Tag: Clinical-Nursing

Continuum of care level (preventive, treatment, or long-term care)

Imagine you are a policymaker or city council member and are actively involved in improving the lives of the vulnerable. Via the first two written assignments, you have already selected one vulnerable population, which is in need of a new program or service within your community. You will research and design a presentation (APA style Paper or PowerPoint Presentation), which you will present at the next city meeting to advocate for your special population group. The Final Project should demonstrate an understanding of the reading assignments, class discussions, as well as your own research and application of new knowledge. It must contain the following elements below and be re-written in your own words (you are welcome to refer to your previous assignments for guidance, but do not copy and paste from them):

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A description of why this population group is vulnerable and in desperate need for help within your community. Identification of the health service needs of this special population. In order to support your claims and opinions, cite statistical data obtained from the county health department, state health department, and/or other organizations and agencies continuum of care level (preventive, treatment, or long-term care).

Design a model program or service, which is needed to improve the lives of your chosen population within your community. Remember to design a new program not currently existent within your community. In your design, include the following: continuum of care level (preventive, treatment, or long-term care).

A description of the continuum of care level (preventive, treatment, or long-term care) your program or service fall into and how it meets the needs of your selected group. An analysis of the delivery modes of health services to be included. A discussion regarding the multidisciplinary approach that is incorporated into the program. An analysis of the role of legal and ethical requirements in the design of the program. Identification of a minimum of two community agencies/organizations you would like to partner with in some way(s) in order to implement this program/service. continuum of care level (preventive, treatment, or long-term care). Explain why you would like to partner with these organizations and how can they help or benefit you with the implementation of your program/service. Analysis of the current funding sources for provision of health services to this special population. Discuss the use of integrated funding. Based on your research, identify a minimum of two funding sources that may potentially provide monetary sponsorship for your program or service. Explain why these entities would be likely funding sources.

Be detailed and convincing in describing the above elements, as you are attempting to win as much support from the attending members as possible. continuum of care level (preventive, treatment, or long-term care).

Business Environment Analysis for Kelly’s Salon – social media and cloud-based software

Create a 15- to 20-slide presentation on the benefits of using social media and cloud-based software to promote and run a business. Include the following:

Research at least four different social media applications that can be used to promote and/or conduct business.

Explain the rationale and benefits to using them in the workplace, such as why or how they increase productivity.

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Describe the potential risks that a business should be aware of when considering using these tools.

Discuss any additional technology considerations that should be considered before using these types of tools.

Evaluate the benefits of using cloud-based and integrated software solutions to complete business projects, and provide two or three examples. Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

Discuss new technologies and trends that may impact future business solutions.

Explain how consumer or market changes help drive updates in business workflows and productivity software use.

Discuss ethical implications associated with unsecured financial transactions, the potential leak of personal data, unsolicited communication, or other questionable activities

Provide a summary of your research and conclusions.

Use speaker notes to expand ideas beyond the slide bullet points, and include research supporting your comparisons.

Cite a minimum of four sources, formatted according to APA guidelines.

Click the Assignment Files tab to submit your assignment.

Used with permission from Microsoft.

Overview of Business Environment Analysis for Kelly’s Salon

no plagarism work.

Overview of Business Environment Analysis for Kelly’s Salon

Kelly’s Salon has been in business since 1995 and has
 seen an increase in competition from a variety of competitors, as described in the Case Study.  With the news that a Hair Cuttery is likely to open only five miles away, Kelly, the owner of Kelly’s Salon, 
is concerned and has begun analyzing her situation and what could be done to remain competitive in this changing environment.  
She has recognized that scheduling her employees and her customers is causing her problems, and she thinks she should focus on that first, as it is fundamental to her business.
  Kelly also believes that there must be a technology solution that could help her run her salon, but she has no idea where to start.

You are a Systems Analyst, and Kelly has asked you to help her with determining how she can improve her business.  Kelly has requested, specifically, that you verify and provide added support to her own analysis that has resulted in the identification of a Strategy for Competitive Advantage and a Business Process for Improvement.  This will be the basis for defining business and systems requirements for an IT solution. This Strategy and IT Solution will help to bring Kelly’s Salon into the 21
st
century and take advantage of current technology
.  You will analyze her business environment using Porter’s Five Forces Analysis.  Then, you will use the results of that analysis to explain how it supports Kelly’s Strategy for Competitive Advantage, and the business process that she selected for improvement through the use of technology. Business Environment Analysis for Kelly’s Salon – social media and cloud-based software

It is important to note that a business owner has many areas where improvements can be made, such as:  staff, building facility, supplier agreements, advertising, etc.  There are also many possible solutions that could improve the business strategy and processes.  Since time and costs are involved, the owner should address basic problems first in choosing the strategy and which processes to improve. (Consider a lemonade stand; while it would be nice to have a chair to sit behind a table to serve the lemonade to customers, that is not crucial; however, having lemonade and cups are crucial to the business.)

A second important concept for this class is that, among all the ways that competitive advantage and processes can be improved, the focus is on information technology solutions.  In your role as a Systems Analyst, you will be supporting Kelly’s selected strategy and process for improvement, and proposing an appropriate IT solution.  This work begins with an analysis of Kelly’s Salon using the Five Forces Model.

 

Five Forces Analysis:

You know that Michael Porter’s Five Forces Model is a useful tool for analyzing a business.  The Model is used to help understand the importance of the five competitive forces and determine a strategy to develop and maintain a competitive advantage.  The Five Forces are described and discussed in Chapter 7 of the e-textbook. They are: Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

Buyer Power

Supplier power

Threat of substitute products or services

Threat of new entrants

Rivalry among existing competitors

Strategy for Competitive Advantage:

After reviewing Porter’s Generic Strategies for competitive advantage, as shown in the table below, Kelly has decided on the 
Cost Leadership Strategy
 because she wants to provide a variety of services at a cost that is lower than her competitors and thereby attract more customers.  She knows that she can offer lower costs than the Hair Cuttery that is opening nearby, but she will need to make some improvements to do that.

Target Scope

Advantage

Low Cost

Product Uniqueness

Broad

(Industry Wide)

Cost Leadership Strategy

Differentiation Strategy

Narrow

(Market Segment)

Focus Strategy

(low cost)

Focus Strategy

(differentiation)

Business Process:

Following a Five Forces Analysis and selection of a strategy for competitive advantage, the next step is to identify a process for improvement that will support the strategy and provide the most benefit, and position the business for future improvements.  While there are several areas in need of improvement, Kelly has decided that 
Customer and Employee Scheduling
 is the most important process to be improved.

In your role as Systems Analyst, Kelly wants you to provide solid justification for the strategy for competitive advantage and the business process that she has selected, and help her determine if an information technology solution can help. Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

Assignment:  Kelly’s Salon Stage 1:
 
Create a document that includes:

I.            
 Introduction

Brief 
introduction
 providing the background of the case, why you are writing and what is to come in your paper.  This should only be 3-5 sentences.

 

II.          
 Five Forces Analysis

Perform a 
Porter’s Five Forces analysis
 for Kelly’s Salon, addressing each of the five forces in two or three sentences.  For each of the five forces, your analysis should include:

·         Explanation of the force and what it means to Kelly’s Salon

·         Assessment of the force’s impact (Positive, Negative or Neutral) on the business

·         A statement as to whether it should affect Kelly’s strategy for a competitive advantage (yes or no). Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

You will copy the table below into your paper and use it as the framework for this analysis.

FIVE FORCES ANALYSIS

FORCE

EXPLANATION

(Minimum 2 good sentences)

IMPACT
      
 
(POSITIVE, NEGATIVE, or NEUTRAL)

AFFECT STRATEGY?
 (YES/NO)

BUYER POWER

 

SUPPLIER POWER

 

THREAT OF SUBSTITUTE PRODUCTS OR SERVICES

 

THREAT OF NEW ENTRANTS

 

RIVALRY AMONG EXISTING COMPETITORS

[Note] Do not identify solutions or things that Kelly should do to address the force’s impact. 
 (The idea is to simply identify an assessment of the impact and if the force will affect Kelly’s Salon’s Strategy for Competitive Advantage.)

III.        
Justification of Selected Strategy for Competitive Advantage

·         Explain how Kelly’s selected strategy for competitive advantage – Cost Leadership Strategy — is justified and supported by the Five Forces Analysis.

·         Relate the strategy back to each of Porter’s five forces discussing the impact of the strategy based on your assessment of the force (positive, negative, or neutral). Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

 

IV.         
Business Process

 

·         Explain how the process Kelly has identified to be improved – Customer and Employee Scheduling — is related to and supports the strategy for competitive advantage Kelly selected.

·         Explain 
generally
 how a technology solution could help improve the process.  (Do not provide any specific solution.)

References:  
Provide 
at least
 one external resource in your paper on an area of your choice.  Note that two or more external resources are required for maximum points.  An external resource is a resource other than those provided in the class or textbook.   Incorporate a properly formatted APA citation in the text of your document.  Then, place an APA style reference page at the end of your document.

Formatting:  
  

 

For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.

 

·         Write a short concise paper:  2-3 double spaced pages of content; table entries for the Five Forces analysis should be single spaced.

·         Use 
at least
 one external resources with APA formatted citation and reference.

·         Include a title page and a reference page.

·         Compare your work to the Grading Rubric below to be sure you have met content and quality criteria.

·         Submit your paper as a Word document, or a document that can be read in Word. Business Environment Analysis for Kelly’s Salon – social media and cloud-based software.

Personal ethics in making decisions

After reading the articles and viewing the videos in this weeks resources, prepare a paper in which you address the following: Demonstrate your understanding of decision-making.

Evaluate the role that personal ethics plays in making decisions.

Analyze the decision-making techniques that can be applied in different types of organizations.

Select an organization where unethical decision-making resulted in negative consequences.

Using two decision-making techniques, compare and contrast how using the techniques may have resulted in a positive consequence. personal ethics in making decisions.

Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

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Length: 5-7 pages not including title and reference pages.

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy personal ethics in making decisions.

Comparison of death of a moth and allegory of the cave paper

The Allegory of the cave is an allegory written by Plato with the purpose to represent the way a philosopher gains knowledge. This allegory is a fictional dialogue between Socrates and Glaucon, where Socrates compares the issues appearance vs. reality, education vs. ignorance. There are two types of knowledge represented in this allegory, the one that is told and expected to be believed and accepted; and the one that is learned by a person’s own experiences through life. The writing is organized in a way in which the author tells a story in a sequence of logical events that makes the reader understand better. It wasn’t really clear for me the way he described the scene metaphorically and it was difficult to visualize the scenario to realize the purpose behind it because of the rarity of it. That’s why I went through it so many times, but once I was able to understand what was going on and where the point was, I could see that the way he explained and the fanciful evidence he used was very strong.

Plato writes about Socrates describing a scene where there are chained people in a dark cave. They have been there since their childhood and they can barely move their heads. Behind them, at the distance, there is a blazing fire, and between the fire and the prisoners there is a wall meant for objects to pass. personal ethics in making decisions. Because of their limited vision (lack of movement), those men can only see their own shadow and the shadow of different sculptures that pass over the wall, which are carried by other men they can’t see. One of those prisoners is released and starts walking around the cave. He is very confused by what he sees but finally he realizes that the shadows are just a representation of what is really there. The prisoner is forced to go out of the cave, his eyes begin to adjust to the sun light, and he can’t look at anything more than shadows personal ethics in making decisions.

Week 7 Learning and Motor Disorders in Childhood Essay

“I had a substitute teacher today, so it was not a good day. She thought I was goofing off, but I could not help myself. As much as I tried to hold back, knowing she would freak out, I felt like a volcano. I erupted with a sound, kinda like a bullfrog that lasted for almost 10 minutes. She kept telling me to quiet down, but I could not help myself. Then the physical stretching and flexing of my neck started. She was really mad. Finally, my friend told her about me. It was embarrassing.”

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Samuel, age 9

Learning disorders represent a diagnostic challenge in that many of the features of learning disorders overlap with ADHD. Appropriate diagnosis is essential to proper treatment. Motor disorders can be a source of considerable distress for both the child and their parents. Appropriate diagnosis is required in order to initiate the most appropriate treatment to minimize the impact of these conditions on the child. Learning and Motor Disorders in Childhood Essay.

This week, you work with your group again to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examine the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Photo Credit: PT Images

Learning Resources

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

Required Readings

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

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

Chapter 31, “Child Psychiatry” (pp. 1181–1205)

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

“Neurodevelopmental Disorders”

“Specific Learning Disorder”

“Motor Disorders”

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

Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 52(12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf

McGarvey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors. Psychiatric Services, 64(2), 120–126. Learning and Motor Disorders in Childhood Essay.

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

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care. Social Psychiatry and Psychiatric Epidemiology, 45(8),785–793. doi:10.1007/s00127-009-0116-3

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

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth. General Hospital Psychiatry, 32(3), 300–309. doi:10.1016/j.genhosppsych.2010.01.007

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

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

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

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

Review the following medications:

Tourette syndrome Pervasive developmental disorders

clonidine

haloperidol

pimozide guanfacine

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

Optional Resources

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

Chapter 47, “Children With Specific Sensory Impairments” (pp. 612–622)

Discussion: Parent Guide

Learning disorders and motor disorders can be difficult for parents to understand. They often have many questions that go unanswered and can create considerable misunderstanding. This misunderstanding can damage the child/parent relationship. The PMHNP can answer questions and provide guidance for the family in order to help reduce the uncertainty of the disorders.

For the Discussion, you will work with your group again to develop a Parent Guide for your assigned disorder.

Learning Objectives

Students will:

Analyze signs and symptoms of learning and motor disorders in childhood

Analyze pathophysiology of learning and motor disorders in childhood

Analyze diagnosis and treatment methods for learning and motor disorders in childhood

Evaluate Parent Guides Learning and Motor Disorders in Childhood Essay.

To Prepare for this Discussion:

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

Review the resources concerning your assigned disorder.

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

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

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

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

By Day 7

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

Submission and Grading Information Week 7 Learning and Motor Disorders in Childhood

Accessing Group Discussions and Wikis Learning and Motor Disorders in Childhood Essay.

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

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

Creating a Wiki Page

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

Grading Criteria Learning and Motor Disorders in Childhood Essay.

To access your rubric:

Week 7 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 7

Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case: Week 7 Learning and Motor Disorders in Childhood

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

Learning Objectives Learning and Motor Disorders in Childhood Essay

Students will: Week 7 Learning and Motor Disorders in Childhood

Evaluate clients for voluntary commitment

Evaluate clients for involuntary commitment based on state laws

Recommend actions for supporting parents of clients not eligible for involuntary commitment

Recommend actions for treating clients not eligible for involuntary commitment

To Prepare for this Practicum: Week 7 Learning and Motor Disorders in Childhood

Review the Learning Resources concerning voluntary and involuntary commitment.

Read the Week 7 Scenario in your Learning Resources.

Research your state’s laws concerning voluntary and involuntary commitment.

The Assignment (2–3 pages):

Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain.

If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client. Week 7 Learning and Motor Disorders in Childhood

By Day 7

Submit your Learning and Motor Disorders in Childhood Essay Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the Week 7 Assignment 1 Rubric to review the Grading Criteria for the Assignment.

Click the Week 7 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click Open.

If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Week 7 Learning and Motor Disorders in Childhood

Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 Week 7 Learning and Motor Disorders in Childhood

To submit your Assignment:

Week 7 Assignment 1

Assignment 2: Practicum: Week 5 Decision Tree

By Day 7

Submit your Assignment. Refer to Week 5 for additional guidance.

Submission and Grading Information

To submit your completed Learning and Motor Disorders in Childhood Essay Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name. Week 7 Learning and Motor Disorders in Childhood

Click the Week 7 Assignment 2 Rubric to review the Grading Criteria for the Assignment.

Click the Week 7 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn2+last name+first initial.(extension)” and click Open.

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

Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7 Week 7 Learning and Motor Disorders in Childhood

To submit your Assignment:

Week 7 Assignment 2

Assignment 3: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7 Week 7 Learning and Motor Disorders in Childhood

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

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

Making Connections

This week, you worked with your group to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examined the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Next week, you will debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents. Learning and Motor Disorders in Childhood Essay.

Nursing practicum journal entry

Nursing journal entry

My practicum setting is shadowing a faculty member. She is a nursing professor and clinical coordinator at the facility. FOLLOW the Rubric as follows:

Journal Entries

Describe a problem, issue, or situation that you have observed during your Practicum Experience not related to your project (no more than a half page) (10 points)

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Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points) Nursing journal entry

Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) Nursing practicum journal entry.

Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points)

Include references immediately following the content.

Use APA style for your journal entry and references. Nursing journal entry

Note that Faculty may deduct up to 20 points for writing style issues/errors and/or citation- or reference-related APA errors.

Please look below under the week three page break for the format for these journal entries.

Practicum Experience Journal Entries NURS 6600 Nursing journal entry

Week 3 Journal (references should immediately follow the content)

(This journal entry should be 250-300 words not including references)

Issue

Analysis of the Action Nursing journal entry

Alternative Evidence-Based Approach

References Nursing journal entry

The references will immediately follow the journal entry using appropriate APA 6th Ed.

Journal Entry 1 Nursing practicum journal entry.

This week, you complete and submit your first journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing?

To prepare: Nursing journal entry

Reflect on your Practicum Experiences in Weeks 1–3.

Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization.

Analyze a problem, issue, or situation that you have observed during your Practicum Experience.

Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature.

Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.

Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently.

To complete the Time Log and Journal Entry 1:

Confirm all required time log information is entered for Weeks 1–3, as instructed.

In your saved version of the NURS 6600 Practicum Journal document, do the following:

Write a 250- to 300-word journal entry (identified as Journal Entry 1) in which you do the following: Nursing practicum journal entry.

Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page).

Using no fewer than three peer-reviewed sources of evidence, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature Nursing practicum journal entry.

Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.

Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently.

Include references immediately following the content.

Use APA style for your journal entry and references. Nursing practicum journal entry.

Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

According to the Center for Disease and Control and Prevention, approximately 1% of children globally suffer from autism (McPartland, Law & Dawson, 2015 p.124). In the United States only, an estimated figure is given of 1 out of almost 70 births in the country. It is marked as the fastest growing developmental disease increasing at a rate of 119% from 2000 to the year 2014 (McPartland, Law & Dawson, 2015 p.124). Autism related services cost the United States up to approximately 260 billion US dollars annually, at the price of about 2 million US dollars per person (McPartland, Law & Dawson, 2015). The prevalence of autism and its inability to be curbed is attributed to the fact that autism is not preventable or curable. This paper explores several aspects of the disease including its management.

ORDER A PLAGIARISM-FREE PAPER HERE

Developmental disorders

These are a group of psychological conditions that manifest people from childhood, causing impairment in selective parts of the body. The ICD-10 commonly refers to them as Specific Disorders of Psychological Development (Lord et.al, 2012 p.306). These disorders include language, learning, speech, motor, neurodevelopment, and autism. Others that can loosely be classified as developmental impairments include schizophrenia and antisocial behavior (Lord et.al, 2012 p.307). These conditions are present from childhood and depending on the stage of diagnosis, and they improve as the toddler develops. Most of them are diagnosed under the age of 9 when those surrounding a child notice defects or certain inabilities in comparison to children of the same age. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

There is no specific cause of these disorders, apart from existing theories that are used to draw scientific hypotheses. The most significant characteristics in play involve genetic composition and environmental factors that disrupt the normal human development process and create abnormalities. According to research on of the theory states that stress or trauma during the early childhood period can cause developmental disorders.

What causes the autism spectrum disorders

The disease was first described in the mid-20th century by a psychiatrist known as Leo Kanner (McPartland & Dawson, 2015 p.127). He stated that autism was an inborn defect without a definite causative factor, and detected in children from as early as a few weeks after birth to three years of age. Recent research attributes the disease to biology, naming hereditary factors and the pre and peri-natal environments as the greatest influencing factors.

Autism spectrum refers to a variety of conditions that are classified as neurodevelopmental disorders in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These diseases include Asperger Syndrome, childhood disintegrative disorder, autism, and pervasive development disorder not otherwise specified, abbreviated as PDD-NOS (Lord et.al, 2012 p.308).

Classification of ASD

Previous diagnosis manuals classified Asperger’s Syndrome and Autism as different sub-categories of disorders. However, the latest DSM-V manual includes both as a range of a larger disease depending on its severity (Lauritsen, 2013 p.37). People with both syndromes are categorized under the Autism Spectrum Disorder (ASD). Secondly, the DSM-5 handbook does not emphasize on the aspect of language delay or the exact age when the disease manifests itself (Lauritsen, 2013 p.37). Instead, it is classified as a neurodevelopmental condition whose symptoms occur in the early childhood stage with possible diagnosis at a later date. The DSM- 5 also changed the impairment areas from three to two namely social communication and behavior (Lauritsen, 2013 p.37). Finally, the clinical presentation of the disease currently uses clinical specifiers to describe ASD (Lord et.al, 2012 p.309).

According to scientific study, there are three types of genetic associations of ASD. The first is the familial aggregation of autism common in the siblings of affected ones, and the second category is the genetic combination of other conditions present in the family members of the afflicted children (Lord et.al, 2013 p.4). The third kind of genetic association involves the connection with specific conditions of recognized genetic composition (Yuen et.al, 2015 p.187). Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

How is autism diagnosed

Doctors and physicians diagnose the disease by determining a child’s behavior and growth, and the symptoms are more noticeable from age two (Volkmar, 2014 p.7). For those whose diagnosis is missed by that age, the disease becomes noticeable when parents or educators detect anomalies based on how the children play, socialize, and communicate. Diagnosing adults with ASD is difficult because some of the symptoms usually overlap with those of mental disorders such as ADHD and schizophrenia (Volkmar, 2014 p.9). Autism Spectrum Disorder Essay

Diagnosis in children occurs in two stages namely:

a) General developmental screening

This process occurs during the well-child check-ups stage in growth. Parents are encouraged to visit pediatricians or early childhood health care physicians for checkups. The CDC recommends parents to take their children when they turn 1 or 2 years and maintain regular visits (Schaefer &Mendelsohn, 2013 p.404). Children at high risk are those who portray ASD tendencies, were born premature, and belong to a family of someone affected with ASD (Schaefer &Mendelsohn, 2013 p.404). Guardians are also urged to take their children for screening at an earlier stage if any of the risk factors are mentioned. The toddlers who display growth problems at this stage are referred to the next screening phase. Autism Spectrum Disorder Essay

b) Additional evaluation

In this step, doctors, developmental healthcare physicians, and other health specialties experienced in ADS take part in observing the children. They include a developmental pediatrician, child psychiatrist, psychologist, and a speech pathologist (Schaefer &Mendelsohn, 2013 p.407). The developmental pediatrician has extensive knowledge on child growth, while the psychologist and psychiatrist deal with the brain development aspect. A speech or language pathologist specializes in detecting communication difficulties. The evaluation includes determining the cognitive abilities, language proficiency, and age-appropriate skills for normal daily functioning. In other cases, additional blood and auditory tests will be conducted because ASD has the chance of occurring alongside other learning disorders. Autism Spectrum Disorder Essay

In older children, the disease is diagnosed mostly after they start school. In this setting, the evaluation is conducted by specialists in special education, who refer the children to healthcare professionals. The most prevalent symptom at this stage is socializing and communication difficulties such as body language, facial expressions, and determining the tone of voice (Schaefer &Mendelsohn, 2013). They may also display a difficulty in understanding humor, sarcasm, and figures of speech, and have trouble forming friendships or bonding with their peers Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

In the case of adults, most of them make a personal assessment and visit the appropriate physician for diagnosis or referral for an ADS test. They are evaluated on their social interactions, expression challenges, restricted interests, sensory issues, and repetitive tendencies (Schaefer &Mendelsohn, 2013 p.400). The specialists also assess their growth and development history for accurate diagnosis. In most cases, the physicians also interview close family members or associates. Autism Spectrum Disorder Essay

After the National Survey of Children’s Health (NSCH), Center for Disease Control and Prevention (CDC), and the National Center for Health Statistics (NCHS) published data about the increase in ASD rate in the country; it was essential for the state to determine the reason for this increase (Blumberg et.al, 2013 p.1). A case study was conducted to determine the prevalence of ASD among school going children aged between 6 and 17 in the United States using data collected from the three bodies (Blumberg et.al, 2013 p.1). The results indicated that the primary reason for the increase in ASD cases was due to late diagnosis of children whose condition was previously not recognized (Blumberg et.al, p.1).

 

Week 8 Mood Disorders Essay Assignment Paper

Week 8 Mood Disorders

“School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.” Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Madison, age 16

Mood disorders can be particularly challenging to address in childhood and adolescence as many parents do not believe it is possible for their child to become depressed or even suicidal. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies, with both individual and family therapy to optimize treatment outcomes.

This week, you debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

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

Required Readings

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

Chapter 31, “Child Psychiatry” (pp. 1226–1253)

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

“Bipolar and Related Disorders”

“Depressive Disorders”

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

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder. 
Journal of the American Academy of Child & Adolescent Psychiatry
, 
55
(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

 

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

Review the following medications:

Seasonal effective disorder

bupropion

Bipolar depression

Bipolar disorder

amoxapine

aripiprazole

armodafinil

asenapine

bupropion

carbamazepine

fluoxetine

iloperidone

lamotrigine

lithium

lurasidone

modafinil

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone

sertindole

valproate (divalproex)

ziprasidone

alprazolam (adjunct)

amoxapine

aripiprazole

asenapine

bupropion

carbamazepine

chlorpromazine

clonazepam (adjunct)

cyamemazine

doxepin

fluoxetine

flupenthixol

fluphenazine

gabapentin (adjunct)

haloperidol

iloperidone

lamotrigine

levetiracetam

lithium

lorazepam (adjunct)

loxapine

lurasidone

molindone

olanzapine

olanzapine-fluoxetine combination

oxcarbazepine

paliperidone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

thiothixene

topiramate (adjunct)

trifluoperazine

valproate (divalproex)

ziprasidone

zonisamide

zotepine

zuclopenthixol

Bipolar maintenance

Depression

aripiprazole

asenapine

carbamazepine

iloperidone

lamotrigine

lithium

lurasidone

olanzapine

olanzapine-fluoxetine combination

quetiapine

risperidone (injectable)

sertindole

valproate (divalproex)

ziprasidone

agomelatine

amisulpride

amitriptyline

amoxapine

amphetamine (d)

amphetamine (d,l)

aripiprazole (adjunct)

asenapine

atomoxetine

bupropion

buspirone (adjunct)

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepin

doxepin

duloxetine

escitalopram

fluoxetine

flupenthixol

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lisdexamfetamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

lurasidone

maprotiline

methylphenidate (d)

methylphenidate (d,l)

mianserin

milnacipran

mirtazapine

moclobemide

modafinil (adjunct)

nefazodone

nortriptyline

olanzapine

paroxetine

phenelzine

protriptyline

quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

triiodothyronine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

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

Optional Resources Week 8 Mood Disorders

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

Chapter 62, “Bipolar Disorder in Childhood” (pp. 858–873)

Chapter 63, “Depressive Disorders in Childhood and Adolescence” (pp. 874–892)

Discussion: Pediatric Bipolar Depression Disorder Debate

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

Learning Objectives Week 8 Mood Disorders

Students will: Week 8 Mood Disorders

Evaluate diagnosis of pediatric bipolar depression disorder

Analyze consequences to diagnosing/failing to diagnose pediatric bipolar depression disorder

To Prepare for the Discussion: Week 8 Mood Disorders

The instructor will assign you a position for or against the issue of diagnosing pediatric bipolar depression disorder.

Review the Learning Resources concerning the controversy over the diagnosis of pediatric bipolar depression disorder. Week 8 Mood Disorders

Note: 
For this Disc ussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking 
Submit
! Mood Disorders Essay Assignment Papers Writing Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

By Day 3

Post:

Write “for” or “against” in the subject line of your Discussion post. Mood Disorders Essay Assignment Papers Writing

Based on the position you were assigned, justify whether or not pediatric bipolar depression disorder should be diagnosed.

Support your position with evidence and examples. Week 8 Mood Disorders

By Day 6

Respond to at least two of your colleagues who argued the opposite side as you by countering their argument with evidence. Identify at least two consequences to support your position.  Mood Disorders Essay Assignment Papers Writing

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion: Week 8 Mood Disorders

Week 8 Discussion

Assignment: Board Vitals

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

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

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

By Day 7

Complete the Board Vitals questions. Week 8 Mood Disorders

This week, you debated the theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Next week, you will compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing clients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

Looking Ahead 1

In Week 9, you will work with our group again to create a new Parent Guide, focusing on feeding, eating, and elimination disorders in childhood.

Looking Ahead 2

You should be working on your cover letter, resume, and portfolio that is due in Week 10.

Week 9 Early-Onset Schizophrenia

“I can’t believe he is speaking to me! I have always liked his music, but now here he is on TV speaking directly to me! When I started following him on social media, he must have seen my profile. I know he loves me. He cannot love that model I saw with him in the picture. She must be the person following me to school. I have not seen her, but I know she is there. She does not want me being with him, but I will be with him. He loves me as much as I love him.”

Kaitlyn, age 17

Early-onset schizophrenia is a rare and severe mental illness in which children interpret reality abnormally. There are a range of problems with cognitive functioning, behavior, and emotions. Perceptions may be distorted and children or their parents may report that they have difficulty distinguishing reality. This is a diagnosis that is difficult to confirm in the early stages.

This week, you compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

 

Learning Resources

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

Required Readings

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

Chapter 31, “Child Psychiatry” (pp. 1268–1283)

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

“Schizophrenia Spectrum and Other Psychotic Disorders”

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

McClellan, J., & Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with schizophrenia. 
Journal of the American Academy of Child & Adolescent Psychiatry
, 
52
(9), 976–990. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00112-3/pdf

Giles, L. L., & Martini, D. R. (2016). Challenges and promises of pediatric psychopharmacology. 
Academic Pediatrics
,
 16
(6), 508–518. doi:10.1016/j.acap.2016.03.011

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

Hargrave, T. M., & Arthur, M. E. (2015). Teaching child psychiatric assessment skills: Using pediatric mental health screening tools. 
International Journal of Psychiatry in Medicine
,
 50
(1), 60–72. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1702699596?accountid=14872 Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

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

Stahl, S. M. (2014). 
Prescriber’s Guide: Stahl’s Essential Psychopharmacology 
(5th ed.). New York, NY: Cambridge University Press.

 

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

Week 9 Early-Onset Schizophrenia

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

Review the following medications: Week 9 Early-Onset Schizophrenia

Schizoaffective disorder

Schizophrenia

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Week 9 Early-Onset Schizophrenia

Required Media

Laureate Education (Producer). (2017b). 
A young girl with strange behaviors 
[Multimedia file]. Baltimore, MD: Author.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). 
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers

Chapter 57, “Schizophrenia and Psychosis” (pp. 774–794)

Assignment 1: Early Onset Schizophrenia

Children and adolescents with schizophrenia have more difficulty functioning in academic or work settings, and significant impairment usually persists into adulthood. They may have speech or language disorders and in some cases borderline intellectual functioning. These individuals are more likely to complete suicide attempts or die from other accidental causes. Schizophrenia is characterized by positive and negative symptoms. Positive symptoms include hallucinations, delusions, and behavior disturbance. Negative symptoms include blunted affect and attention, apathy, and lack of motivation and social interest.

In this Assignment, you compare treatment plans for adults diagnosed with schizophrenia with treatment plans for children and adolescents diagnosed with schizophrenia. You also consider the legal and ethical issues involved in medicating children diagnosed with schizophrenia.

Learning Objectives

Students will:

Compare evidence-based treatment plans for adults versus children and adolescents diagnosed with schizophrenia

Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers Analyze legal and ethical issues surrounding the forceful administration of medication to children diagnosed with schizophrenia

Analyze the role of the PMHNP in addressing issues related to the forceful administration of medication to children diagnosed with schizophrenia

To Prepare for this Assignment:

Review the Learning Resources concerning early-onset schizophrenia.

The Assignment (2 pages):

Compare at least two evidence-based treatment plans for adults diagnosed with schizophrenia with evidence-based treatment plans for children and adolescents diagnosed with schizophrenia.

Explain the legal and ethical issues involved with forcing children diagnosed with schizophrenia to take medication for the disorder and how a PMHNP may address those issues.

Note:
 The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

By Day 7

Submit 
your Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK9Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 9 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 9 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
button. Find the document you saved as “WK9Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
. Week 9 Early-Onset Schizophrenia

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 Week 9 Early-Onset Schizophrenia

To submit your Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers :

Week 9 Assignment 1

Assignment 2: Practicum: Decision Tree

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

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.

Learning Objectives Week 9 Early-Onset Schizophrenia

Students will:

Evaluate clients for treatment of mental health disorders

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

The Assignment:

Examine 
Case 3: 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Week 9 Early-Onset Schizophrenia

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

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

Decision #2: Treatment Plan for Psychotherapy

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

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

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Week 9 Early-Onset Schizophrenia

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

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

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

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

By Day 7 of Week 10

Submit your Assignment.

Assignment 3: Board Vitals

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

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

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

By Day 7

Complete the Board Vitals questions.

This week, you compared evidence-based treatment plans for adults with evidence-based treatment plans for children diagnosed with schizophrenia. You analyzed the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also completed a Decision Tree concerning children with psychotic disorders. Autism Spectrum, Mood Disorders & Early-Onset Schizophrenia Essay Assignment Sample Papers.

Role of a case manager essay

Summarize the role of a case manager, including the four (4) basic functions. Then discuss at least ten (10) of the most important competencies that a good case manager should demonstrate, including the reasons for (or importance of) these competencies in the role of case management. Please refer to Box 5-3, page 131 in the text for assistance in identifying the ten selected competencies. (5 points for the summary of a case manager; 2 points each for the 10 selected competencies, 25 points total)

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Many people with a history of mental illness have a complex array of needs that must be considered. Case management is one of the major types of community aftercare that is used to provide ongoing management of chronic or recurring illness. Active case management is especially important for people who have been repeatedly hospitalised for mental illness Role of a case manager essay. Too often these people experience a ‘revolving door’, a recurring pattern of discharge and re-admission to hospital because they are not adequately supported in the community. The more chronic and disabling the experience of mental illness, the more a case management approach to continuing care is required for people with mental illness, and their families and carers.

There are many different models of case management (Chamberlin & Rapp 1991), but the major approaches are assertive community treatment teams and case workers with individual case loads. In assertive community treatment, services are usually provided by a community team on an ongoing and intensive basis (Bond et al 1990). The effectiveness of the assertive community treatment approach in reducing relapse in terms of hospitalisation has generally been established (eg, Bond et al 1990, Chamberlin & Rapp 1991, Solomon 1992) Role of a case manager essay.

Most case management programs in mental health, however, typically involve a single case manager working with a consumer. The role of the case manager is to undertake assessment, monitoring, planning, advocacy and linking of the consumer with rehabilitation and support services (Intagliata, 1982). Its function is clearly illness management and relapse prevention. Role of a case manager essay.

Foundational Neuroscience Discussion

As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues. Foundational Neuroscience Discussion.

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Learning Objectives

Students will:

· Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

· Compare the actions of g couple proteins to ion gated channels

· Analyze the role of epigenetics in pharmacologic action

· Analyze the impact of foundational neuroscience on the prescription of medications

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. Foundational Neuroscience Discussion.

Required Readings

Post
 a response to each of the following: Include sub headings please.

1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.

2. Compare and contrast the actions of g couple proteins and ion gated channels.

3. Explain the role of epigenetics in pharmacologic action.

4. Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action. Foundational Neuroscience Discussion.

Points to follow when writing a paper:

· Please all bullets points, bold, red and highlighted area must be attended to.

· A clear purpose statement (The purpose of this paper is to…) is required in the introduction of all writings.

· Please review all rubrics.

· Check APA format/setting.

· Your final paragraph should be a summary of the key points of your paper.

· Foundational Neuroscience Discussion. Please personalized where necessary.

Refrain from direct quote

Class Rules

Avoid public facing sites like university web pages or foundation pages (such as the American Cancer Society or the Alzheimer’s Association) and medical sites designed for consumption by the general public (such as Mayo Clinic or WebMD).

you are required to cite scholarly resources including peer-review journals and current practice guidelines
.

May use https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html

Writer must be familiar with nursing pharmacology Foundational Neuroscience Discussion

NUR 6630 Week 1 Discussion: Foundational Neuroscience

Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.

Full agonists allow a receptor site to open up an ion channel to the maximum amount and frequency which is allowed by that particular binding site which causes the maximum amount of downstream signal transduction possible to be utilized at the binding site. The ion channel can open more frequently than with a full agonist alone but requires the help of a second receptor site. An antagonist causes a stabilization in the receptor sites in resting phases which is the same mechanism of action at the receptor site when an agonist is not present. Because there are no changes whether an antagonist is present or not, it is said to be neutral or silent.

Compare and contrast the actions of g couple proteins and ion gated channels.
Partial agonists cause changes in receptors so that ion channels open to a greater extent and with more frequency that at a resting state but less than when a full agonist is present. Antagonists reverse partial antagonists just as it reverses full agonists and result in the receptor site returning to its state of rest. Partial agonists produce ion flow and downstream signal transduction which is more than at a resting state but less than that of a full agonist. When there are unstable neurotransmissions within the brain, a balance must be found to stabilize the receptor output so that there is not too much or too little downstream action occurring. Partial agonists are also referred to as stabilizers since they are typically able to cause an even reaction between extremes of too much or too little action potential (Stahl, 2013).

A class of receptors linked to G proteins are a major target of psychotropic drugs. The G couple proteins have the structure of seven transmembrane regions, spanning the membrane seven times. Each region of the membrane is arranged around a central core which contains a binding site for a neurotransmitter. Drugs can interact at a particular neurotransmitter binding site or at other sites, also called allosteric sites within a receptor. This binding can lead to various modifications of receptor actions by either partially or fully mimicking or blocking any neurotransmitter function which would normally occur at a specific receptor site. Downstream molecular processes can be changed by drug actions as when phosphoproteins are activated or inactivated which results in a difference in which enzymes, receptors, or ion channels are modified by the neurotransmission. These drug actions can also lead to changes in which genes are expressed, altering which proteins are synthesized and which functions are amplified, from synaptogenesis, to receptor and enzyme synthesis, to communication with downstream neurons innervated by the neuron with the G-protein-linked receptor. As a result, drug-induced alterations at the G-protein-linked receptor site can cause actions on psychiatric disorders or symptoms (Stahl, 2013). Foundational Neuroscience Discussion.

Like G proteins, ligand-gated ion channels are a type of receptor which also forms an ion channel. For this reason, they are both ligand-gated ion channel and also ionotropic receptors or ion-channel-linked receptors. They have dual functions, hence the two names. Ligand-gated ion channels consist of long strings of amino acids which are gathered as subunits around an ion channel. There are many binding sites around these subunits for neurotransmitters, ions and drugs. Complex proteins have sites where ions can pass through a channel or bind to the channel, or where a neurotransmitter can act as a binding site and where natural substances or drugs can bind to a site different than where the neurotransmitter binds resulting in an increase or decrease to the sensitivity of a channel opening. In psychopharmacology, the ion channels that are the most important are those that control sodium, calcium, chloride, and potassium. Full agonists will directly change the receptor site to open the ion channel. Antagonists will cause a steady state at the receptor in its resting state which is similar to how a receptor responds when there is no agonist present. Alternatively, drug-induced modifications which occur with ionotropic receptors cause immediate effects by changing the flow of ions resulting in an immediate clinical onset as when medications such as anxiolytics and hypnotics are used. Some drugs that act at the G-protein-linked receptor sites may have a delayed response caused by an instigation in cellular functions that become activated by the signal transduction cascade (Stahl, 2013).

Explain the role of epigenetics in pharmacologic action.

In genetics, there is a DNA code which transcribes specific types of RNA or proteins within cells. While there are greater than 20,000 genes within the human genome, not every gene is expressed, even within the brain. Epigenetics goes a step further than genetics in that there is a determination whether a given gene is made into specific RNA and protein or instead it is just simply ignored or silenced. Further definition states that if a genome is a glossary of all “words” related to protein, than the epigenome is the “story” of all of those “words” into something that is cohesive. The genomic makeup of potential proteins is the same within every single neuron and cell in the body. What causes a normal neuron to malfunction, as in psychiatric diagnoses, or how a neuron winds up a neuron rather than a liver cell is all the result of whether or not specific genes are expressed or silenced. Neurons that are functioning improperly are often impacted by genes with abnormal sequences and if these genes are expressed rather than silenced, mental disorders can ensue. Brain development is not only dependent on inherited genes, but whether or not abnormal genes are expressed, and/or normal genes are silenced. There are many factors which regulate whether or not genes are expressed or silenced and include neurotransmission, the gene makeup, drugs and environment. All of these factors help decide whether or not the brain is one full of learning and memories or drug abuse, stress and psychiatric disorders and whether or not there can be improvement with medications and therapy (Stahl, 2013).

Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

In depth knowledge regarding medications, pharmacokinetics and pharmacodynamics are important prior to prescribing. In addition to this, one must understand genetics and factors regarding medication uptake and absorption. Farmer (2014) discusses psychopharmacological treatment from a social work perspective and states that a new way of thinking about mental illness is evolving. The National Institute of Mental Health has worked on a project (the Research Domain Criteria RDoC) to change the thought process behind mental illness diagnoses. The RDoC utilizes data regarding pathophysiology, especially related to genomics and neuroscience when it comes to understanding mental illness. Investigation of the biological underlying of mental disorders is being focused on and a new understanding of different dimensions of functioning related to positive and negative valence systems, cognitive systems, systems for social processes, and arousal/modulatory systems are being included and studied as well as the analysis of genes, molecules, cells, neural circuits, physiology. Client behaviors and self-reports are also considered. The idea is to link neurobiology with mental illness diagnoses and find better medications to treat specific mental disorders. We must understand that psychotropic medications work in the brain and CNS to affect the level of a neurotransmitter. Human behavior is the result of neural activity where an axon sends chemical and electrical messages to receiving neurons and a synapse is a communication point between neurons and where an action potential takes place. As PMHNPs, we must understand the mechanism of action in how a medication works, whether it is an agonist or antagonist, and how the major neurotransmitters (acetyl-choline, norepinephrine, dopamine, serotonin, gamma aminobutyric acid, glutamate) are affected by specific medications. Medications have different effects based on factors such as client age, gender, race and ethnicity. More studies are needed how race and ethnicity may affect medications as pharmacokinetics and pharmacodynamics, as are influenced by genetic factors as well as the environment which includes lifestyle, behavioral patterns, and social interactions. One person’s response to a medication will be determined by gene–environment interaction (Farmer, 2014). Foundational Neuroscience Discussion.

Understanding that psychiatric disorders such as major depressive disorder, drug addiction, and schizophrenia can have multiple gene involvements rather than “one gene/one disease” relation can assist with finding the right medications and treatments for clients. Understanding epigenetic modifications (histone acetylation and deacetylation, DNA methylation) and how these can result in changes in gene expression is looking to be the future of treating psychiatric disorders (Mahgoub & Monteggia, 2013).

PMHNPs must be aware at this time, when prescribing medications such as an SSRI or SNRI, these medications take time to reach therapeutic effect. Patients must be well educated that they will not feel “better” instantly and must be counseled to stay the course with medication compliance and therapies to achieve maximum benefit.

References

Farmer, R. L. (2014). Interface between psychotropic medications, neurobiology, and mental illnesses. 
Smith College Studies in Social Work, 84
(2-3), 255-272.

Mahgoub, M., & Monteggia, L. M. (2013). Epigenetics and psychiatry. 
Neurotherapeutics, 10
, 734-741.

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

NUR 6630 Week 1 Discussion: Foundational Neuroscience

To prepare for this Discussion:

Review this week’s Learning Resources.

Reflect on concepts of foundational neuroscience.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click 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 each of the following:

Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.

Compare and contrast the actions of g couple proteins and ion gated channels.

Explain the role of epigenetics in pharmacologic action.

Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Read 
a selection of your colleagues’ responses.

By Day 6

Respond
 to two colleagues in one of the following ways:

If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.

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.

Week 1 discussion

Discussion: Foundational Neuroscience

As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues. Foundational Neuroscience Discussion.

Learning Objectives

Students will:

Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

Compare the actions of g couple proteins to ion gated channels

Analyze the role of epigenetics in pharmacologic action

Analyze the impact of foundational neuroscience on the prescription of medications

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 *Preface, pp. ix–x

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 1, “Chemical Neurotransmission”

Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”

Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action”

Document: Midterm Exam Study Guide (PDF)

Document: Final Exam Study Guide (PDF)

Required Media

Laureate Education (Producer). (2016i). Introduction to psychopharmacology [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 3 minutes. Foundational Neuroscience Discussion.

Accessible player

Optional Resources

Laureate Education (Producer). (2009). Pathopharmacology: Disorders of the nervous system: Exploring the human brain [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes.

Dr. Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain.

Accessible player

Laureate Education (Producer). (2012). Introduction to advanced pharmacology [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 8 minutes.

In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse.

Accessible player

To prepare for this Discussion:

Review this week’s Learning Resources.

Reflect on concepts of foundational neuroscience.

Week 1 Discussion

Discussion: Foundational Neuroscience

As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.

NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology Essay Assignment Week 1 Discussion: Foundational Neuroscience

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 *Preface, pp. ix–x

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 Foundational Neuroscience Discussion.

Chapter 1, “Chemical Neurotransmission”

Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”

Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action”

Document: Midterm Exam Study Guide (PDF)

Document: Final Exam Study Guide (PDF)

Required Media

Laureate Education (Producer). (2016i). Introduction to psychopharmacology [Video file]. Baltimore, MD: Author.

NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology Essay Week 1 Discussion: Foundational Neuroscience

Note: The approximate length of this media piece is 3 minutes.

Accessible player

Discussion: Foundational Neuroscience Optional Resources

Laureate Education (Producer). (2009). Pathopharmacology: Disorders of the nervous system: Exploring the human brain [Video file]. Baltimore, MD: Author.NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology Essay Assignment

Note: The approximate length of this media piece is 15 minutes.

Dr. Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain.

Discussion: Foundational Neuroscience Accessible player

Laureate Education (Producer). (2012). Introduction to advanced pharmacology [Video file]. Baltimore, MD: Author.NURS 6630 – Psychopharmacologic Approaches to Treatment of Psychopathology Essay Assignment

Note: The approximate length of this media piece is 8 minutes.

In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse.

Accessible player

To prepare for this Discussion:

Review this week’s Learning Resources.

Reflect on concepts of foundational neuroscience.

Assignment: Assessing and Treating Clients With Dementia

The Alzheimer’s Association defines dementia as “a general term for a decline in mental ability severe enough to interfere with daily life” (Alzheimer’s Association, 2016). This term encompasses dozens of cognitive disorders of impaired memory formation, recall, and communication. The care and treatment of clients with dementia is dependent on multiple factors, including the stage of dementia, comorbidities, family support, and even the care setting. In your role, as the psychiatric mental health nurse practitioner, you must be prepared to not only treat clients with these various cognitive disorders, but also the multiple behavioral issues that often accompany them. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with dementia Foundational Neuroscience Discussion.

Reference: Alzheimer’s Association. (2016). What is dementia? Retrieved from http://www.alz.org/what-is-dementia.asp

To prepare for this Assignment:

· Review this week’s Learning Resources. Consider how to assess and treat clients requiring therapy for dementia.

The Assignment

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

Introduction regarding disease state

High-level summary of patient case

Purpose of the essay statement

Decision #1

What options were listed?

Which decision did you select?

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

Why didn’t you select the other two options?

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

What options were listed?

What option did you choose?

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

Why didn’t you select the other two options?

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? Foundational Neuroscience Discussion

Decision #3

What options were listed?

What option did you choose?

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

Why didn’t you select the other two options?

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.

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

Note: 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.

References

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

To access the following chapter, 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 13, “Dementia and Its Treatment”

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

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

Review the following medications:

For insomnia

· donepezil

· galantamine

· memantine

· rivastigmine

Bui, Q. (2012). Antidepressants for agitation and psychosis in patients with dementia. American Family Physician, 85(1), 20–22. Retrieved from http://www.aafp.org/journals/afp.html

Note: Retrieved from from the Walden Library databases.

Meltzer, H. Y., Mills, R., Revell, S., Williams, H., Johnson, A., Bahr, D., & Friedman, J. H. (2010). Pimavanserin, a serotonin receptor inverse agonist for the treatment of Parkinson’s disease psychosis. Neuropsychopharmacology, 35, 881–891. Retrieved from http://www.nature.com/npp/journal/v35/n4/pdf/npp2009176a.pdf

Required Media

Laureate Education. (2016h). Case study: An elderly Iranian man with Alzheimer’s disease [Interactive media file]. Baltimore, MD: Author.

BACKGROUND

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

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

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

SUBJECTIVE

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

MENTAL STATUS EXAM

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

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

RESOURCES

§ Folstein, M. F., Folstein, S. E., & McHugh, P. R. (2002). Mini-Mental State Examination (MMSE). Lutz, FL: Psychological Assessment Resources.

Decision Point One

Select what the PMHNP should do:

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-red.pngBegin Exelon (rivastigmine) 1.5 mg orally BID with an increase to 3 mg orally BID in 2 weeks

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-blue.png Begin Aricept (donepezil) 5 mg orally at BEDTIME

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-yellow.pngBegin Razadyne (galantamine) 4 mg orally BID

Decision Point One

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-blue.pngBegin Aricept (donepezil) 5 mg orally at BEDTIME Foundational Neuroscience Discussion

RESULTS OF DECISION POINT ONE

· Client returns to clinic in four weeks

· The client is accompanied by his son who reports that his father is “no better” from this medication

· He reports that his father is still disinterested in attending religious services/activities, and continues to exhibit disinhibited behaviors

· You continue to note confabulation and decide to administer the MMSE again. Mr. Akkad again scores 18 out of 30 with primary deficits in orientation, registration, attention & calculation, and recall

Decision Point Two

Select what the PMHNP should do next:

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-red.pngIncrease Aricept to 10 mg orally at BEDTIME

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-blue.pngDiscontinue Aricept and begin Razadyne (galantamine) extended release 24 mg orally daily

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-yellow.pngDiscontinue Aricept and begin Namenda (memantine) extended release, 28 mg orally daily

Decision Point Two https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-red.pngIncrease Aricept to 10 mg orally at BEDTIME

RESULTS OF DECISION POINT TWO

· Client returns to clinic in four weeks

· Client’s son reports that the client is tolerating the medication well, but is still concerned that his father is no better

· He states that his father is attending religious services with the family, which the son and the rest of the family is happy about. He reports that his father is still easily amused by things he once found serious

Decision Point Three

Select what the PMHNP should do next:

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-red.pngContinue Aricept 10 mg orally at BEDTIME Foundational Neuroscience Discussion

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-blue.pngIncrease Aricept to 15 mg orally at BEDTIME x 6 weeks, then increase to 20 mg orally at BEDTIME

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-yellow.pngDiscontinue Aricept and begin Namenda 5 mg orally daily

Decision Point Three

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/10/mm/alzheimers_disease/img/pill-red.pngContinue Aricept 10 mg orally at BEDTIME

Guidance to Student

At this point, it would be prudent for the PMHNP to continue Aricept at 10 mg orally at bedtime. Recall that this medication can take several months before stabilization of deterioration is noted. At this point, the client is attending religious services with the family, which has made the family happy. Disinhibition may improve in a few weeks, or it may not improve at all. This is a counseling point that the PMHNP should review with the son.

There is no evidence that Aricept given at doses greater than 10 mg per day has any therapeutic benefit. It can, however, cause side effects. Increasing to 15 and 20 mg per day would not be appropriate.

There is nothing in the clinical presentation to suggest that the Aricept should be discontinued. Whereas it may be appropriate to add Namenda to the current drug profile, there is no need to discontinue Aricept. In fact, NMDA receptor antagonist therapy is often used with cholinesterase inhibitors in combination therapy to treat Alzheimer’s disease. The key to using both medications is slow titration upward toward therapeutic doses to minimize negative side effects.

Finally, it is important to note that changes in the MMSE should be evaluated over the course of months, not weeks. The absence of change in the MMSE after 4 weeks of treatment should not be a source of concern Foundational Neuroscience Discussion

Legal obligations specific to health service organization

Instructions

From the list below, choose one topic and identify two specific legal obligations that a specific health service organization has to its patients and then write a paper discussing all the areas listed in the outline following this subject list.  Include a cover page and a list of references at the end of the paper.  Paper will be double spaced and be approximately 4-5 pages in 12 point New Times Roman font.

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The Genetic Information Nondiscrimination Act (GINA)

Elder abuse Mandatory Reporting

Child abuse Mandatory Reporting

HIV Mandatory Reporting

The False Claims Act- the civil penalties

TB Mandatory Reporting

Proper treatment of environmental hazards.

Medical error-Critical Incident

Legal obligations specific to health service organization

False credentials of health care personnel

Medical Charting violations

Violation of HIPAA – confidentiality

Failure to treat patients in a timely manner

Failure to maintain required Staffing ratios

Patient Choice and treatment consent

Note: Outline:  Must use the underlined headings from the outline below in your paper and the paper must be in narrative form not outline or bullet format. 5% penalty deducted from paper if underlined headings not used in your paper.

 
1. Official Title of the Law or Laws:  

State the official title of the federal and/or state law, the statute and section number.  Must be either a federal statute or state statute and you must cite both if applicable. Thus if there is both a federal and state law that covers your subject picked then you must cite both. Do not assume that there is just a federal and or state law. In most cases there is both a federal and state law. You must use the laws cited in this section throughout the rest of the paper.

Health Care Organization’s Obligations to meet Patients’ Legal Rights:

Describe in detail two specific legal obligations, required by the federal and or state law, that a health care organization owes to its patients.  Include the specific law citation that describes the patient’s rights.  Use in-text citations for all statistical references. Legal obligations specific to health service organization.

Consequences for Non-Compliance
:

First, discuss in general the civil and criminal consequences from either the federal and or state law. List the two legal obligations from the previous section, then discuss two (2) specific consequences from the federal and or state law, one consequence for each legal obligation, for the organizations’ non-compliance. Then for each consequence you must research and discuss one relevant real life case. In other words, you must discuss one (1) consequence for each legal obligation and have one real life researched case for each consequence. See outline below. Cases must be found via the internet or print media or from personal real life experiences.  
In other words, what would happen if the organization neglected to meet its obligations to its patients? Be specific. Provide the specific Federal and or state law citations to back up your claim of the consequences. 
  Provide link to source of information.

1)     
Legal obligation 1

One specific consequence

One real life case

2)     
Legal obligation 2

One specific consequence

One real life case

Health Service Organization Management Actions to meet Legal Obligations for Patients’ Rights:

Describe in detail three (3) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect the patients’ rights. Be specific as to each management action you would personally institute and why. No general comments.  These actions may include specific uses of technology, procedures, human resource training, and other management tools Legal obligations specific to health service organization.

Conclusion
:
 Summary of your findings above.

Reference List [APA Format] 

The paper must be:

Late penalties: Paper is due by due date but if there occurs an extraordinary event beyond your control, then you need to contact me as to the reason and then we can discuss a new due date if I agree with your excuse. In every case of an extension you will be penalized 11% [no chance for an A on the paper] for the first day late and an additional -1pt. for each day thereafter, no matter the excuse. There are 100pts in the rubric so if one day late you will lose 11pts.

Be sure and use the underlined headings found in the outline below in your paper. Paper must be in narrative format not outline or bullets.

Include a cover page [not counted as a page] which should have student name and title of your paper [Provide a short name for the legal responsibility the specific health care organization has for one type of patient right in a specific setting ]

At the end of the paper a list of references [not counted as a page]

Be prepared using word-processing software and saved with a .doc, .docx, or .rtf extension. No pdf. Legal obligations specific to health service organization.

Be uploaded to your Assignments Folder by 23:59 p.m. eastern time on the due date.

The paper is to be posted in Assignment #1 drop box.

Must footnote all facts in the paper. For example use sequential numbers starting with “1” and this number should correspond to full citation at the end of the paper. Do not put footnote citations at end of each page but at end of entire paper.

Footnote example below

In the body of the paper example:

(Healthcare Financial Management Association (U.S.), Ernst, & Young, 2000).

At the end of the paper example:

References

Healthcare Financial Management Association (U.S.), Ernst, & Young. (2000). 
Health care system reform: A provider perspective : survey results.
 Westchester, Ill.: Healthcare Financial Management Association.

 

Except where noted, the assignment is written in clear, concise narrative. All sections of Assignment #1 are required.

The grading rubric for this assignment is in the Assignment Folder, or can be opened by clicking on the ‘
Assignment #1 Grading Rubric’
tab in the lower right corner of the screen, if you opened the Assignment in Content. Legal obligations specific to health service organization.

 

 

Hide Rubrics

Rubric Name: Assignment #1 Grading Rubric

Criteria

Provided the proper title, statute and section number of applicable federal and state laws.

Provided the proper title, statute and section number of applicable federal but not the state law or vice versa.

Provided the title but not the proper statute and section number of applicable federal and state laws. Did not provide either the federal or state law

Provided a comprehensive discussion of two specific legal obligations from federal and state law.

Provided a limited discussion of two specific legal obligations, from federal and state law. Legal obligations specific to health service organization

Provided an inadequate discussion of two specific legal obligations or only discussed one legal obligation from federal or state law.

Listed the two specific legal obligations and then fully discussed one specific consequence, from federal and or state law, for each legal obligation and provided details of one real life case for each consequence

Listed the two specific legal obligations but then provided a limited discussion of  one specific consequence, from federal and or state law, for each legal obligation or only provided few details of one real life case for each consequence

Failed to list the two legal obligations and/or  an in adequate discussion of  one specific consequence, from federal and or state law, for each legal obligation and/or  provided few details of one real life case for each consequence

Described in detail three (3) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights.

Described in detail only (2) specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights.

Described in detail only one  (1) or no specific management actions, within your control as a health care manager that you would institute, to ensure the health care organization complies with its obligations to protect patients’ rights. Legal obligations specific to health service organization

Provided a comprehensive summary of findings

Provided a limited  summary of findings

Failed  to adequately summarize findings

Paper is well written and  fully complies with length,  footnoting and referencing requirements

Paper is confusing in parts and or partially  complies with length,  footnoting and/or referencing  requirements

Paper is very confusing overall and/or fails to comply with length,  footnoting requirements and/or referencing requirements

The paper is free of obvious grammatical, typographical errors and follows all the formatting requirements. The sentence structure and diction are clear, effective, and diverse. The tone and style are appropriate for the intended audience

There are noticeable proofreading and/or grammatical errors [nor more than 3], but the errors do not significantly detract from the readability of the paper. Follows some of the other formatting requirements. Sentence structure may be rigid and unvaried. The tone and style are appropriate for the intended audience

There are significant proofreading and/or grammatical errors [4 or more], which detract from the readability of the paper. Other formatting requirements not followed. There are major problems in sentence structure or the tone and style are not appropriate for the intended audience. Legal obligations specific to health service organization

Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy

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

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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.Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression 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.

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.

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 Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy

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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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). 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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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. 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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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). 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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.

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. Assessing and Treating Adult and Geriatric Clients With Mood Disorders Decision Tree Case Study Essay Assignment Example – Geriatric Depression Therapy.