therapist and intended to have the effect of alleviating symptoms of mental or emotional disturbance” (Merriam-Webster, 2018).

    ORDER A PLAGIARISM-FREE PAPER HERE

    There is an increasing consensus with evidence provided by neuroscience, psychology, and the cognitive sciences the psychotherapy does have a biological basis (Prosser, Helfer, & Leucht, 2016). The combination of these three sciences developed the free-energy principle which acknowledges that the environments we inhabit are complex and ever changing and the brain must constantly adapt to these changes (Prosser, Helfer, & Leuch, 2016). The free-energy framework claims that the brain attempts to adapt to the changing environment by minimizing prediction error, and by doing this the brain changes how the structure of the environment is encoded in the brain sometimes causing mental disorders (Prosser, Helfer, & Leucht, 2016).

    Psychotherapy has also been shown to change activity levels in the prefrontal cortex. According to a UCLA study on depression people with this condition had abnormally high activity in the prefrontal cortex (Deen, 2015). The researchers found that the patients who participated in interpersonal therapy had a decrease in prefrontal cortex activity (Deen, 2015). The author continues with a study preformed in the Netherlands with individuals with chronic fatigue syndrome (CFS). It was found the people with CFS have a decrease in the gray matter in the brain but after several sessions of cognitive behavioral therapy there was a significant increase in gray matter volume in the prefrontal cortex (Deen, 2015).

    Influences on Psychotherapy Treatment

    There are many factors that influence a person’s value of psychotherapy including socioeconomic status, race and racial beliefs, racial match, and religious factors. With many factors potentially influencing the clients perspective of psychotherapy it is important that the practitioner become culturally competent. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples.

    Racial factors can hinder quality care for the mental health patient. In some studies racial match of clients can be associated with an increase in the utilization of mental health services and promote favorable outcomes (Meyer & Zane, 2013, p. 3). The increase in more favorable outcomes could be because the ethnic minority clients may view ethnically similar psychotherapists as a more credible source of help because the assume a shared culture or values (Meyer & Zane, 2013, p. 3).

    As stated before, there are many factors that can influence the value a person placed on psychotherapy, even the words used can increase the value a client places on therapy. Regarding the Navajo and psychotherapy, they see it as a practice pertaining to illness and healing and the terminology used becomes important (Lewis-Fernández, 2011, p. 5). When the word belief is applied to aspects of therapy it carries the connotation of falsehood, instead of saying what is your belief on mental illness and psych therapy one should use the terms values, attitudes on, view, but never beliefs (Lewis-Fernández, 2011, p. 6). Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples In this example of culture and how it influences psychotherapy it would be very important to be culturally competent in the Navajo culture because just the verbiage used could alter the outcome of psychotherapy.

    References

    Deen, S. (2015). How Psychotherapy Changes the Brain.
    American Psychiatric Association
    .

    Lewis-Fernández, R. (2011). Commentary on “Elements of Psychotherapy in Navaho Religion”: A Perspective from Contemporary Cultural Psychiatry.
    Psychiatry: Interpersonal and Biological Processes
    ,
    74
    (4), 293-300. doi:10.1521/psyc.2011.74.4.293

    Merriam-Webster. (2018, February 24). PSYCHOTHERAPY. Retrieved from https://www.merriam-webster.com/dictionary/psychotherapy

    Meyer, O. L., & Zane, N. (2013). THE INFLUENCE OF RACE AND ETHNICITY IN CLIENTS’ EXPERIENCES OF MENTAL HEALTH TREATMENT.
    Journal of Community Psychology
    ,
    41
    (7), 884-901. doi:10.1002/jcop.21580

    Prosser, A., Helfer, B., & Leucht, S. (2016). Biological v. psychosocial treatments: A myth about pharmacotherapy v. psychotherapy.
    British Journal of Psychiatry
    ,
    208
    (04), 309-311. doi:10.1192/bjp.bp.115.178368. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples.

     

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples 2

    Explanation of Whether Psychotherapy Has a Biological Basis

    Practicing as a psychiatric mental health practitioner is not a profession that is geared towards implementing direct care for people to provide immediate recovery (Holttum, 2014). Yet, it is a profession that is recovery-focused and involves taking the time to learn about people, believing in their strengths, while supporting their personal recovery, goals, and endeavors opposed to focusing on their problems (Holttum, 2014). Thus, the avenue by which this is done is through psychotherapy (Holttum, 2014). According to Wheeler (2014), there are various psychotherapy approaches that may be used as a psychological intervention for people with mental illness. Additionally, psychotherapy has been proven to have a biological basis similar to the biological treatment that may be seen through the use of medications (Aboujaoude, 2009). For example, Aboujaoude (2009) explains how evidence has proven through brain imaging research that cognitive behavioral therapy (CBT) produces alterations in the brain that is similar to the changes that are produced by psychotropic medications. Hence, this evidence proves that psychological interventions can modify an individual’s symptoms (Aboujaoude, 2009). An example of this can be seen in people with obsessive-compulsive disorder (OCD). Patients with OCD present with neuronal hyperactivity that is measured by an increased rate of glucose metabolism that can be observed on a positron emission tomography (PET), particularly in the caudate nucleus region of the brain (Aboujaoude, 2009). Thus, psychotropic medications such as Prozac or psychotherapy treatments such as CBT have been proven to reduce the rate of glucose metabolism and improve OCD symptoms (Aboujaoude, 2009). Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. Hence, giving CBT the appearance of working as a biological treatment like psychotropic medications (Aboujaoude, 2009).

    Explanation of How Culture, Religion & Socioeconomics Influence the Perspective of the Value of Psychotherapy Treatments

    Culture
              

               
    In order to effectively diagnose and treat clients with mental illness, the mental health practitioner would need to consider the client’s culture, religion, and socioeconomic influences to determine how to appropriately provide psychotherapy treatments (Wheeler, 2014). Although it is not imperative to have a vast knowledge base regarding numerous cultures, practitioners should have a working knowledge of the client’s background and research their culture (Wheeler, 2014). Making cultural generalizations will not be helpful when it comes to distinguishing how to work specifically with diverse individuals (Wheeler, 2014). Thus, to be effective, mental health care professionals should be willing and open to ask genuine questions pertaining to their client’s culture while admitting to ignorance and allowing teaching moments by their patients (Wheeler, 2014). When practitioners acknowledge that they may make mistakes regarding their client’s culture and may need to be corrected at times, it will decrease the power imbalance in the client-practitioner relationship while strengthening the therapeutic connection and alliance (Wheeler, 2014). In addition, practitioners should assess his/her own cultural competency by identifying personal prejudices and biases towards diverse cultures and assessing their knowledge of the client’s cultural-bound illnesses, and worldviews (Wheeler, 2014). Also, mental health professionals should evaluate their desire for being culturally competent as well as evaluating their ability and skill to conduct cultural assessments and culturally based physical exams (Wheeler, 2014). According to Wheeler (2014), an individual’s culture has the tendency to shape their judgments, attributions, and perceptions. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. Therefore, when mental health practitioners have patients from different cultural backgrounds they should inquire how the client feels about working with them which may open up dialogue concerning any issues that could influence the value of psychotherapy treatment (Wheeler, 2014).

    Religion

    On the other hand, religion may influence one’s perspective of the value of psychotherapy treatments by recognizing how its theme may provide both harmony and balance in the client’s life or the very opposite (Prieto, Simao, & Nasello, 2007). Some practitioners have found that complexities may occur when religion is addressed during psychotherapy due to the diverse concepts pertaining to spirituality and religion (Prieto, Simao, & Nasello, 2007). Needless to say, mental health professionals should have a high quality of skills, knowledge, and exhibit ethical professionalism when integrating religious and spiritual aspects of the client’s life during psychotherapy treatment (Prieto, Simao, & Nasello, 2007). Thus, collecting and aligning information based on the patient’s values and beliefs will be a beneficial tool during the therapeutic process (Prieto, Simao, & Nasello, 2007). For example, practitioners should identify the relevance of whether religion or spiritual variances play a role in the clinical traits presented, as well as researching the role that religion plays in the client’s belief system (Prieto, Simao, & Nasello, 2007). The representations of God along with religious ideals should also be identified to determine its relevance and clinically approached (Prieto, Simao, & Nasello, 2007). According to Prieto, Simao, and Nasello (2007) adding religious or spiritual problems as a diagnostic category in the DSM-IV acknowledges how both spiritual and religious principles can be the center of psychotherapy treatment Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. However, practitioners must be careful not to influence their clients with their own personal religious, moral, or political values for by doing so will not only violate the therapeutic contract but will also reduce the client’s freedom and the therapist’s neutrality (Prieto, Simao, & Nasello, 2007).

    Socioeconomics

    An individual’s socioeconomic status can highly influence the perspective of the value of psychotherapy treatments. For example, Kim and Cardemil (2012) explain how psychotherapy processes are generally grounded in a middle-class worldview and can fail to meet the needs of clients from a lower socioeconomic class. Kim & Cardemil (2012) further explicate how research has shown that people from low-income backgrounds are not as likely to seek mental health services as higher socioeconomic classes would. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples Thus, when individuals with low-income do seek mental health services they are less likely to receive interventions that are evidence-based and more likely to discontinue services prematurely (Kim & Cardemil, 2012). Other factors that affect the continuity of mental health services for low-income individuals might include lack of transportation, child care, cultural diversities, and mistrust in the mental health care system (Kim & Cardemil, 2012). On the other hand, mental health practitioners may also face psychological barriers of their own when working with clients from a lower socioeconomic class that can affect the client’s treatment (Kim & Cardemil, 2012). Barriers might include feeling overwhelmed by their client’s despondent circumstances, negative stereotypes, and negative idealizations of individuals with low-income (Kim & Cardemil, 2012). Thus, such attitudes can create blind spots in providing adequate care leading to the assumption that psychotherapy would not be beneficial for this class (Kim & Cardemil, 2012). Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples Therefore, in order to overcome such barriers, mental health professionals will need to devote explicit attention to social class issues during the psychotherapy process (Kim & Cardemil, 2012). This will require significant self-reflection, open acknowledgment of differences, and commitment to connect with the discomfort one might feel when working with clients that present diverse issues that are not commonly familiar to the mental health professional (Kim & Cardemil, 2012). Therefore, to attend to the issues of social class mental health professionals will need to assess the client’s social class and incorporate social class issues into the psychotherapy process (Kim & Cardemil, 2012).

     

    References

    Aboujaoude, E. (2009).  The biology of psychotherapy: Therapy is a biological treatment.

    Retrieved on August 23, 2018, from https://www.psychologytoday.com/us/blog/compulsive-acts/200907/the-biology-psychotherapy

    Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support

    can help the recovery of our brains and our lives.
    Mental Health and Social Inclusion, 18
    (2), 52–58. doi:10.1108/MHSI-02-2014-0006

    Kim, S., & Cardemil, E. (2012). Effective psychotherapy with low-income clients: The

    importance of attending to social class. 
    Journal of Contemporary Psychotherapy
    , 
    42
    (1),

    27-35.

    Prieto, J.F.P., Simao, M. J. P., S., & Nasello, A. G. (2007). Spirituality, religiousness and

    psychotherapy. 
    Archives of Clinical Psychiatry,34
    (1), 136-145. doi:10.1590/S0101-60832007000700017

    Wheeler, K. (Eds.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-

    to guide for evidence-based practice
    (2nd ed.). New York, NY: Springer Publishing Company.

     

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples  response

    I enjoyed reading your post! I agree that in order to implement effective psychotherapy treatment the client’s culture, socioeconomic status, beliefs, values, and religion should be acknowledged and integrated into their treatment. Wadsworth (2012) explains the importance of identifying social inequality, the tension associated with living in poverty, and attending to the vigorous external and societal circumstances that impact the client’s mental health during psychotherapy Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. Thus, helping clients to attain insight into the difficulties they are experiencing concerning poverty-related stress will involve discussions pertaining to developing skills for coping with their stress, opposed to helping them to be happy with living in poverty (Wadsworth, 2012). As a result, clients can discover how to make positive changes that will enable them and their families to further progress (Wadsworth, 2012).

    Also, I especially agree with the fact that often times people from lower socioeconomic classes may not have access to receiving proper psychotherapy treatments due to the lack of resources (Hodkinson, Godoy, Beers, Lewin, 2017). According to Hodkinson, Godoy, Beers, and Lewin (2017) some individuals living in poverty may be influenced psychologically which may lead to mental health issues. In addition, a vast majority of individuals with mental health issues are not receiving the mental health services that they need (Hodkinson, Godoy, Beers, Lewin, 2017). For example, it has been reported that less that 15 percent of children living in poverty, in need of mental health care, receive mental health services with fewer children completing their treatment (Hodkinson, Godoy, Beers, Lewin, 2017). Wadsworth (2012) explains how the stressors that are shaped and exacerbated through living in poverty may often lead to compromised mental health. There are many barriers that lead to the lack of mental health treatment that include lack of insurance, long distances to travel, parental fears that their children will be removed from their home due to low-income status (Hodkinson, Godoy, Beers, Lewin, 2017). Also, mental health clinic hours are often provided during the day and individuals working in low-wage jobs may not present the flexibility to attend appointments on a weekly basis (Hodgkinson, Godoy, Beers, Lewin, 2017). Therefore, to improve low-income client’s access to mental health care some believe that integrating mental health services into primary care settings will enable clients to receive the well-rounded care they need (Hodgkinson, Godoy, Beers, Lewin, 2017). Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. However, in order to implement this, modifications in policies, healthcare financing, community service system infrastructure, provider practices, clinical workflow, and workforce development would need to take place (Hodgkinson, Godoy, Beers, Lewin, 2017).

     

    References

    Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving Mental Health Access

    for Low-Income Children and Families in the Primary Care Setting. 
    Pediatrics
    , 
    139
    (1), doi:10.1542/peds.2015-1175

    Wadsworth, M. (2012). Working with Low-income Families: Lessons Learned from Basic and

    Applied Research on Coping with Poverty-related Stress. 
    Journal of Contemporary Psychotherapy
    , 
    42
    (1), 17. doi:10.1007/s10879-011-9192-2

     

     

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples  response

    I enjoyed reading your post. You presented very interesting facts on how psychotherapy can be presented as a biological process. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples Moreover, I agree with what you said regarding the occurrence of bodily chemicals being produced in a person’s body as a direct result of psychotherapy. Gottschalk (1990) explains how the biological process of learning and memory can create temporary or permanent alterations in the brain’s chemistry due to psychotherapy. In addition, psychological stress can hasten specific cerebral and systemic biochemical modifications that will retain emotionally tinged events and stimulate an increase of cerebral glucose metabolism that is localized to that region (Gottschalk, 1990). Porterfield (2017) explicates how researchers have determined that there are numerous neurochemicals and physiological occurrences that exhibit three fundamental pillars of psychotherapy which include empathy, fear extinction, and attachment. Some of these chemicals might include vasopressin, arginine, oxytocin, or the mu-opioid receptors which are all vital when it comes to managing attachment (Porterfield, 2017).

     

    References

    Gottschalk, L. A. (1990). The psychotherapies in the context of new developments in the

    neurosciences and biological psychiatry. 
    American Journal of Psychotherapy
    , 
    44
    (3), 321-339.

    Porterfield, A. (2017). Psychotherapy revival: Can “talk” therapy change our brains and genes? Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples.

    Genetic Literacy Project,
    Retrieved on August 30, 2018, from https://geneticliteracyproject.org/2017/03/10/psychotherapy-revival-can-talk-therapy-change-brains-genes/

     

     

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples 3

    Psychotherapy treatments are influenced by culture, religion, and socioeconomics in various ways individual patient belief in the values. According to some psychologists, they debate that some different factors can influence the therapy such as culture sensitivity which can integrate with the treatment processes and also some treatments can be included in certain individual cultural setups due to the outcomes such as expectations, identity, and various cultural ways that can assist in providing the right treatment for the individual client. According to Howie, Prasad & Kristel, (2013), those that support the multi-cultural design debate that the psychological actions are easily distinguishable cultural background not universal for everyone.  Individual culture has its specific way of looking at different things for example some cultures belief that hallucinations is a way of communicating with those in the spiritual world and they are highly respected instead of looking at them like they have mentally issues or been crazy.

    Some group of people in certain religion belief that they have some power to improve mental health, relationship, and physical health in comparing with those that are non-religious. Religion is also known to be one of the factors that help to stabilize psychological health (Aschenbrenner, & Venable, 2009) Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples. Sometimes individual likes to go to a therapist that has the same religion for therapy to help in well-being of a mental problem the person has and in other hand there are individuals who like to opt in attending any particular therapist, so the individual can get neutral treatment of any psychological condition that they have.

    Usually individual with healthy life are more concerned about their mental health so they go for checkups frequently to make sure that they have a healthy life and maintain it. These people make sure that they eat food rich in nutrients to help them improve psychological health and also people that are rich does not take life for granted because they know that they will pay more to maintain a healthy life, so they make sure they eat healthy food. But people that are not rich are not really concerned about their mental health due to no money to take care of themselves and having no resources. In the community today, the poor people are not able to get the appropriate education that they need and does not know the importance of psychotherapy treatments.

    References

    Aschenbrenner, D. S., & Venable, S. J. (2009). Drug therapy in nursing. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

     

    Howie, P., Prasad, S., & Kristel, J. (2013). Using art therapy with diverse populations: Crossing cultures and abilities.

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples 4

    Biological basis of Psychotherapy

    Before we can determine whether there is a biological basis of psychotherapy, it is important to start with a foundation based on an understanding of what psychotherapy means by definition.  Psychotherapy is defined as a process in which psychological problems are treated through communication and relationship factors between an individual and a trained mental health professional ( Herkov, 2016).  The success of psychotherapy is based on effective communication between therapist and client centered on therapeutic principles, structure, and technique (2016).

    There has been a number of evidence based principles provided by neuroscience, psychology, and the cognitive sciences that suggest psychotherapy does have a biological basis (Prosser et al, 2016) Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples.  Principles such as  the free-energy principle is an example of how psychotherapy is based on biological basis.  For instance, the free-energy principle suggests that due to the complexity and variation of the environment, the brain has to constantly adapt by minimizing prediction error, which in turn can sometimes cause mental disorders (Prosser et al, 2016).

     Influences that vary value of psychotherapy treatment

    There are various factors that can influence the client’s value or perspective on the importance of psychotherapy such as one’s culture and religion.  These various factors must be acknowledged and addressed by the health care professional prior and during treatment. For instance psychotherapy treatment can be influenced by one’s culture; people belonging to an ethnic group who report discrimination or prejudice are less likely to seek mental health treatment (Jang et al, 2009).  For instance, in a study of 426 Korean Americans over the age of 60 report feeling depression; however, about 71% reported it being a sign of weakness and 14% indicated seeking help would bring family shame (2009).  Another factor that may influence psychotherapy treatment is religion.  Religion and spirituality have recently been discovered as an important component and motivation in people’s lives when pertaining to psychotherapy, which in  turn affects a person’s wellbeing and their belief that they will have a positive outcome (Mizock et al, 2012).  According to several studies, 30-90% of people have reported that the spirituality to be a driven force and an important component in their recovery from mental illnesses (2012).  In recent years they have found many benefits in the treatment of individuals with schizophrenia using psychotherapy and religion and spirituality.

    References

    Herkov, M. (2016). What is Psychotherapy? Retrieved from https://www.psychcentral.com/lib/what-is-psychotherapy/

    Jang, Y., Chiriboga, D., & Okazaki, S. (2009). Attitudes of older Korean Americans toward mental health services. Journal of the American Geriatrics Society, 55:616-620. Retrieved from https://doi.org/10.1080/13607860802591070 Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples

    Mizock, L., Millner, U., & Russinova, Z. (2012) Spiritual and Religious Issues in Psychotherapy with Schizophrenia: Cultural Implications and Implementation. Retrieved from 
    www.mdpi.com/journal/religions

    Prosser, A., Helfer, B., & Leucht, S. (2016). Biological vs. psychological treatments. A myth about pharmacotherapy vs. psychotherapy. British Journal of Psychiatry. 208(4)., 309-311. doi:10.1192/bjp.bp.115.178368

    Bottom of Form

     

    Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples 5

    Discussion Week # 1

    Initial Post.

     

    The biological basis of psychotherapy treatments has been debatable, but with the advent of advanced neuro health technology, there is ample evidence that there is synergistic benefits when certain external factors such as age, culture, religion, socioeconomics and environmental  are linked with cognitive areas of the brain when psychotherapy is applied. Wheeler (2014), posits that “psychotherapy mediates the reintegration and connection of neural networks that have become mal adaptively linked due to adverse life events facilitating healing of the brain” (p.53). The author bases this assessment by the use of evidence based neurophysiological research and theory that emphasizes that “healing and Integration” is as a result of therapeutic relationship (p.53).

    Fournier and Price (2014) in their research work point out that the complexities that characterize most patients create a variant responses in treatment. In this vein, they posit that “no psychotherapeutic intervention works equally well for all patients, and the mechanisms through which psychotherapy reduces symptoms and enhances functioning remain difficult to specify”. This underscores the fact that patient respond to treatments differently but they insist on evidence based research in biologic neuro imaging changes with patients who receive psychotherapy. The use of a two-fold examinations to determine “treatment outcome prediction” and “treatment mechanism” warrant more research in the future according to the authors.

    The adaptability of the brain can be enhanced by its malleability and with reinforcements from psychotherapy. This brain flexibility is better explained by Holttum (2014), with the illustration of the brain changes in some humans and animals who have suffered severe stressful situations to appoint that this “gene-expression has been altered by the brain switching it on or off thus enhancing self-coping methods when encountered with more stressful situation. Holttum (2014) emphasizes on the role of psychotherapists as guides to recovery. In his conclusion, Holttum points out the works Morrison et al (2014). He states “Morrison 
    et al.
     (2014) have added to the evidence that cognitive therapy can help, and it should be made routinely available to people diagnosed with psychotic conditions. People should be able to choose not to take harmful medications on a long-term basis”.

    The influence of culture, religion, and socio economics factors can either enhance or mar psychotherapeutic treatments. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples In a changing world where there is a mosaic clinical picture, care must be taken in psychotherapeutic approach. Psychotherapists must be versed with cultural competence. Wheeler (2014) succinctly underscores this cultural competence in awareness in our biases, skill in conducting cultural assessments, knowledge about the patient’s worldview, encounters with patients from diverse cultural backgrounds and the desire to be culturally competent (p. 20). These are fundamental questions that can enhance therapy especially with a diverse clientele in today’s healthcare milieu. Any lack of knowledge in the patient can blur the picture of the patient’s diagnosis, making the therapy ineffective. The American Nurses Association (2014) remains guide in such domain in guiding the scope of practice in a free unbiased approach taking into consideration the background of the patient.

    In summary, the author in the Laureate Education (Producer). (2015e)  clearly points out the Dodo bird conjecture which describes the variant approaches of Psychotherapy as a win-win situation. In this light, the author posits that all forms of psychotherapeutic approaches are beneficial for the patient based on the positive outcomes as research evidence shows, and also on the dynamic presentation of patients. The psychotherapist must have an unbiased view and a holistic approach with considerations to culture, religion, and socio economics backgrounds to enhance a better patient outcome.

     

    References

    American Nurses Association. (2014).
     Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author. Standard 1 “Assessment” (pages 44 & 45)

     

    Fournier, J.C. & Price, R.B. (2014). Psychotherapy and neuroimaging. 
    Psychotherapy: New    evidence and new approaches,
     12(3), 290-298.

     

    Holttum, S. (2014). When bad things happen our brains change but psychotherapy and support can help the recovery of our brains and our lives. 
    Mental Health and Social Inclusion, 18
    (2), 52–58. doi:10.1108/MHSI-02-2014-0006

    Laureate Education (Producer). (2015e). 
    Therapies are helpful: Dodo bird conjecture
     [Video file]. Baltimore, MD: Author.

    Wheeler, K. (Eds.). (2014). 
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
    (2nd ed.). New York, NY: Springer Publishing Company. Nurs 6640 week 1 discussion – biological basis of psychotherapy treatments essay examples

  • DOC 732R DAY 1 Learner-Led Presentations and Essay Assignment Discussion

    Learner-Led Presentations and Discussion

    Present
     your Proposal Draft and Selected Methodology Presentation.

    Note:
     Each learner will present, with focus on the problem, purpose, and research questions. The facilitator will offer comments and lead a discussion of 15 minutes each, including discussion.

    Assess
     the fit between the methodology you selected and the problem you plan to investigate. The facilitator will lead a discussion on the individual designs and on the relationship that exists between the design selection, the study’s purpose, the conceptual framework, and the means of presenting results.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Note: 
    All learners must present, even if a methodology has not been selected. Learners who have not yet selected a methodology will describe the modifications they intend to make to their proposal to accommodate selection. Present what you have. Progress will vary among the class. The purpose is to understand initial proposal progress and identify improvement opportunities.

    This presentation must be uploaded to the Assignment Files tab by 11:59 p.m., Mountain Standard Time, at the end of Day 1. Learner-Led Presentations and Discussion DOC 732R DAY 1 Learner-Led Presentations and Essay Assignment Discussion.

    Submit
     your Learner-Led Presentations and Discussion assignment to
     
    the Assignment Files tab.

    DOC 732R DAY 2 How Are We Doing?

    Discuss
     with the facilitator and the class any issues, opportunities, questions, or concerns you have about your proposal progress at this point in the course.

    Submit
     an in-process checkpoint to your facilitator by 7 p.m. in the time zone in where the residency occurs via the Assignment Files tab in response to the following questions:

    What am I learning?

    Where do I need assistance?

    What barriers do I see?

    Submit
     this summary of your reflections on these questions to the Assignment Files tab by 7 p.m. of Day 2, in the time zone where residency occurs.

    Click 
    the Assignment Files tab to submit your DOC 732R DAY 1 Learner-Led Presentations and Essay Assignment Discussion.

  • Decision Tree – DIFFERENTIAL DIAGNOSIS, Psychotherapy & PSYCHOPHARMACOLOGY

    Decision Tree – DIFFERENTIAL DIAGNOSIS, Psychotherapy & PSYCHOPHARMACOLOGY

    Assignment 1-Decision Tree-WK3-D-WK4

    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 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:

    ORDER A PLAGIARISM-FREE PAPER HERE

    • Decision #1: Differential Diagnosis

    o Which Decision did you select?

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

    o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    o 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

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

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

    o 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

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

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

    o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    • 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.

    NOTE

    1. DIFFERENTIAL DIAGNOSIS- SELECT ANTISOCIAL PERSONLAITY DISORDER AND JUSTIFY FROM THE CASE #1 SCENARIO ATTACHED.

    2. FOR • Decision #2: Treatment Plan for Psychotherapy – WRITE ON PSYCHOTHERAPY HERE AND NOT MEDICATION

    ONE OF THEM IS ” group-based cognitive behavior therapy ” AND JUSTIFY THAT.

    3. PSYCHOPHARMACOLOGY- WHAT MEDICATION IS APPROPRIATE FOR THE PATIENT AND ANSWER THE QUESTION AS APPLIED.

    Case #1

    A woman with personality disorder

    SUBJECTIVE

    Rhonda is a 32-year-old Hispanic female who presents to your office for her initial appointment. When you ask what brought her to your office, she states: “I’m at the end of my rope, I don’t know what else to do.” She then bursts into tears. Rhonda explains that she has very few friends left, and everyone seems to have “abandoned” her. Rhonda explains that she goes out of her way to help other people, and to be nice to them, but this does not seem to help.

    Rhonda then stands up and begins to pace around your office at times using wild hand gestures to explain the circumstances that led up to her making the appointment with you. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology She describes the recent breakup with her boyfriend as traumatic and explains “when we first met, he was the best guy in the world. He treated me really well. But he just became a complete monster! Even though he broke off the relationship with me, I was glad to see it end. I hate his guts!”

    Rhonda explains that her current financial situation is also precarious. She states that she recently purchased an automobile, and is not certain how she is going to pay for it. She states that she had a car that was repossessed last year at that time, and that she borrowed some money from a friend to help pay for the car; the friend later turned around and accused her of theft. “It was my friend’s fault. She told me she would loan me the money and then backed out. I only took the money because she said she would loan it to me … people just can’t go back on their word like that when other people are counting on them.”

    Rhonda reports that she was “always in trouble” as a kid. She states that people were always picking on her, to which she adds: “the other kids my age were just stupid. They didn’t know how to have fun.” She says “I have always been impulsive, but it’s fun. Sometimes people can be such prudes … you only go around life once, so you have to make the best of it.”

    OBJECTIVE

    Rhonda is currently single. She has no children. Educationally, she had completed two semesters toward her bachelor of arts degree in fine arts. Rhonda currently works as a waitress at a local restaurant. She has held this job for about 2 weeks. Prior to this, Rhonda worked as a housekeeper for a local hotel chain. She states that she was fired from this job because her coworkers were jealous of her and “planted” evidence of her stealing from hotel patrons. She was also arrested for cashing checks under an alias, for which she spent 120 days in jail. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    Rhonda has a history of multiple incarcerations for offences ranging from larceny to possession of controlled substances to possession of an illegal firearm. She was also arrested several times for fighting and on at least one occasion, used a baseball bat to beat up a girl who she thought was trying to “set her up” with the police.

     

    MENTAL STATUS EXAM

    Rhonda is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. She reports her mood as “terrible!” Affect is labile and seems to change rapidly with the subject being discussed. Her eye contact is normal, but at times, she appears to stare at you. Rhonda is oriented to person, place, and time. She denies visual/auditory hallucinations, no overt paranoia or delusional thought processes noted. Rhonda denies any suicidal or homicidal ideation.

    Decision Point One

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

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

     Borderline Personality Disorder

     Histrionic Personality Disorder

     Antisocial Personality Disorder

     

    Decision Point One

     

    Antisocial Personality Disorder

     

    Decision Point Two

     

    Refer to psychologist for psychological testing

     

    RESULTS OF DECISION POINT TWO

    Client returns to clinic in four weeks

    The psychologist’s report indicates that a comprehensive psychological battery was performed for the purposes of diagnostic clarification. The end result suggested that Rhonda has traits of multiple personality disorders, but scores highest in antisocial personality traits, suggesting antisocial personality disorder. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    When Rhonda returns to the office, you review the psychologist’s report with her. Rhonda seems upset, but also states “well, that’s why I am here, to get better … what do I need to do?”

    Decision Point Three

     

    Refer to group-based cognitive behavior therapy

     

    Guidance to Student

    Referral to a psychologist was appropriate for the purposes of diagnostic clarification. Psychological tests can help tease out the actual personality disorder that Rhonda has. In this case, Rhonda’s symptoms are most consistent with antisocial personality disorder, but as you can see, she has signs/symptoms of other personality disorders.

    Of the available choices, group-based cognitive behavior therapy may be useful in treating individuals with this personality disorder, but all “improvement” in signs/symptoms should be met with great skepticism. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    Dialectical behavior therapy is ineffective in people with APD.

    Beginning Latuda is not appropriate, as there are currently no FDA-approved medications to treat APD. Also, prescribing medications to someone with antisocial personality disorder could lead to misuse or diversion.

     

    Decision Point One

     

    Borderline Personality Disorder

    Decision Point Two

     

    Refer to psychologist for psychological testing

     

    RESULTS OF DECISION POINT TWO

    Client returns to clinic in four weeks

    The psychologist’s report indicates that a comprehensive psychological battery was performed for the purposes of diagnostic clarification. The end result suggested that Rhonda has traits of multiple personality disorder, but scores highest in antisocial personality traits, suggesting antisocial personality disorder (APD). Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    When Rhonda returns to the office, you review the psychologist’s report with her. Rhonda seems upset, but also states “well, that’s why I am here, to get better … what do I need to do?”

    Decision Point Three

     

    Begin Abilify 15 mg orally daily

     

    Guidance to Student

    DBT has not been demonstrated as an effective means of treating APD. There are currently no FDA-approved medications to treat APD either, and Abilify has been associated with an increase in impulse control issues (such as gambling). Also, prescribing medications to someone with antisocial personality disorder could lead to misuse or diversion.

    Of the available choices, group-based cognitive behavior therapy may be useful in treating individuals with this personality disorder, but all “improvement” in signs/symptoms should be met with great skepticism Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

     

    Decision Point One

     

    Borderline Personality Disorder

     

     

    Decision Point Two

    Refer to psychologist for psychological testing

     

    RESULTS OF DECISION POINT TWO

    Client returns to clinic in four weeks

    The psychologist’s report indicates that a comprehensive psychological battery was performed for the purposes of diagnostic clarification. The end result suggested that Rhonda has traits of multiple personality disorder, but scores highest in antisocial personality traits, suggesting antisocial personality disorder (APD).

    When Rhonda returns to the office, you review the psychologist’s report with her. Rhonda seems upset, but also states “well, that’s why I am here, to get better … what do I need to do Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology?”

    Decision Point Three

     

    Begin group-based cognitive behavioral therapy

     

    Guidance to Student

    DBT has not been demonstrated as an effective means of treating APD. There are currently no FDA-approved medications to treat APD either, and Abilify has been associated with an increase in impulse control issues (such as gambling) Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology. Also, prescribing medications to someone with antisocial personality disorder could lead to misuse or diversion.

    Of the available choices, group-based cognitive behavior therapy may be useful in treating individuals with this personality disorder, but all “improvement” in signs/symptoms should be met with great skepticism.

     

    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.

    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. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

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

    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

    American Nurses Association. (2014).
    Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author.

    Standard 12 “Leadership” (pages 76-77)

    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. Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.

    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.

    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.

    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 Decision Tree – Differential Diagnosis, Psychotherapy & Psychopharmacology.