Tag: Clinical-Nursing

  • Assessing and treating pediatric clients with mood disorders decision tree case study

    Assessing and treating pediatric clients with mood disorders decision tree case study

    Assessment

    Stahl (2013) argues that one of the best ways of understanding depressive symptoms among the pediatric clients defining them as a continuum. However, in the provided case, a diagnostic decision proves necessary for the purposes of defining the various needs and the reasons behind the treatment.  According to Vitiello (2012), it is important that medical professionals adapt the key screening questions with respect to depression whenever undertaking a psychiatric evaluation Assessing and treating pediatric clients with mood disorders decision tree case study. For instance, the screening interrogations for depression may entail either a sad or irritable mood as well as anhedonia.

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    In the current assessment of the pediatric client, it will be important to come up with a connection and a highly confidential relationship with the child. In order to capture or rather bring on board the underlying psychopathology, the best strategy will entail gathering information from as many participants as possible. However, if it will be necessary to prioritize a single information source, the symptoms will have to be internalized in general, and most particularly the depressive ones. Indeed, depressive symptoms tend to be reported frequently by the children when compared to the assigned caregivers or teachers. Assessing and treating pediatric clients with mood disorders decision tree case study.

    Poznanski & Mokros (1996) have argued for the need to bring families on board during the process of assessing pediatric clients with mood disorders. They base their arguments on empirical studies that have demonstrated that including family during this kind of assessment and diagnosis in general enhances the process of understanding, preventing as well as treating depressive disorders among children. In the current pediatric diagnosis, the family assessment will take into account quite a number of sociocultural elements that seem to end up influencing the presentation and description together with interpretation of the symptoms. Other than focusing only on problems, positive aspects will also be taken into account, since they will be of great relevance in the process of planning therapeutic approaches.

    During the assessment, caution will be taken with regard to the difficulties associated with diagnosing pediatric patients as compared to adolescents and older adults. This is based on the fact that the diagnostic criteria adopted in the current century were purposefully meant for diagnosing the adult population rather than the children. Furthermore, the diagnostic approaches have neglected quite a number of developmental differences that exist between children and adults. Rao (2013) argues that despite the current diagnostic approaches serving the needs of the older adults, there are quite a number of symptoms that demonstrate little applicability among the youths. Some of these symptoms include excessive guilt and suicidal ideation among others. Moreover, recognition of depression among the children and adolescents is quite low as compared to the case of adults. This possibly arises from factors like symptom fluctuations, the reactions of moods and high levels of irritability among others. The diagram illustrates the assessment procedure, retrieved from
    http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462013000500004

    Pharmacokinetic And Pharmacodynamic Processes

    According to Magellan Health, Inc. (2013), every pediatric treatment addressing depression should be taken into account developmental aspects such as psychoeducation an family support among other risk behaviors. The current treatment will go the same way, though establishing clear objectives together with patients and their families will be one of the top priorities. This will not only  be meant for the acute treatment with respect to the current episode, but extending to consolidation and maintenance aspects as well as monitoring and preventing the possibilities of new episodes. Assessing and treating pediatric clients with mood disorders decision tree case study.

    In the same way depression is managed and treated among the adults, the current pediatric treatment will encompass psychoeducation and support measures which will assist in addressing mild episodes more satisfactory with target on environemtal stressors. The treatments will bring on board physical activities that are particularly meant for symptomatology among the pediatric clients, with lower levels of intervention that have significant effects. However, if the symptoms emerge to be quite intense, the entire treatment process will have to adapt more specific strategies that will facilitate the same.

    The pharmacological treatment to be adopted will address both the acute phase and possible cases of relapse and recurrences. The acute case phase will entail therapeutic activities such as crisis stabilization with respect to psychosis, other related cases of suicidal behavior and agitation. Effective management of the pediatric client will require the use of medication while at the same time enhancing social skills and support from the family. The primary objective in this case will be achieving mood stabilization, since this will see the patient realizing his optimal development with respect to emotional, cognitive and social aspects.

    Poznanski & Mokros (1996) have argued that the choice of the suggested medication will be based on the available scientific evidence, the state of mood and the availability of either suicidal or psychotic symptoms. Other factors to be brought on board under the same will include how aggressiveness of the client, the potential side effects, patient’s history with regard to drug response as well as the family’s preference. To some extent, adjunctive treatment with bupropion may be adapted, though it will have to be indicated with high more caution basing on the risk that is associated with inducing a manic switch.

    In all cases, pediatric patients express significant differences in physiology impacting on such aspects like drug absorption, distribution and metabolism among other related cases of elimination. Assessing and treating pediatric clients with mood disorders decision tree case study. Indeed, is these factors that will determine the medication process to prescribe to the client.

    Drug Absorption

    According to Bartelink (2006), drug absorption (DA) in pediatric patients is impacted on by the process through which the organ systems mature. The pediatric gastrointestinal tract is characterized by such aspects like high levels of gastric pH, minimized intestinal motility and low rate of bile acid synthesis. There are also those characteristics that speeding up DA such as a thinner stratum corneum and higher water content. This implies that the child will be administered drugs that are in line with the absorption factors of their gastrointestinal tract. For instance, the IM injections will be given through the water-soluble drugs since they do not precipitate at the junction; will dissolve in the system. Since the client has a high surface area to weight, he will be subjected to transdermal absorption. Assessing and treating pediatric clients with mood disorders decision tree case study.

    Distribution

    The volume of drug distribution significantly varies between children and adults, hence an important factor in determining medication for the client. As a pediatric patient, the client will be administered higher dose of drugs that are water soluble, since the bigger portion of his body weight is water.

    Metabolism and Elimination

    According to Al-Delaimy (2002), there is significant variation in metabolism and elimination of drugs among children and adults. For instance, the processes of oxidation, reduction and hydrolysis is quite high among pediatric patients as compared to adults, hence subjecting the client to medication that best suit the rate of his phase I metabolism. The same applies to phase II, which entails the processes of hydroxylation and conjugation. In addition to drugs, the client will be recommended for diet and special therapies that will positively alter metabolism and elimination of drugs administered to him.

    Medical Decisions

    Basing on the client’s pharmacokinetic and pharmacodynamic processes, there are three major decisions that will be made with regard to the medical decisions to prescribe to the child. These will include:

    Use of Lithium Mood Stabilizers

    The child can be prescribed traditional mood stabilizers by use of lithium medications. The choice of lithium will be based on the available empirical analysis, which has proven that the use of lithium has been effective in controlling mood disorders as well as preventing the recurrences of the same in future Assessing and treating pediatric clients with mood disorders decision tree case study. Therefore, the choice of this medication will be driven by the desire to achieve controlled mood disorders and further prevent the possible recurrences.

    Antiseizure Medication

    Brown (2000) argued that antiseizure medications were initially developed with the prime objective of combating epilepsy. Therefore, the adoption of antiseizure medication in the provided case will be guided by the positive effect they have always demonstrated on the symptoms of mood disorders. The adoption of this medication will have the objective of achieving mood-stabilization, acute treatment and getting rid of possible future occurrences of the mood disorder. Possibly, this decision will pave way for the adoption of two important drugs; valproate and carbamazepine.

    Atypical Antipsychotics

    According to Wladysiuk et al (2011), also known as new-generation antipsychotics, these drugs were initially developed with the aim of treating schizophrenia. Fortunately enough, these drugs have emerged more effective when treating mood disorders, just like in the current case of the African child. Similarly, prescribing atypical antipsychotics to the child will be aimed at stabilizing his moods as well as taking care of the associated acute symptoms, through risperidone and ziprasidone

    Ethical Consideration

    During the entire psychiatric medication, I expect  to come across ethical conflicts which will come into play between assisting the African child fully while at the same time respecting his autonomy optimally. As per the current situation, I will embark on respecting the client’s autonomy even if he may respond to the medication negatively.

     

    References

    Al-Delaimy, W. (2002). Hair as a biomarker for exposure to tobacco smoke.
     
    Tobacco Control, 11
    (3), 176. doi:http://dx.doi.org/10.1136/tc.11.3.176

    Bartelink, I. H., Rademaker, C. M., Schobben, A. F., & van den Anker, J. N. (2006). Guidelines on paediatric dosing on the basis of developmental physiology and pharmacokinetic considerations. 
    Clinical pharmacokinetics
    , 
    45
    (11), 1077-1097.

    Brown, M. B. (2000). Diagnosis and treatment of children and adolescents with attention-deficit/hyperactivity disorder.
     
    Journal of Counseling and Development : JCD, 78
    (2), 195-203. Retrieved from
    https://search.proquest.com/docview/219024311?accountid=45049

    Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from https://www.magellanprovider.com/media/11740/psychotropicdrugsinkids.pdf

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

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

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

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

    Wladysiuk, M., Araszkiewicz, A., Godman, B., Szabert, K., Barbui, C., & Haycox, A. (2011). Influence of patient co-payments on atypical antipsychotic choice in poland.
     
    Applied Health Economics and Health Policy, 9
    (2), 101-10. doi:http://dx.doi.org/10.2165/11318840-000000000-00000 Assessing and treating pediatric clients with mood disorders decision tree case study.

  • Unintended Consequences of Health Care Reform Essay

    NURS 8100 Week 2 Discussion: Unintended Consequences of Health Care Reform Essay

    Discussion: Unintended Consequences of Health Care Reform

    The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance is one provocative provision. While this provision attempts to increase access to health care, it raises questions on how the existing system could sustain the potentially large influx of newly insured individuals.

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    Another provision calls for new models of health care provider organizations to ensure delivery efficiency and continuity of care. In this week’s media presentation, Dr. Kathleen White discusses the accountable care organization, which comprises a group of providers coordinating care across a variety of institutional settings. Unintended Consequences of Health Care Reform Essay. Yet becoming an accountable care organization may present a number of challenges.

    This week’s Discussion builds on Week 1, continuing the examination of those societal and organizational contexts that influence health care reform. The unintended consequences of reform policy on the health care system are also considered. Discussion: Unintended Consequences of Health Care Reform. Unintended Consequences of Health Care Reform Essay.

    To prepare of Discussion: Unintended Consequences of Health Care Reform:

    Review this week’s media presentation and the other Learning Resources focusing on how reform may lead to improved quality, greater access, and reduced cost of care. Also think about the unintended consequences that may arise as a result.

    Consider the information presented about the individual mandate and accountable care organizations. What are some questions or concerns you might have regarding the individual mandate? Unintended Consequences of Health Care Reform Essay. What are the pros and cons associated with becoming an accountable care organization?

    With posting instructions in mind, select either the individual mandate or accountable care organizations as the focus of your Discussion this week.

    By Day 3 of Discussion: Unintended Consequences of Health Care Reform

    Post
     a cohesive response that addresses the following:

    In the first line of your posting, identify the topic you have selected—either the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.

    Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession. Unintended Consequences of Health Care Reform Essay.

    Read
     a selection of your colleagues’ postings.

    By Day 6 of Discussion: Unintended Consequences of Health Care Reform

    Respond
     to at least 
    two
     of your colleagues in one or more of the following ways:

    Ask a probing question, substantiated with additional background information, evidence or research.

    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Unintended Consequences of Health Care Reform Essay.

    Validate an idea with your own experience and additional research.

    Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    Note:
     Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

    Return
    to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues. Discussion: Unintended Consequences of Health Care Reform Unintended Consequences of Health Care Reform Essay.

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Unintended Consequences of Health Care Reform

    Rubric Detail

    Select 
    Grid View
     or 
    List View
     to change the rubric’s layout.

    Name: NURS_8100_Week2_Discussion_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*. Unintended Consequences of Health Care Reform Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

    Unintended Consequences of Health Care Reform Essay

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course. Discussion: Unintended Consequences of Health Care Reform

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

    Unintended Consequences of Health Care Reform Essay

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature. Discussion: Unintended Consequences of Health Care Reform

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    Unintended Consequences of Health Care Reform Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas. Discussion: Unintended Consequences of Health Care Reform

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. Discussion: Unintended Consequences of Health Care Reform

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. Discussion: Unintended Consequences of Health Care Reform

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. Discussion: Unintended Consequences of Health Care Reform

    Unintended Consequences of Health Care Reform Essay

  • Issues in Health Care Reform Essay

    Issues in Health Care Reform Essay
    .

    NURS 8100 Week 1: The Health Care System, Part 1

    NURS 8100 Week 1 Discussion: Health Care Reform

    Discussion: Health Care Reform

    After much public and political debate, in March 2010, the Patient Protection and Affordable Care Act (PPACA) was signed into law by President Barack Obama. The PPACA is one of many health care reform efforts that have sought to correct key features of the U.S. health care system such as financing, service delivery, and care coordination. This week, you will examine the passage of PPACA as a milestone along the historical continuum of health care reform in the United States Issues in Health Care Reform Essay.

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    To prepare:

    Review this week’s Learning Resources and media presentation, reflecting on the evolution of health care in the United States and the public’s response to health care reform efforts historically and currently.

    Consider: What principal features of the U.S. health care system helped or hindered the enactment of federal health reform in March 2010? What challenges were encountered? Issues in Health Care Reform Essay.

    How do these conditions and/or challenges reflect characteristics of the policy process and the political environment?

    By Day 3 of Discussion: Health Care Reform

    Post
     a cohesive response that addresses the following:

    Analyze at least one important feature of the U.S. health care system that is of particular interest to you. Explain why you think this feature is significant in terms of health policy and reform.

    Describe one or more conditions or challenges specifically related to the passing of the PPACA. Explain how this exemplifies the nature of the policy-making process, and evaluate how it could relate to the question of why health reform in the United States has been so difficult.

    Read
     a selection of your colleagues’ postings.

    By Day 6 of Discussion: Health Care Reform

    Respond
     to at least 
    two
     of your colleagues in one or more of the following ways:

    Ask a probing question, substantiated with additional background information, evidence or research.

    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    Validate an idea with your own experience and additional research.

    Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    Note:
     Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

    Return
     to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    ORDER NOW FOR AN ORIGINAL PAPER

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources. Discussion: Health Care Reform

    NURS 8100 Week 1: The Health Care System, Part 1

    The evolution of health care in the United States has been a roller-coaster story of good intentions that were often buffeted by economic and social change, compromised by special interests, and beset by passionate differences of opinion. The primary goals of health care reform have been fairly consistent: to increase access, lower costs, and improve quality. Many efforts to bring about change, however, have not resulted in policy. Why has this been such a challenge? What barriers have prevented reform efforts from being successful? Exactly how to fix the weaknesses of the current health care system continues to be an issue of public and political debate, and one which continues to be played out in the policy arena. Issues in Health Care Reform Essay.

    This week, you will examine the history and evolution of health care and consider how health care financing has been central in shaping the current system. You also will examine provisions of the Patient Protection and Affordable Care Act of 2010 (PPACA)—a groundbreaking attempt at reforming the U.S. health care system by the enactment of new policy.

    Looking Ahead
    In Week 2, you will begin an assignment that requires you to interview a policy maker Issues in Health Care Reform Essay. Due to the time-sensitive nature of getting on the desired individual’s schedule, you may wish to review this assignment now to begin thinking about who you might like to contact.

    Objectives

    Students will:

    Analyze principal features of the U.S. health care system

    Evaluate the policy process in relation to challenges for health care reform

    Access online learning resources for professional growth and development

    Learning Resources

    Required Readings

    Bodenheimer, T., & Grumbach, K. (2016). 
    Understanding health policy: A clinical approach
     (7th ed.). New York, NY: McGraw-Hill Medical.

    Chapter 1, “Introduction: The Paradox of Excess and Deprivation”This chapter introduces the concept of “excess and deprivation”—p eople receiving either too little or too much health care, which contributes to the weakness of the health care system.

    Chapter 2, “Paying for Health Care”This chapter discusses the evolution of health care financing, including out-of–pocket payments, individual private insurance, employment-based insurance, and government-financed insurance.

    Chapter 3, “Access to Health Care”This chapter focuses on financial and nonfinancial barriers to health care and concludes with influences to one’s health status unrelated to health care.

    Chapter 4,“Paying Health Care Providers”This chapter provides information on how physicians and hospitals are paid. Issues in Health Care Reform Essay.

    HealthCare.gov. (n.d.). 
    Understanding the Affordable Care Act.
     Retrieved from http://www.hhs.gov/healthcare/rights/index.html

    Posted by U.S. Department of Health & Human Services, this article provides an introduction to the Patient Protection and Affordable Care Act of 2010 (PPACA).

    HealthCare.gov. (n.d.). 
    Understanding the Affordable Care Act: About the law.
     Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

    Also posted by U.S. Department of Health & Human Services, this article focuses on specific provisions of the law and outlines how it will increase access to affordable health coverage.

    In Week 1 of this course, you are required to subscribe to one of the health information services listed below. In preparation, review these different sites:

    Agency for Healthcare Research and Quality. (2010). 
    AHRQ PSNet Patient Safety Network
    . Retrieved from http://psnet.ahrq.gov/

    ModernHealthcare.com. (n.d.). 
    Registration is free: The news is invaluable
    . Retrieved from https://home.modernhealthcare.com/clickshare/addAccountFree.do

    Robert Wood Johnson Foundation. (2011). 
    Publications and research
    . Retrieved from http://www.rwjf.org/?topicid=1318

    The Commonwealth Fund. (2010). 
    The Commonwealth Fun
    d. Retrieved from http://www.commonwealthfund.org/

    The Henry J. Kaiser Family Foundation. (2011). 
    New & noteworthy
    . Retrieved from http://www.kff.org/

    Required Media

    Laureate Education, Inc. (Executive Producer). (2011). 
    Healthcare policy and advocacy: The policy process.
     Baltimore: Author.

    Note: 
    The approximate length of this media piece is 11 minutes.

    In this media presentation, Dr. Kominski and Dr. Zelman discuss the policy process and provide an overview of the influence of policy on health care practices. Dr. Zelman also discusses the challenges of passing new policy and relates this to health care reform efforts Issues in Health Care Reform Essay.

     

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

    Optional Resources

    Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended and unintended consequences of health care reform. 
    Healthcare Financial Management
    , 
    64
    (10), 50–55.

    Rettenmaier, A. J., & Saving, T. R. (2011, January 5). 
    Reforming Medicare: The Affordable Care Act versus the Rivlin/Ryan proposal
    . National Center for Policy Analysis. Retrieved from http://www.ncpathinktank.org/pub/ba736

    Stephens, J. H., & Ledlow, G. R. (2010). Real health care reform: focus on primary care access. 
    Hospital Topics
    , 
    88
    (4), 98–106.

    NURS 8100 Week 1 Assignment: Staying Current: Online Resources

    Technology is providing increasingly rich and credible resources for staying abreast of the latest trends and issues in health care. Many recognized organizations provide regularly disseminated updates via their websites, and offer this information free to subscribers Issues in Health Care Reform Essay. As you proceed through the DNP program, you will find that receiving these updates will support your professional growth as a scholar practitioner.

    To prepare:

    Explore the following resources found inthis week’s Learning Resources:

    AHRQ Patient Safety Network

    Modern Healthcare Alerts

    RWJ Nursing News Digest

    The Commonwealth Fund

    The Henry J. Kaiser Family Foundation

    To complete:

    Select one service and subscribe to receive e-mail alerts or updates.

    Copy and paste your successful subscription notification into a Word document.

    By Day 7

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     the Assignment.

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

    Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

    Click the 
    Week 1 Assignment 
    link.

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     button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click 
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    .

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    .

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    Rubric Detail

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     or 
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     to change the rubric’s layout.

    Name: NURS_8100_Week1_Discussion_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

    Issues in Health Care Reform Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course. Issues in Health Care Reform Essay

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    Issues in Health Care Reform Essay

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. Issues in Health Care Reform Essay

    NURS 8100 Week 2 Assignment 1: Issues in Health Care Reform (Interview)

    Assignment 1: Issues in Health Care Reform (Interview)

    According to the AACN (2006), “Political activism and commitment to policy development are central elements of professional nursing practice” (p. 13). Throughout this course, you will hone the skills and competencies required for this type of involvement in policy.

    Research is an essential step in the process of acquiring the skills and competencies, and interviews are one form of research that can serve as a valuable source of information. Issues in Health Care Reform Essay. As such, this Assignment (which you will start this week, and submit by the end of Week 9) provides an opportunity for you to identify a health reform issue of interest and discuss the issue with a state or national politician (or their aide).

    To prepare for Assignment 1: Issues in Health Care Reform (Interview):

    Identify a state or national politician (state representative or legislator, senator, congressman, governor, etc.), or aide, whom you would like to interview regarding current issues in health care reform.

    As soon as possible, contact the individual’s office to request a meeting. Keep in mind that it may be difficult to get on their calendar, so plan accordingly. You may conduct the interview in person or by phone.

    In advance of the interview, ask yourself:

    What health care policy issue is important to me personally?

    What issue do I want to bring to this person’s attention?

    With this in mind, develop your list of questions for the interview around your selected health policy issue. In addition, you may wish to include questions related to health care reform:

    What are your constituents most concerned about regarding health care reform? Issues in Health Care Reform Essay.

    What are the trade-offs associated with recent health care reform policy?

    By Day 7 of Week 9 of Assignment 1: Issues in Health Care Reform (Interview)

    To complete for Assignment 1: Issues in Health Care Reform (Interview):

    Write a 3- to 4-page paper providing a summary and analysis of the interview and the health care reform issues you discussed.

    Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the 
    Publication Manual of the American Psychological Association
     to ensure that your in-text citations and reference list are correct. Due by 
    Day 7
     of 
    Week 9. Assignment 1: Issues in Health Care Reform (Interview)

    NURS 8100 Week 2: The Health Care System, Part 2

    As addressed in Week 1, many different policies and reform efforts have influenced health care delivery over the past century. Consider for a moment the health care reform efforts during the 1960s and the implementation of Medicare and Medicaid. How did these reform initiatives become policy? What challenges do these programs face today? What problems did they solve, and what new problems have arisen?

    The Centers for Medicare & Medicaid Services (CMS) continue to have a strong influence on the health care system and health care policy through financial incentives and reimbursement policies. For example, to improve continuity of care, Medicare is offering financial incentives to health care providers that become accountable care organizations.

    This week, you will have an opportunity for an authentic experience as you bring a health care issue of concern to the attention of your state or national politician. Issues in Health Care Reform Essay. You will also consider the unintended consequences that may arise as a result of reform policy, such as the individual mandate.

    Learning Objectives

    Students will:

    Analyze key health care reform legislation to determine positive results and potential unintended consequences

    Assess reform-related issues for health care

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

    Learning Resources for Assignment 1: Issues in Health Care Reform (Interview)

    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 for Assignment 1: Issues in Health Care Reform (Interview)

    Bodenheimer, T., & Grumbach, K. (2016). 
    Understanding health policy: A clinical approach
     (7th ed.). New York, NY: McGraw-Hill Medical.

    Chapter 5, “How Health Care is Organized – I: Primary, Secondary, and Tertiary Care”

    Chapter 6, “How Health Care is Organized – II: Health Delivery Systems”

    McClellan, M. (2010). Accountable care organizations in the era of health care reform. 
    American Health & Drug Benefits, 3
    (4), 242–244. Issues in Health Care Reform Essay.

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

    The PPACA of 2010 encourages the formation of accountable care organizations (ACOs) to improve the quality and efficiency of health care delivery. An ACO is a group of health care providers who coordinate care for their Medicare patients and share the financial incentives of health care improvement gains.

    Moore, K. D., & Coddington, D. C. (2010). Accountable care: The journey begins. 
    Health Care Financial Management, 64
    (8), 57–63.

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

    This article provides information on the importance of health care provider organizations taking steps to become accountable care organizations (ACOs) and provides examples of systems that have historically functioned in this capacity. The authors also provide steps for developing and transitioning to an ACO structure.

    Institute of Medicine. (2010). 
    The future of nursing: Leading change, advancing health.
     Retrieved from http://www.nationalacademies.org/hmd/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

    This report discusses how nurses can and should play a fundamental role in meeting the challenges of increased demand for health care brought about by the implementation of the 2010 Affordable Care Act. In addition, it stresses the need for nurses to be partners with other health professionals and assume leadership roles in redesigning health care in the United States.

    Institute of Medicine. (2010). 
    Report brief: The future of nursing: Leading change, advancing health.
     Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

    This report brief highlights the four key recommendations from the Robert Wood Johnson and Institute of Medicine 
    The Future of Nursing: Leading Change, Advancing Health
    report. The recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking. Issues in Health Care Reform Essay

    HealthCare.gov. (n.d.). 
    Understanding the Affordable Care Act
    . Retrieved from http://www.hhs.gov/healthcare/rights/index.html

    This website introduces the Affordable Care Act and presents the timeline for implementation of the various provisions of the Act.

    HealthCare.gov. (n.d.). 
    Understanding the Affordable Care Act: About the law
    . Retrieved from http://www.hhs.gov/healthcare/rights/law/index.html

    Read the full Affordable Care Act law at this website. An overview of the law is also provided along with an outline of how the Affordable Care Act helps reduce health insurance costs.

    Required Media for Assignment 1: Issues in Health Care Reform (Interview)

    Laureate Education, Inc. (Executive Producer). (2011). 
    Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations.
     Baltimore: Author.

    Note: 
    The approximate length of this media piece is 7 minutes.

    In this media presentation, Dr. Kathleen White explains the structure of accountable care organizations (ACO) and discusses the benefits and challenges of becoming an ACO.

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

    Optional Resources for Assignment 1: Issues in Health Care Reform (Interview)

    APRN Joint Dialogue Group Report. (2008). 
    Consensus model for APRN regulation: Licensure, accreditation, certification & education.
     Retrieved from https://www.aacnnursing.org/Education-Resources/APRN-Education/APRN-Consensus-Model

    Fisher, E. S., & Shortell, S. M. (2010). Accountable care organizations: Accountable for what, to whom, and how. 
    JAMA: Journal of the American Medical Association, 304
    (15), 1715–1716.

    Fisher, E. S., Staiger, D. O., Bynum, J. W., & Gottlieb, D. J. (2007). Creating accountable care organizations: The extended hospital medical staff. 
    JHealth Affairs, 26,
     w44-w57. doi:10.1377/hlthaff.26.1.w44–57

    McClellan, M., McKethan, A. N., Lewis, J. L., Roski, J., & Fisher, E. S. (2010). A national strategy to put accountable care into practice. 
    Health Affairs, 29
    (5), 982–990. Issues in Health Care Reform Essay

    Kaiser Health News. (2011). 
    Accountable care organization proposed regulations: Resources
    . Kaiser Family Foundation. Retrieved from http://www.kaiserhealthnews.org/Stories/2011/March/31/ACO-Documents-In-The-News.aspx Issues in Health Care Reform Essay

  • Policy process – Agenda Setting

    Policy process – Agenda Setting

    NURS 8100 Week 3 Discussion: Agenda Setting

    Discussion: Agenda Setting

    A key aspect of the policy process is agenda setting. How do topics get on that agenda? Agenda setting requires the support of stakeholders to move the issue forward. In this week’s media presentation, Dr. Kathleen White outlines the policy process and discusses how to move issues into the policy arena through agenda setting. The ultimate goal is to gain the attention of leadership whether at the organizational, local, state, national, or international level.

    ORDER A PLAGIARISM-FREE PAPER HERE

    To prepare for NURS 8100 Week 3 Discussion: Agenda Setting:

    Review this week’s media presentation, focusing on the insights shared by Dr. White and Dr. Stanley on agenda setting and identification of stakeholders. Policy process – Agenda Setting.

    Brainstorm clinical practice issues that you believe are worthy of being on your organization’s systematic agenda.

    Who are the stakeholders who would be interested in this clinical practice issue?

    By Day 3 of NURS 8100 Week 3 Discussion: Agenda Setting

    Post
     a cohesive response that addresses the following:

    In the first line of your posting, identify the clinical practice issue you would like to see on your organization’s systematic agenda.

    What strategies would you use to inform stakeholders and persuade them of the importance of your identified clinical practice issue?

    Read
     a selection of your colleagues’ postings.

    By Day 6 of NURS 8100 Week 3 Discussion: Agenda Setting

    Respond
     to at least 
    two
     of your colleagues providing additional strategies for informing and persuading stakeholders. Include additional research evidence that supports the importance of their identified clinical practice issue.

    Note:
     Please see the Syllabus and Discussion Rubric for formal Discussion question posting and response evaluation criteria.

    Return
     to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

    NURS 8100 Week 3 Discussion: Agenda Setting Rubric Detail

    Select 
    Grid View
     or 
    List View
     to change the rubric’s layout.

    Name: NURS_8100_Week3_Discussion_Rubric

    Excellent

    Good

    Fair

    Poor

    RESPONSIVENESS TO DISCUSSION QUESTIONDiscussion post minimum requirements:

    *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*. NURS 8100 Week 3 Discussion: Agenda Setting

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

    Policy process – Agenda Setting

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*. NURS 8100 Week 3 Discussion: Agenda Setting

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

    CONTENT KNOWLEDGE

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. NURS 8100 Week 3 Discussion: Agenda Setting

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course. NURS 8100 Week 3 Discussion: Agenda Setting

    Policy process – Agenda Setting

    CONTRIBUTION TO THE DISCUSSION

    8 
    (26.67%)
     – 8 
    (26.67%)

    Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

    7 
    (23.33%)
     – 7 
    (23.33%)

    Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

    Policy process – Agenda Setting

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas. NURS 8100 Week 3 Discussion: Agenda Setting

    0 
    (0%)
     – 5 
    (16.67%)

    Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

    QUALITY OF WRITING

    6 
    (20%)
     – 6 
    (20%)

    Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

    5 
    (16.67%)
     – 5 
    (16.67%)

    Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

    4 
    (13.33%)
     – 4 
    (13.33%)

    Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

    0 
    (0%)
     – 3 
    (10%)

    Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

    Policy process – Agenda Setting

  • Health Policy Proposal Analysis (Policy Brief)

    NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    Health Policy Proposal Analysis (Policy Brief)

    Nurses engaged in the policy arena often are asked to provide information on a health care topic of interest to policy makers. This is frequently accomplished through developing a policy brief. A policy brief advocates for a particular recommendation (prior to the enactment of a policy). Learning how to write a policy brief in a clear, succinct, scholarly, and professional manner is an essential skill for advanced practice nurses.

    ORDER A PLAGIARISM-FREE PAPER HERE

    For this Assignment, you will assess one of the recommendations from the Institute of Medicine’s 
    The Future of Nursing: Leading Change, Advancing Health: Report Recommendations.
    Health Policy Proposal Analysis (Policy Brief). You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7). NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    To prepare for Health Policy Proposal Analysis (Policy Brief):

    Review the Lavis et al. article on preparing and writing policy briefs provided in the Learning Resources.

    Select one of the recommendations within the 
    IOM The Future of Nursing: Leading Change, Advancing Health: Report Recommendations
     to focus on for this Health Policy Proposal Analysis (Policy Brief) assignment.

    Research the history of the problem behind the recommendation and what has been done to try to solve the problem.

    What does the recommendation say should be done? Are there any groups, nursing and others, currently supporting work to implement the recommendation (e.g., Kaiser Family Foundation, professional organizations)? Does the recommendation suggest specific groups that should be involved in the implementation? Think critically about how the recommendation should be implemented – did the IOM get it right? What other strategies are possible to consider Health Policy Proposal Analysis (Policy Brief)?

    By Day 7 of Week 7 of Health Policy Proposal Analysis (Policy Brief)

    To complete:

    Develop a scholarly and professionally written 2- to 3-page single-spaced policy brief on the recommendation you selected from the IOM report following the format presented in the Lavis et al. article. Include the following:

    Short introduction with statement of the problem.

    The selected recommendation (from the IOM Report)

    Background

    Current characteristics

    The impact of the recommendation from the perspective of consumers, nurses, other health professionals, and additional stakeholders

    Current solutions

    Current status in the health policy arena

    Final conclusions

    Resources used to create the policy brief

    Health Policy Proposal Analysis (Policy Brief)

    Due by 
    Day 7
     of 
    Week 7.
     Complete instructions for submitting your Assignment are provided in the Week 7 Assignment area. Health Policy Proposal Analysis (Policy Brief)

    Note
    : You will post a summary of your policy brief in the Week 7 Discussion.

    NURS 8100 Week 3 Assignment 1: Issues in Health Care Reform (Interview)

    Continue to work on this Application, assigned in Week 2 and due in 
    Week 9.

    You should be actively scheduling your interview appointment. As you begin considering the health issue you intend to discuss with your interviewee, determine where it is on the public’s agenda: the systematic or formal agenda. How might you persuade your interviewee of the importance of this issue? Health Policy Proposal Analysis (Policy Brief). How could your interviewee assist with getting this issue on the systematic or formal agenda?

    NURS 8100 Week 3: The Policy Process

    This week, you will investigate the process of creating health care policy beginning with agenda setting and the policy proposal. How does an issue move along the continuum from simple discussion to policy development? How do you identify key stakeholders and enlist their support in moving a health care issue forward?

    To gain experience in the policy process, you will critically analyze recommendations from the Institute of Medicine’s 
    The Future of Nursing
     report brief and create a policy brief based on your analysis. These are skills that advanced nursing practice requires, and which support your ability to participate in public policy making at all levels: institutional, local, state, national, and international.

    Learning Objectives

    Students will:

    Develop strategies for raising clinical practice issues to an organization’s systematic agenda

    Critically analyze a health policy proposal from the perspective of consumers, nurses, other health professionals, and additional stakeholders. Health Policy Proposal Analysis (Policy Brief).

    Develop a scholarly and professionally written policy brief

    Photo Credit: [Westend61]/[Brand X Pictures]/Getty Images

    Learning Resources of NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    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 for NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    Hyder, A., Syed, S., Puvanachandra, P., Bloom, G., Sundaram, S., Mahmood, S., … Peters, D. (2010). Stakeholder analysis for health research: case studies from low- and middle-income countries. 
    Public Health, 124
    (3), 159–166.

    Note:
    You will access this article from the Walden Library databases Health Policy Proposal Analysis (Policy Brief).

    This study demonstrates how the engagement of stakeholders in research and policy making can assist in the successful implementation of policy proposals. The authors propose that by engaging stakeholders, researchers and policy makers are provided with multiple perspectives on proposed policies, which can lead to greater success with policy adoption and implementation.

    Lavis, J. N., Permanand, G., Oxman, A. D., Lewin, S., & Fretheim, A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. 
    Health Research Policy & Systems
    , 71–79. doi: 10.1186/1478-4505-7-S1-S13

    Note:
    You will access this article from the Walden Library databases Health Policy Proposal Analysis (Policy Brief).

    The purpose of a policy brief is to communicate an issue clearly and definitively to policy makers. The authors of this article propose an outline for policy briefs and also stress the importance of using research when creating a policy brief.

    Lowery, B. (2009). Obesity, bariatric nursing, and the policy process: The connecting points for patient advocacy. 
    Bariatric Nursing & Surgical Patient Care, 4
    (2), 133–138.

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

    This article provides an example of nurse involvement in policy making by examining a bariatric nursing issue. The author stresses that nurses, in their patient-advocacy role, have a responsibility to be involved in the health care policy process.

    Moore, K. (2006). How can basic research on children and families be useful for the policy process? 
    Merrill-Palmer Quarterly, 52
    (2), 365–375.

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

    Institute of Medicine. (2010). 
    The future of nursing: Leading change, advancing health: Report recommendations.
     Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

    Introduced in Week 2, this IOM report highlights four key recommendations in its proposal for the future directions of the nursing profession. These recommendations focus on nursing practice, education and training, partnerships with other healthcare professionals, and workforce planning and policymaking. Health Policy Proposal Analysis (Policy Brief)

    National Center for Policy Analysis (2010). 
    Ideas changing the world: Free-market health care policy.
     Retrieved from http://www.ncpathinktank.org/healthcare

    The NCPA is a nonprofit, nonpartisan organization that promotes private sector solutions to public policy issues.

    Required Media for NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    Laureate Education, Inc. (Executive Producer). (2011). 
    Healthcare policy and advocacy: Agenda setting and the policy process.
     Baltimore: Author.

    Note: 
    The approximate length of this media piece is 17 minutes.

    Dr. Kathleen White and Dr. Joan Stanley share their insights into agenda setting and how issues are moved forward into the policy process Health Policy Proposal Analysis (Policy Brief).

     

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

    Optional Resources of NURS 8100 Week 3 Assignment 2: Health Policy Proposal Analysis (Policy Brief)

    Barnes, M., Hanson, C., Novilla, L., Meacham, A., McIntyre, E., & Erickson, B. (2008). Analysis of media agenda setting during and after Hurricane Katrina: Implications for emergency preparedness, disaster response, and disaster policy. 
    American Journal of Public Health, 98
    (4), 604–610.

    Jennings, C. (2002). The power of the policy brief. 
    Policy, Politics & Nursing Practice, 3
    (3), 261–263. doi: 10.1177/152715440200300310

    Neumann, P. J., Palmer, J. A., Daniels, N., Quigley, K., Gold, M. R., & Chao, S. (2008). A strategic plan for integrating cost-effectiveness analysis into the US health care system. 
    American Journal of Managed Care, 14
    (4), 185-188.

    Plan, Policy, Procedure Relationship Diagram. (n.d.). Retrieved from http://www.informationsecurityintel.com/docs/Fig.%204.3.pdf Health Policy Proposal Analysis (Policy Brief)

  • 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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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

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    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.

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    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.

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    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).

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    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

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    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)

     

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