Tag: Clinical-Nursing

  • NURS 6660 Walden Final Exam Questions and Answers (Assignment 1)

    NURS 6660 Walden Final Exam Questions and Answers (Assignment 1)

    Assignment: Final Exam

    This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS
    6660
    . It is very similar to what you will experience in your certification exam. NURS 6660 Walden Final Exam Questions and Answers (Assignment 1) .

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    NURS 6660 Walden Final Exam Questions and Answers (Assignment 1)  Learning Objectives

    Students will:

    Assess knowledge of concepts and principles related to child and adolescent psychiatry

    This exam will cover the following topics:

    Learning and motor disorders in childhood

    Mood disorders

    Early-onset schizophrenia

    Feeding and eating disorders

    Elimination disorders

    Special topics in child adolescent psychiatry

    By Day 7

    Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once. NURS 6660 Walden Final Exam Questions and Answers (Assignment 1)

    This exam is a test of your knowledge in preparation for your certification exam. 
    No outside resources
     including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
    comply with Walden University’s Code of Conduct
    . NURS 6660 Walden Final Exam Questions and Answers (Assignment 1)

  • NURS 6660 MIDTERM EXAM QUESTIONS AND ANSWERS (ASSIGNMENT 1)

    NURS 6660 Midterm Exam Questions and Answers (Assignment 1)

    Assignment 1: Midterm Exam

    This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam. NURS 6660 Midterm Exam Questions and Answers (Assignment 1)

    Learning Objectives

    Students will:

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    Assess knowledge of concepts and principles related to child and adolescent psychiatry

    NURS 6660 Midterm Exam Questions and Answers (Assignment 1)

    This exam will cover the following topics:

    Components of a comprehensive integrated psychiatric assessment

    Assessments specific to children and adolescents

    Autism spectrum disorder, ADHD, ODD, ICD

    Trauma and stressor-related disorders in childhood

    Anxiety disorders in childhood and adolescence

    Emergency psychiatric care in childhood and adolescence

    By Day 7

    Complete the Midterm Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.

    This exam is a test of your knowledge in preparation for your certification exam. 
    No outside resources
     including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
    comply with Walden University’s Code of Conduct
    . NURS 6660 Midterm Exam Questions and Answers (Assignment 1)

  • PHI-413V-Death and Dying Case Study – End of life decisions – George

    PHI-413V-Death and Dying Case Study – End of life decisions – George

    Abstract

    Christians believe that there is an all-powerful or omnipotent God who is also omnipresent and omniscient. Aside from this, many facets of life of Christians are governed by the teachings of the Holy Bible. This is the Christian worldview. In this case study of George, a situation that brings about an ethical dilemma portends. Having been diagnosed with amyotrophic lateral sclerosis or ALS, he will soon not be able to talk, move, eat or breathe. The moral and ethical question that therefore arises is whether or not he can choose to have voluntary euthanasia, given that ALS is not curable.

    Key words: Christian worldview, ALS, euthanasia, fallenness.

     

    Case Study on George, Diagnosed with Amyotrophic Lateral Sclerosis or ALS: Dealing with Death and Dying and Having to Make Difficult Ethical Decisions in the Context of Christian Worldview

    It is undeniable that many people in the world believe that there is a God above us who controls everything that happens in this world. Majority of these people profess the Christian faith and believe that their God is an all-powerful (omnipotent) God who also happens to be omnipresent (present everywhere) and omniscient (knows everything). However, there are evil things that go on in the world that make a substantial section of the himan race want to believe that there is no God. The fact that evil can happen unabated, good people can be killed, and incurable diseases can afflict people causing them untold suffering and death all make rhis section of the world’s population believe that the presence of this all-powerful God is just but a myth. PHI-413V-Death and Dying Case Study – End of life decisions – George. For why would he allow his good people to suffer and die from disease and evil? This paper analyzes the ethics involved in the case of George who has been diagnosed with incurable Amyotrophic Lateral Sclerosis or ALS. The disease will eventually render him incapable of breathing unless assisted by a machine for the rest of his life. He is thus contemplating having voluntary euthanasia where he gives permission for the machine to be switched off or for drugs to be injected in him so that he can die instead of suffering. This will be done in a backdrop of the Christian worldview.

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    Fallenness of the World

    George who is currently 50 years of age has lived a full and active life. He is a successful attorney and legal scholar who also teaches at the university. Apart from that, he is a family man and is involved in the coaching of his teenage son’s basketball team. This means that he is also athletic and a physical fitness fanatic. But all this is about to change because George has just been diagnosed with the early signs of amyotrophic lateral sclerosis or ALS. This is a degenerative neuronal disease that causes a deterioration of the myelin sheath around motor neurons. The result is the loss of some vital motor functions controlled by the affected nerves (Hammer & McPhee, 2018; Huether & McCance, 2017). George will therefore soon lose his ability to talk, move, eat, or breathe. What’s more traumatising is that the disease is not curable and worsens gradually to a point of no return. PHI-413V-Death and Dying Case Study – End of life decisions – George.

    But how would George interpret his suffering in light of the Christian narrative, if one may ask? How would he interpret the suffering considering that the concept of the fallenness of the world is a reality? Well, in the Christian context there is Job whom God allowed to suffer and be tested by the devil. Being a Christian, George would view his illness and suffering from this standpoint. He would view his situation as a test of his faith and belief in God. However, the reality of the fallenness of the world will nit escape him. And it is this reality that will make him question the very existence of God himself. Fallenness of the world refers to the fact that the world is filled with suffering and evil, and that human beings are afflicted by pain and suffering from natural causes (Dickinson, 2019). As such, George may find himself questioning whether the Christian God really exists. For why would he allow him to suffer like this?

    Hope of Resurrection

    In the New Testament, Jesus suffered immensely from the persecution of the earthly authorities of the time who eventually crucified and killed him. But the Bible teaches that Jesus was the son of God. It had therefore been prophesied much earlier that he would be crucified, be dead for three days, and rise from the dead on the third day. As a Christian, George would have every reason to believe that he would resurrect when the world as we know it finally comes to an end as written in the Bible. His belief in this eventuality would not be shaken by the fact of the fallenness of the world as he knows it and now experiences at a personal level. PHI-413V-Death and Dying Case Study – End of life decisions – George.

    Life with Amyotrophic Lateral Sclerosis (ALS)

    Having been afflicted with the incurable ALS, George is definitely bound to think about the value of his life as a human being. Being a Christian, life is sacred and must be guarded at all times, regardless of its quality. The Christian worldview holds that only God gives life and also takes it. No other person has the right to take someone else’s life, including their own. With tbis in mind, George is bound to be tormented with the thought of exercising his autonomy as prescribed by the bioethical principle of autonomy. This is where a person or patient affected by disease makes the conscious decision of how their care should proceed. PHI-413V-Death and Dying Case Study – End of life decisions – George. He would also ponder over whether to make the decision that would do the greatest good to himself and his family as dictated by  beneficence (such as considering voluntary euthanasia), or respect the sanctity of life (as espoused by the Christian worldview) and continue to suffer. This is an ethical dilemma compounded by the  Christian belief of the value of life, but which George will have to finally deal with.

    Contemplating Euthanasia in the Context of the Values and Considerations of the Christian Worldview

    There are several values and considerations that the Christian worldview wiuld consider, even as the question of whether George should opt for euthanasia or not is addressed. As stated earlier, the principal position of the Christian worldview is that all life is sacred regardless of the quality. This directly translates to the position that no one except God should take life. However, there are special circumstances that may warrant consideration of the patient’s and their family’s welfare and wellbeing (beneficence and nonmaleficence). For instance, the Christian worldview will consider whether the person affected (in this case, George) can be productive and support himself. The answer to this question is negative, especially in the latter stages of ALS. It will also consider the suffering and pain that George will be going through. Will the life be wirth preserving if that will be the cause of suffering for George? The third consideration will be whether George will be in a position to continue serving God’s purpose on earth through his deeds. The answer will be negative. PHI-413V-Death and Dying Case Study – End of life decisions – George. George will not be able to do anything and will rely fully on others to live. Last but not least, the Christian worldview will also consider the effect of George’s position on the long-term emotional and psychological wellbeing of his family. Keeping George alive without a realistic chance of feeling better will only be subjecting his family to a lifetime of torment and suffering as well. In all, after looking at all the values and considerations from a Christian worldview perspective, ut would seem that euthanasia would be a viable and the better option.

    A Morally Justified Option in the Christian Worldview

    After going through the values and considerations above, the Christian worldview has to settle for one morally justified option. This is an option that must bring the greatest good to George and his family ( beneficence), must allow George and his family to exercise theor right to decide the direction of care (autonomy), must not do harm (psychologically, physically, emotionally, and spiritually) to George and his family (nonmaleficence), and must give George and his family all the options of management available to confront the situation without bias (justice). Having considered all the factors, it is clear that the Christian worldview option that is morally acceptable in this case will be voluntary euthanasia. This is the only option at the moment that is able to tick all the above described moral and ethical boxes of beneficence, nonmaleficence, autonomy, and justice. Allowing George to continue living when his life will completely depend on a ventilator machine will not be wise at all. Apart from the emotional, physical, and psychological suffering George and his family will undergo (Corey, 2013), the economic cost will be immense. Ventilators that help patients breathe are typically gound in the intensive care units (ICU) of big hospitals. PHI-413V-Death and Dying Case Study – End of life decisions – George. A single day’s stay on one of these machines in the ICU is usually in the region of USD 100. Morally, allowing George to drain all the family resources when the outcome will never improve is tantamount to subjecting the rest of his family to a life of poverty and want. His children might not be able to go to school or have enough to eat, just because he was being kept alive by a costly machine yet he woukd never walk or talk again.

    What Would be the Rational Decision to Make, Viewing the Situation from Outside

    Looking at the situation from a neutral outside position, I would also choose euthanasia if I were in George’s position. This is because of the reasons already given in the immediate preceding section.

    Conclusion

    The Christian worldview shapes the view of the the world that Christians have towards various issues. One of these issues is the value and sanctity of life. As much as there is an all-powerful God who gives and protects life , there is also the reality of the fallenness of the world which states that human beings do suffer and get afflicted by disease and pain from natural causes. When afflicted, there is a delicate balance that has to be struck between what the Christian worldview states and what is morally and ethically sound given the prevailing situation. Euthanasia is a case in point. PHI-413V-Death and Dying Case Study – End of life decisions – George.

     

    References

    Corey, G. (2013). Theory and practice of counseling and psychotherapy, 9th ed. Belmont, CA: Cengage Learning.

    Dickinson, T. (May 27, 2019). Christianity’s extraordinary solution to believing in God in a world of evil and pain.
    STREAM
    . Retrieved 18 February 2020 from
    https://stream.org/christianitys-extraordinary-solution-to-believing-in-god-in-a-world-of-evil-and-pain/

    Hammer, D.G., & McPhee, S.J. (Eds). (2018).
    Pathophysiology of disease: An introduction to clinical medicine, 8
    th
    ed
    . New York, NY: McGraw-Hill Education.

    Huether, S.E. & McCance, K.L. (2017).
    Understanding pathophysiology, 6
    th
    ed
    . St. Louis, MO: Elsevier, Inc. PHI-413V-Death and Dying Case Study – End of life decisions – George.

     

    PHI-413V-Death and Dying Case Study – End of life decisions – George

    The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

    The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc. PHI-413V-Death and Dying Case Study – End of life decisions – George

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    In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective. PHI-413V-Death and Dying Case Study – End of life decisions – George.

    In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

    How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?). PHI-413V-Death and Dying Case Study – End of life decisions – George

    In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?

    What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia? PHI-413V-Death and Dying Case Study – End of life decisions – George.

    Given the above, what options would be morally justified under each religion for George and why?

    Finally, present and defend your own view.

    Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner. PHI-413V-
    Death and Dying Case Study
    – End of life decisions – George.

    Prepare this
    assignment
    according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

    This
    assignment
    uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. PHI-413V-
    Death and Dying Case Study – End of life decisions
    – George.

    You are required to submit this 
    Case Study on Death and Dying
    assignment to Turnitin. Please refer to the directions in the Student Success Center. PHI-413V-Death and Dying Case Study – End of life decisions – George

     

    PHI-413V-Death and Dying Case Study – End of life decisions – George Abstract

    In this
    Case Study
    (2015), a gentleman in his fifties that has been diagnosed with amyotrophic lateral sclerosis (ALS). His name is George, who lives in Oregon and is currently an attorney. He plays an active role in his son’s sport of basketball and teaches at a university. Once George understands with what he was diagnosed with, he is aware that this disease will continue to progress. Also, knowing the life expectancy for this disease can be from three to five years, but can be more than 10 years. George understands that medication could only slow down the progression of this disease and there is no cure.

    Case Study on Death and Dying

    Spirituality can be defined in many different ways, depending how this relates to each individuals worldviews. This can be a person’s beliefs or feelings about meaning to life and their purpose to use in providing quality care. As a healthcare professional, providing compassionate care to each patient, family member or caregiver, as well as their physical, emotional and spirituality despite how one perceives worldviews. According to Puchalski (2001), spirituality can have a strong influence to decrease mortality and increase an individual coping skills as well as recovery time. Also, spirituality can be associated by coexisting within a society and have many different beliefs that maintains different interpretations, which is known as pluralism religion (Basinger, 2015). This is more for the common good under different theories and explanations. In addition, this paper will discuss George’s ethical analysis and the comparison of two worldviews principles on religion.

    Worldviews on Christian and Buddhism

    As a Christian, prime reality is that God does exist, but there is also good and evil in this world. When a situation becomes difficult to understand or face, one will pray for strength, guidance and entrust one’s own belief in God’s hands. God is everywhere and one is never alone because the presents of God surrounds each individual. God is the eternal being that has the capability to preserve all things. PHI-413V-Death and Dying Case Study – End of life decisions – George. When comparing Buddhism, they do not believe that there is external God (Pope, 2007). Also, Buddhism believes that God did not create the universe and that all exists by spontaneous.

    Christian’s views the world as the creation of God and even though there may be individuals that may disagree, at the end it is what one belief and understanding (Shelly & Miller, 2006). God does not close the doors on those in need, but helps open them to those who are willing to accept God into their lives. Buddhism believes that things grow from the ground, if planted and things happen when given a cause as well as a condition. In addition, for the Buddhist it is to reach a state of Nirvana as the essence of their goal (Pope, 2007).

    A human being is a creation from God and is more complex than what some individuals may believe in. Each human being is created differently; each mind is unique and has their way of thinking. As a human, one must not take life for granted, be able to care for the body and spiritual need as God has intended. In Buddhism is believed that everything is always changing and nothing stays the same, which is referred to Anicca (Brannigan, 2004). In addition, people wonder what happens when one passes away. PHI-413V-Death and Dying Case Study – End of life decisions – George.

    When Jesus died and he was resurrected on the third day, it is believed that life does not end, but continues on in another life. The spirit does not die, just the body that God lends an individual. The choices one makes while alive may affect their outcome in were their spirit may go. A Buddhist belief is that the transformation will occur when they confront their own demons by means of meditation practice (Pope, 2007). Buddhist refers to Anatta, which one has no soul and includes that everything that is associated with having feelings, sensations, thoughts and conscious in being human. Their goal is to reach a state of Nirvana which is considered to be the awakening or Enlightened. Therefore, the possibility for a person to know anything at all when it comes to life.

    One thing is that when God created each individual, God intended them to follow his way and not the manly way. Also, when an individual attends church and actually reads the bible, then that individual will obtain the knowledge and the teaching from God. Not only does God teach an individual from good and evil, but also to make the right decision in life. For Buddhist, they ultimately express that all things are interconnected by cause and effect of all things. PHI-413V-Death and Dying Case Study – End of life decisions – George.

    People can learn from right or wrong by their parents, teachers, family, their actions, and when attending church. God did not intend for an individual to be perfect; life is full of challenges and trials that are faced on a daily basis. Each individual will learn from their mistakes and attempt to not make that same mistake again. In Buddhism, when an individual lives a life in hostility to that process, they develop bad karma that can affect their quest for enlightenment. On the other hand, if one lives in peace and harmony to that process, they build up good karma that gets them closer to Nirvana (Pope, 2007).

    The meaning of human history is that God has a plan for each individual and not to become discourage when faced with difficult situations. The choices an individual makes or decides can affect the outcome. Not to judge others, but to possibly guide them in the direction when they need help or just need someone to listen to them. Also, God forgives those who have done wrong in their life, when they ask. In Buddhism, the main purpose of life is to end suffering by using the Four Noble Truths, which consist of one decision making and desires as well as using the moral principles of the Eightfold path (Pope, 2007). PHI-413V-Death and Dying Case Study – End of life decisions – George. In addition, include taking into consideration of the four principles of principlism when it comes to the George’s analysis to his health.

    The Four Principles

    The four principles of principlism in George’s analysis when it pertains to his health concerns and through a religious perspective include the following: respect for autonomy, nonmaleficence, beneficience, and justice (Lecture 5, 2015). Both religions will respect the patient with dignity. When it comes to the concerns and spirituality belief of George, they both would respect his decision to an extent. PHI-413V-Death and Dying Case Study – End of life decisions – George. Also, when faced with the decision of voluntary euthanasia, both are against it. When it comes to nonmaleficence, both religions are not to cause harm to anyone. When it comes to medication and treatment, one religion may assume the doctor is causing harm even though the doctor is attempting to lessen his pain. For beneficience, the medical professional must respect and be supportive to the patient as well as maintain his religion balance. For justice, it would not allow for George to go through with euthanasia, since neither religion agrees with that decision of taking their life before it is time to die.

    Ethical Analysis

    George was recently diagnosed with ALS, a disease that has no cure and will continue to deteriorate his nerve cells in his body. He would no longer be able to participate in his family’s activities. When looked upon through a Christian, George will cause him to look for guidance that has caused his Shalom to be unbalance. As a Buddhist, the value of his life would be that he has no soul. That being in this universe is considered as part of the suffering. Therefore, George looks at other options because he does not want to suffer.

    He considers euthanasia, which is unacceptable in both religions. In a Christian perspective, this would be considered as murdering yourself before God has indented for you to die. PHI-413V-Death and Dying Case Study – End of life decisions – George. When looked upon through Buddhism, this is considered bad karma, since George is trying to kill himself. Since both religions look upon life as to not to do harm to self or others by means of Shalom or mediation is important to have balance.

    This author personal viewpoint is through a Christian perspective. George is faced with an illness that has no cure and medications to only help so the progression of the disease. God did not want us to suffer and see our love ones watch one die a cruel death. Everyone has to think before one makes a drastic decision and fear plays a major part. Euthanasia is the same as committing suicide, just looked upon as someone helping to do the process.
    PHI-413V-Death and Dying
    Case Study – End of life decisions – George.

    Conclusion

    The
    decision
    that George could make may affect him and his family for the rest of their life. One’s own spirituality care can help George face his illness. Also, as a Christian, the spiritual worldview is that not to cause harm to self or to others. To respect his body with dignity and for the health care professionals to assess the patients and families needs. Respect the patients belief and religion as well as built trust with them.

    References

    Basinger, D. (2015). Religious diversity (pluralism). Retrieved from           
    http://www.newworldencyclopedia.org/entry/Pluralism

    Brannigan, M. C. (2004). Ethics Across Cultures with PowerWeb: Ethics.

    Case Study. (2015). PHI-413V:  Ethical and Spiritual Decision Making in Health Care. Phoenix,  AZ: Grand Canyon University.

    Lecture 5. (2015). PHI-413V:  Ethical and Spiritual Decision Making in Health Care. Phoenix,    AZ: Grand Canyon University.

    Pope, A. (2007). “Is there a difference?” Iconic Images of Suffering in Buddhism and       Christianity. 
    Janus Head
    , 
    10
    (1), 247-260.

    Puchalski, C. M. (2001, October). The role of spirituality in health care. In
    Baylor University        Medical Center. Proceedings
    (Vol. 14, No 4, p. 352). Baylor University Medical Center.

    Shelly, J. A., & Miller, A. B. (2006). Called to care: A Christian worldview for nursing (2
    nd
    ed).  Downers Grove, IL: IVP Academic. PHI-413V-Death and Dying Case Study – End of life decisions – George.

  • APA Nursing Essay Paper Template Format

    APA Nursing Essay Paper Template Format

     

    Paper Title

    Author

    Institutional Affiliation

     

    Author Note

    The author note is used to provide information about the author’s departmental affiliation, acknowledgments of assistance or financial support, and a mailing address for correspondence. An example follows:

    Nelson L. Eby, Department of Computer Fraud Investigation, Columbian School of Arts and Sciences, the George Washington University; Douglas Degelman, Department of Psychology, Vanguard University of Southern California.

    Correspondence concerning this article should be addressed to Douglas Degelman, Department of Psychology, Vanguard University of Southern California, Costa Mesa, CA 92626.

    E-mail: ddegelman@vanguard.edu. APA Nursing Essay Paper Template Format.

    Abstract

    The abstract (in block format) begins on the line following the Abstract heading.  The abstract is a one-paragraph, self-contained summary of the most important elements of the paper.  Nothing should appear in the abstract that is not included in the body of the paper.  Word limits for abstracts are set by individual journals.  Most journals have word limits for abstracts between 150 and 250 words.  All numbers in the abstract (except those beginning a sentence) should be typed as digits rather than words.  The abstract (in block format) begins on the line following the Abstract heading.  This is an example.  This is an example of what 150 words looks like.  This is an example of what 150 words looks like.  This is an example of what 150 words looks like.  This is an example of what 150 words looks like.  This is an example of what 150 words looks like. APA Nursing Essay Paper Template Format.

    Title of Paper

    The introduction of the paper begins here.  Double-space throughout the paper, including the title page, abstract, body of the document, and references.  The body of the paper begins on a new page (page 3).  Subsections of the body of the paper do not begin on a new page.  The title of the paper (in uppercase and lowercase letters) is centered on the first line below the running head.  The introduction (which is not labeled) begins on the line following the paper title.  Headings are used to organize the document and reflect the relative importance of sections.  For example, many empirical research articles utilize Methods, Results, Discussion, and References headings.  In turn, the Method section often has subheadings of Participants, Apparatus, and Procedure.  Main headings (when the paper has either one or two levels of headings) use centered, boldface, uppercase and lowercase letters (e.g.,
    Method
    ,
    Results
    ).  Subheadings (when the paper has two levels of headings) use flush left, boldface, uppercase and lowercase letters (e.g.,
    Participants
    ,
    Apparatus
    ).    APA Nursing Essay Paper Template Format.

    Text citations. Source material must be documented in the body of the paper by citing the author(s) and date(s) of the sources.  This is to give proper credit to the ideas and words of others.   The reader can obtain the full source citation from the list of references that follows the body of the paper.  When the names of the authors of a source are part of the formal structure of the sentence, the year of the publication appears in parenthesis following the identification of the authors, e.g., Eby (2001).  When the authors of a source are not part of the formal structure of the sentence, both the authors and years of publication appear in parentheses, separated by semicolons, e.g. (Eby and Mitchell, 2001; Passerallo, Pearson, & Brock, 2000).  When a source that has three, four, or five authors is cited, all authors are included the first time the source is cited.  When that source is cited again, the first authors’ surname and “et al.” are used. APA Nursing Essay Paper Template Format.

    When a source that has two authors is cited, both authors are cited every time.  If there are six or more authors to be cited, use the first authors’ surname and “et al.” the first and each subsequent time it is cited.  When a direct quotation is used, always include the author, year, and page number as part of the citation.  A quotation of fewer than 40 words should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence.  A longer quote of 40 or more words should appear (without quotes) in block format with each line indented five spaces from the left margin. APA Nursing Essay Paper Template Format.

    The references section begins on a new page.  The heading is centered on the first line below the manuscript page header.  The references (with hanging indent) begin on the line following the references heading.  Entries are organized alphabetically by surnames of first authors.  Most reference entries have three components:

    Authors: Authors are listed in the same order as specified in the source, using surnames and initials. Commas separate all authors.

    Year of Publication: In parentheses following authors, with a period following the closing parenthesis. If no publication date is identified, use “n.d.” in parentheses following the authors.

    Source Reference: Includes title, journal, volume, pages (for journal article) or title, city of publication, publisher (for book). APA Nursing Essay Paper Template Format.

    References

    American Psychiatric Association. (2000).
    Diagnostic and statistical manual of mental disorders
    (4th ed., text rev.). Washington, DC: Author.

    Degelman, D. (2009).
    APA style essentials.
    Retrieved from http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

    Garrity, K., & Degelman, D. (1990). Effect of server introduction on restaurant tipping.
    Journal of Applied Social Psychology
    , 20, 168-172. doi:10.1111/j.1559-1816.1990.tb00405.x . APA Nursing Essay Paper Template Format.

    Hien, D., & Honeyman, T. (2000). A closer look at the drug abuse-maternal aggression link.
    Journal of Interpersonal Violence
    ,
    15
    , 503-522. Retrieved from http://jiv.sagepub.com/

    Murzynski, J., & Degelman, D. (1996). Body language of women and judgments of vulnerability to sexual assault.
    Journal of Applied Social Psychology
    ,
    26
    , 1617-1626. doi:10.1111/j.1559-1816.1996.tb00088.x

    Nielsen, M. E. (n.d.).
    Notable people in psychology of religion
    . Retrieved from http://www.psywww.com/psyrelig/psyrelpr.htm. APA Nursing Essay Paper Template Format.

    Paloutzian, R. F. (1996).
    Invitation to the psychology of religion
    (2nd ed.).  Boston: Allyn and Bacon.

    Shea, J. D. (1992). Religion and sexual adjustment. In J. F. Schumaker (Ed.),
    Religion and mental health
    (pp. 70-84). New York: Oxford University Press.

    APA template

    Template created by:

    Nelson L. Eby – Graduate student of Computer Fraud Investigation

    Columbian School of Arts and Sciences

    The George Washington University

    nelsoneby@hotmail.com

    In collaboration with Dr. Douglas Degelman, Professor of Psychology, Vanguard University of Southern California. APA Nursing Essay Paper Template Format

  • Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

    Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

    Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. 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 bipolar disorder. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

    Learning Objectives

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    Students will:

    Assess client factors and history to develop personalized plans of bipolar therapy for clients

    Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy

    Evaluate efficacy of treatment plans

    Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan ..

     

    The Assignment

    Examine Case Study: An Asian American Woman With Bipolar 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. Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

    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? Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

    Decision #2

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

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

    Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper.

    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?

     you can use my sample/ edit or do a new assignment.

    you can edit or use my sample with same medication therapy.

    Walden University .. 6630n

    2 Assessing and Treatment for Bipolar Disorder Patient Introduction Bipolar disorder is not an uncommon illness.
    It is a very chronic and severe mental disorder, affecting approximately 1-2% of the adult population.
    The signs and symptoms of bipolar disorder are different depending on the type of episode (i.e., manic or depressive). Each episode marks a critical change from the way a person usually acts and their typical mood, and can be characterized by a sudden change in the general attitude of the patient, the way the patient thinks and the behavior.
    1 The changes will be sudden that it will be noticed by people around (Robert et al., 2017).
    This dangerous demonstrative unpredictability mood disorder can be found in all area of life, that is, from the poor to the rich, this disorder affects millions of people in all facets of life (Robert et al., 2017).
    Bipolar disorder can be seen mostly in the age starting at 25years or older, but it is not totally absent in the teenage age.
    It shows that about 2.6 percent of the population are diagnosed as bipolar.
    3 (National Alliance on Mental Illness, 2017).

    If not well treated ,Bipolar disorder can be critical;
    1 early identification of symptoms with an appropriate treatment plan may include psychotherapy, medications, a healthy lifestyle and a regular schedule will keep the patient healthy (National Alliance on Mental Illness.
    (2017).
    1 The NP should have a good understand of this disorder to be able to take care of this the patient because of its long-term management and how it affects the health in totality (National Alliance on Mental Illness.
    (2017).
    1 My focus of this paper will look into an Asian American Woman with a bipolar disorder, symptoms management, diagnosing the symptom, and the complete treatment.
    The paper will consider the most safe and appropriate options of treatment and the outcome as the treatment, and care.

    Decision Selected My patient is an Asian American woman age 39 years with 4 children and 3 ground children.
    The husband notices that sometimes she will be singing loud to the top of her voice and dancing not to the music she sang.
    In another time she will just fill like not doing anything and nothing will interest her, and she will lay on the bed for hours without going to the business she spent her years building and love so much.
    Patient is withdrawn and non-interactive.
    4 She is diagnosed Bipolar disorder.

    1 Decision # 1 Reason Selected My best treatment of choice for this disorder will be to begin Risperdal 2 mg orally twice a day.
    Risperdal is the best choice to treat bipolar disorder.
    (Lee et al., 2011).
    Risperdal called risperidone is in the chemical class benzisoxazole derivatives which are antipsychotic.
    It is an effective medication for bipolar disorder (Lee et al., 2011).
    The reasons of choosing Risperdal is because it is used to treat schizophrenia and the risperidone works with the brain to stabilize the brain (Lee et al., 2011).
    Risperidone rebalances dopamine and serotonin to improve thinking, mood, and behavior.
    Risperidone belongs to a class of drugs called atypical antipsychotics approved by U.S.
    Food and Drug Administration (FDA) The drug is also used to treat symptoms of bipolar disorder and irritability (NAMI, 2017).

    Expected Results We will need to have some subjective and objective changes.
    1Patient should be able to verbalize changes within the first month of the treatment.

    During the next visit with the patient after one month, she is expected to express changes in the clarity of her brain.
    The freedom from indistinctness or ambiguity because of the medicine will help her to balance certain natural substances in her brain.
    She should also notice a change in her ability to concentrate on her activities (Lee et al., 2011).
    No side effects.

    Differences between Expected outcome and Actual outcome Patient came back after a month (4 WEEKS) and report that she experiences some improvement in the symptom including some improvement with concentration.
    My patient reported some drowsiness.
    1 Drowsiness is one of the side effect of high dose of Risperdal.
    The genetic testing, reveals that she is positive for CYP2D6.
    Asians are more likely to have decreased CYP2D6 activity compared to Caucasians (Lee et al., 2011).
    I will reduce the dosage of this medication.
    1 A positive outcome should be that there was a little bit of improvement in symptoms, patient able to sleep, more concentration.
    Patient and family report drowsiness during the day time which is one the side effect of high dose Risperdal.

    Decision Point Two Reason Selected The next best option is not to discontinue Risperdal, but to lower dose to Risperdal 1 mg orally at hours of sleep (HS) since expected outcome was not achieved based on decision one.
    My patient and , her family reported that patient has been drowsy during the day because of Risperdal 2mg.
    I will continue on Risperdal because the patient confirm improvement on the symptoms and the side effect observed was a regular adverse reaction because of her descendant background (American Psychiatric Association, 2017).
    The reduction to Risperdal 1mg BID to Risperdal 1 mg will be closely monitor.

    Expected Results Risperdal 1mg orally at bedtime is a reduced dosage from the 2mg which is expected to eliminate the drowsiness and toxicity in the patient Stahl, (2013).
    The patient is expected to continue to have decrease in the bipolar symptom.
    The effect of the medication should be observable and notice by the family member as a testimony (American Psychiatric Association, 2017).

    Differences between Expected outcome and Actual outcome During the patient four weeks follow up examination shows that the bipolar disorder symptom dissipated to noticeable level.
    This indicate a therapeutic effect of Risperdal 1mg at night brought about the therapeutic effect on the patient and patient is tolerating and adjusting to the medication in a positive way (Dean, 2017).
    The patient did not experience the drowsiness and there was no toxicity, therefore the expected result and the actual result were the same.
    Risperdal therapy will continue with this medication and the dosage, and a close monitoring will still be needed until the next four weeks appointment (Dean, 2017).

    Decision Point Three Decision Selected Risperdal 1mg orally at HS will be continued Reason for Selection The decision to continue with the medication was because the desire result, and the actual result are in pari-passu.
    To change the current medication or tamper with the dosage may offset the patient and thereby destabilize the rate of her healing (Dean, 2017).
    The patient is still under assessment and close monitoring continue until the next appointment date.

    Expected Results It is expected that the patient will increase in good mental stability and continue to maintain reduction in bipolar disorder symptom with the dosage of Risperdal 1mg at night (Robert et al., 2017).
    The patient is anticipated to having good sleep at night and well improve in her interaction with relatives and friends, with ability to concentrate on matters that concern her and carrier (Robert et al., 2017).

    Differences between Expected outcome and Actual outcome The therapeutic decision is working in this patient in accordance to the expectation.
    The treatment agrees with the standard way of treatment of an Asian descendant, the starting procedural treatment for bipolar disorder to the maintaining of such patient that are been positive for CYP2D6.
    The side effect of drowsiness in the day and toxicity is agreement with Asian descent (Robert et al., 2017).
    The patient will have to be place on the same medication till the next visit for examination.
    The actual result is that the medication is achieving the therapeutic effect that is needed by the patient (Dean, 2017).

    Ethical Considerations for Treatment plan Ethics demand that a patient should agree to treatment before it could be administering unto the patient.
    The law concerning patient’s preferences for treatment are overlook when the patient is in jeopardy of life threatening or severe psychiatric illness.
    Psychiatric advance directives are employing to make decision on the patient (Srivastava, 2011).
    When a practitioner treating a patient with bipolar is confronted with ethical conflicts of helping the patient to attain best result or their autonomy.
    The autonomy will be the choice of the practitioner (Srivastava, 2011).
    The law clearly stipulate that practitioners should always carefully consider what moral weight should be given to the values of doing well and avoiding harm (U.S.
    Food and Drug Administration, 2017).

    2 Conclusion Psychiatric nurses should assess the function of the client not only during admission even during remission period and plan for rehabilitation services since functioning is a complex and demanding task.
    However, it is very important to bring back the client to his fullest possible level to normal life by planning effective psychoeducation about illness, communication training and teaching problem solving skills to client and family.
    1 Many drugs are available for the treatment of bipolar disorder, but the professional will have to carefully select a medication that will be the best treatment for the patient.
    It is worth knowing that genetics influences the absorption of drugs, metabolism, excretion, and distribution.
    In the case study the Asian woman with positive CYP2D6 will exhibit a certain side effect which will not be in a patient with negative CYP2D6 (Dean, 2017).
    Therefore, the dosage and frequent of dispensing of drugs be based on the genetic testing (National Alliance on Mental Illness, 2017).
    The treatment of bipolar disorders in Asian descent must be handled carefully and in accordance with the Food and Drug Administration set guidelines (U.S.
    Food and Drug Administration, 2017).
    In conclusion the safety of the patient and the life of family and friends should be the paramount concern of the practitioners.

    References American Psychiatric Association.
    (2017).
    1 Treatment of Patients with Bipolar Disorder.

    Retrieved from:
    1http://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar.pdf Dean, L.
    (2017).
    1 Risperidone Therapy and CYP2D6 Genotype.
    Retrieved from:

    1 https://www.ncbi.nlm.nih.gov/books/NBK425795/ Lee, S.
    Y., Martins, S.
    S., Keyes, K.
    M., & Lee, H.
    B. (2011).
    1 Mental Health Service Use by Persons of Asian Ancestry With DSM-IV Mental Disorders in the United States.
    Psychiatric Services (Washington, D.C.), 62(10), 1180–1186.

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3698479/ Nami National Alliance on Mental Illness.
    (2017).
    1 What Is Risperdal and What Does It Treat?

    Retrieved from:
    1 https://www.nami.org/learn-more/treatment/mental-health-medications/risperidone (Risperdal).

    Robert, M., Keck, P., & David Solomon, D.
    (2017).
    1 Bipolar disorder in adults:
    Choosing maintenance treatment.
    Retrieved from:
    1https://www.uptodate.org/contents/bipolar-isorder-in-adults-choosing-maintenance-treatment Srivastava, S.
    (2011). Ethics Commentary: Bipolar Disorder:
    1 Ethical Considerations in the Treatment of Bipolar Disorder.
    Retrieved from: Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

    1 https://focus.psychiatryonline.org/doi/abs/10.1176/foc.9.4.foc461?journalCode=foc Stahl, S.
    M. (2013).
    1 Stahl’s essential psychopharmacology:
    Neuroscientific basis and practical applications (4th ed.).
    New York, NY:
    Cambridge University Press.

    U.S.
    1 Food and Drug Administration.
    (2017).
    1 The Facts on Bipolar Disorder and FDA- Approved Treatments.
    Retrieved from:
    1https://www.fda.gov/ForConsumers/ConsumerUpdates/ucm530107.htm

    Assessing and Treating Clients with With Bipolar Disorder Essay Assignment Paper

  • Group Therapy With Older Adults Essay Assignment Papers

    Group Therapy With Older Adults Essay Assignment Papers

    Week 11: Group Therapy With Older Adults

    Group therapy with older adults, like group therapy with children and adolescents, presents unique challenges. Many older adults have had a lifetime of not sharing their inner feelings with others, and they are often fearful of being judged. However, when the group setting is properly facilitated, older adults may embrace the setting, find comfort in their peers, and benefit from this therapeutic approach. In your role, how might you maximize the benefits of group therapy for your older adult clients?

    This week, as you explore group therapy with older adults, you examine your own group therapy sessions with older adult clients. You also recommend strategies for improving the effectiveness of this therapeutic approach.

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    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

    Wheeler, K. (Ed.). (2014).
    Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice.
    New York, NY: Springer.

    Chapter 18, “Psychotherapy with Older Adults” (pp. 62–660)

    Bonhote, K., Romano-Egan, J., & Cornwell, C. (1999). Altruism and creative expressions in a long-term older adult psychotherapy group.
    Issues in Mental Health Nursing, 20
    (6), 603–617. doi:10.1080/016128499248394

    Note:
    Retrieved from Walden Library databases.

    Cheston, R., & Jones, R. (2009). A small-scale study comparing the impact of psycho-education and exploratory psychotherapy groups on newcomers to a group for people with dementia.
    Aging & Mental Health, 13
    (3), 420–425. doi:10.1080/13607860902879409

    Note:
    Retrieved from Walden Library databases.

    Krishna, M., Honagodu, A., Rajendra, R., Sundarachar, R., Lane, S., & Lepping, P. (2013). A systematic review and meta-analysis of group psychotherapy for sub-clinical depression in older adults.
    International Journal of Geriatric Psychiatry, 28
    (9), 881–888. doi:10.1002/gps.3905

    Note:
    Retrieved from Walden Library databases.

    Krishna, M., Jauhari, A., Lepping, P., Turner, J., Crossley, D., & Krishnamoorthy, A. (2011). Is group psychotherapy effective in older adults with depression? A systematic review.
    International Journal of Geriatric Psychiatry, 26
    (4), 331–340. doi:10.1002/gps.2546. Group Therapy With Older Adults Essay Assignment Papers.

    Note:
    Retrieved from Walden Library databases.

    Rice, A. (2015). Common therapeutic factors in bereavement groups.
    Death Studies, 39
    (3), 165–172. doi:10.1080/07481187.2014.946627

    Note:
    Retrieved from Walden Library databases.

    Wang, C., Tzeng, D., & Chung, W. (2014). The effect of early group psychotherapy on depressive symptoms and quality of life among residents of an apartment building for seniors.
    Psychogeriatrics: The Official Journal of the Japanese Psychogeriatric Society, 14
    (1), 38–46. doi:10.1111/psyg.12037

    Note:
    Retrieved from Walden Library databases. Group Therapy With Older Adults Essay Assignment Papers.

    Watkins, R., Cheston, R., Jones, K., & Gilliard, J. (2006). ‘Coming out’ with Alzheimer’s disease: Changes in awareness during a psychotherapy group for people with dementia.
    Aging & Mental Health, 10
    (2), 166–176. doi:10.1080/13607860500312209

    Note:
    Retrieved from Walden Library databases.

    Discussion: Group Therapy with Older Adults

    As the population continues to age, more and more older adults will require therapy for various mental health issues. While the group setting offers many benefits and makes therapy more accessible to those in need of services, this therapeutic approach may not be effective for all clients. For this Discussion, as you examine your own practicum experiences with older adults in group therapy settings, consider strategies to improve the effectiveness of your sessions. Group Therapy With Older Adults Essay Assignment Papers.

    Learning Objectives

    Students will:

    Analyze group therapy sessions with older adults

    Recommend strategies for improving the effectiveness of group therapy sessions for older adults

    To prepare:

    Review this week’s Learning Resources, and consider the insights provided on group therapy with older adults.

    Reflect on your practicum experiences with older adults in group therapy settings.

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

    By Day 3

    Post
    a description of a group therapy session with older adults, including the stage of the group, any resistances or issues that were present, and therapeutic techniques used by the facilitator. Explain any challenges that may occur when working with this group. Support your recommendations with evidence-based literature.

    Read
    a selection of your colleagues’ responses.

    By Day 6

    Respond
    to at least
    two
    of your colleagues by recommending strategies for improving the effectiveness of their group therapy sessions. Support your recommendations with evidence-based literature and your own experiences with clients. Group Therapy With Older Adults Essay Assignment Papers.

    Submission and Grading Information

    Grading Criteria

    To access your rubric:

    Week 11 Discussion Rubric

    Post by Day 3 and Respond by Day 6

    To participate in this Discussion:

    Week 11 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.

    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. Group Therapy With Older Adults Essay Assignment Papers.

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

    https://www.boardvitals.com/

    By Day 7

    Complete the Board Vitals questions.

    Final Exam

    In order to become a practicing psychiatric mental health nurse practitioner (PMHNP), you are required to acquire and maintain active certification as a PMHNP. Currently, the American Nurses Credentialing Center (ANCC) is the only certification exam available to PMHNPs. This final exam is designed to help you prepare for the ANCC certification exam. Group Therapy With Older Adults Essay Assignment Papers.

    Note:
    As always, you are responsible for being aware of your own state’s licensing requirements.

    Learning Objectives

    Students will:

    Assess knowledge of concepts and principles related to the psychotherapy of groups and families

    This exam will cover topics related to psychotherapy with groups and families, as follows:

    Foundations of group work and types of groups

    Group processes

    Cognitive behavioral therapy for groups

    Group therapy for addiction

    Group therapy with children and adolescents

    Group therapy with older adults

    By Day 7

    Complete the midterm exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once.

    This exam is a test of your knowledge in preparation for your certification exam.
    No outside resources
    including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct. Group Therapy With Older Adults Essay Assignment Papers

  • Pathophysiology Reflection Question

    Pathophysiology Reflection Question

    Each Entry should be at least one page in length and are due on Sunday at the end of each week.

    Entries should consist of a 1-page entry regarding this week’s topic.  Discuss the topic in terms of

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    How the content and assignments met the course objective(s).

    Summarize the key learning points you experienced for the week.

    Your understanding of pathophysiology as it applies to your current RN practice.  Pathophysiology Reflection Question  Pathophysiology Reflection Question

    Struggles or successes that you had for the week in terms of the course content.  This is meant to be a reflection on the course content, and less of a reflection on your feelings.

    McCance, K., &  Huether, S.

    UNIT IX:  Cardiovascular System, Chapters 31-33

    UNIT X:  Pulmonary System, Chapters 34-46. Pathophysiology Reflection Question

  • Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing

    Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing

    Week 11: Special Topics in Child and Adolescent Psychiatry

    “Here we go again; another foster home. My father kicked me out when he saw me wearing Mom’s clothes. He did not understand that deep down, I know that I am a girl. My birth certificate may say male, but it is wrong. I feel so much better being myself… being a girl. Maybe this foster family will understand and accept me for who I am, or I am just going to run away again.”

    Joseph/Josephine, age 16

    In your practice as a PMHNP, you may see many children and adolescents who are faced with challenges that go beyond the standard DSM-5 diagnoses. Children in foster homes or who have been adopted may have emotional scars from previous abuse or neglect; adolescents experiencing issues with gender dysphoria may be faced with peer and family issues; and children involved in acts of terrorism may face reoccurring fear and mistrust.

    This week, you explore psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. You also take your final exam for the course.

    Photo Credit: [William Andrew]/[Photographer’s Choice RF]/Getty Images

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    Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing 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. 1279–1323)

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

    “Somatic Symptom and Related Disorders”

    “Other Conditions That May Be a Focus of Clinical Attention”

    “Assessment Measures”

    “Cultural Formulation”

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

    American Academy of Child & Adolescent Psychiatry (AACAP). (2011). Practice parameter for child and adolescent forensic evaluations.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    50
    (12), 1299-1312. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00883-5/pdf

    American Academy of Child & Adolescent Psychiatry (AACAP). (2012c). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    51
    (9), 957–974. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00500-X/pdf. Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing.

    Lee, T., Fouras, G., & Brown, R. (2015). Practice parameter for the assessment and management of youth involved with the child welfare system.
    Journal of the American Academy of Child & Adolescent Psychiatry
    ,
    54
    (6), 502–517. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00148-3/pdf

    Human Rights Campaign. (n.d.).
    Growing up LGBT in America
    . Retrieved June 8, 2017, from http://assets.hrc.org//files/assets/resources/Growing-Up-LGBT-in-America_Report.pdf?_ga=1.83582870.1279387255.1493224749

    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 19, “Legal Issues in the Care and Treatment of Children With Mental Health Disorders” (pp. 239–249)

    Chapter 49, “Forensic Psychology” (pp. 636–647)

    Discussion: Special Topics in Child and Adolescent Psychiatry

    Many children face special issues that impact everyday life, whether it is within themselves, their families, or their environment. The PMHNP must be sensitive to these many issues that children and adolescents are faced with during important developmental years.

    In this Discussion, you select a special population and analyze the psychological issues that the population faces. You also address the assessment and treatment needs of the population. Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing.

    Learning Objectives

    Students will:

    Analyze psychological issues that may arise in children faced with special circumstances

    Evaluate assessment measures used with children faced with special circumstances

    Evaluate treatment options used with children faced with special circumstances

    Analyze cultural influences on treatments (D)

    To Prepare for the Discussion:

    Review the Learning Resources.

    Select one of the following topics for the Discussion:

    Adoption

    Foster care

    Gender dysphoria

    Forensic issues

    Impact of terrorism on children

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

    By Day 3

    Post:

    Write your selected disorder in the subject line of your Discussion post.

    Explain the psychological issues that may result from your topic.

    Describe the most effective assessment measure that could be used, and explain why you selected this.

    Explain the treatment options available for children and adolescents involved with your selected disorder.

    Explain how culture may influence treatment. Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing.

    By Day 6

    Respond
    to at least
    two
    of your colleagues who selected a topic other than the topic you selected. Provide at least two additional treatment strategies that could be used with this client and at least one additional cultural influence that you think should be considered. Explain your responses.

    Submission and Grading Information

    Grading Criteria

    To access your rubric:

    Week 11 Discussion Rubric

    Post by Day 3 and Respond by Day 6

    To participate in this Discussion:

    Week 11 Discussion

    Assignment: Final Exam

    This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam.

    Learning Objectives

    Students will:

    Assess knowledge of concepts and principles related to child and adolescent psychiatry

    This exam will cover the following topics:

    Learning and motor disorders in childhood

    Mood disorders

    Early-onset schizophrenia

    Feeding and eating disorders

    Elimination disorders

    Special topics in child adolescent psychiatry

    By Day 7

    Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once. Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing.

    This exam is a test of your knowledge in preparation for your certification exam.
    No outside resources
    including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to
    comply with Walden University’s Code of Conduct
    .

    Submission and Grading Information

    Submit Your Exam by Day 7

    To submit your Exam:

    Week 11 Exam

    Assignment 2: Board Vitals

    This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. Special Topics in Child and Adolescent Psychiatry 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.

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

    https://www.boardvitals.com/

    By Day 7

    Complete the Board Vitals questions.

    Making Connections

    This week, you explored psychological issues that may arise in children faced with special circumstances and the assessment and treatment options specific to these special populations. You also completed your final exam for the course. Special Topics in Child and Adolescent Psychiatry Essay Assignment Papers Writing.

  • Feeding, Eating, and Elimination Disorders in Childhood Essay Assignment papers

    Feeding, Eating, and Elimination Disorders in Childhood Essay Assignment papers

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

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

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

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

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Learning Resources

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

    Required Readings

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

    Chapter 28, “Psychotherapies” (pp. 901–907)

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

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

    “Feeding and Eating Disorders”

    “Elimination Disorders”

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

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

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

    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.

    Review the following medications:

    Bulimia nervosa/binge eating

    Bulimia nervosa/binge eating

    Enuresis

    fluoxetine

    topiramate

    zonisamide

    imipramine

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

    Optional Resources

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

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

    Discussion: Parent Guide

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

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

    Learning Objectives

    Students will:

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

    Analyze pathophysiology of feeding, eating, and elimination disorders

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

    Create professional cover letters, resumes, and portfolios

    To Prepare for this Assignment:

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

    Review the resources concerning your assigned disorder.

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

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

    Signs and symptoms

    Pathophysiology

    How the disorder is diagnosed

    Treatment options

    Provide a minimum of three academic references.

    By Day 5

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

    By Day 7

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

    Submission and Grading Information

    Accessing Group Discussions and Wikis

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

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

    Creating a Wiki Page

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

    Grading Criteria

    To access your rubric:

    Week 10 Parent Guide Discussion Rubric

    To access your group discussion / wiki:

    Parent Guide Groups

    Post to Discussion by Day 5 and Respond by Day 7

    To participate in this Discussion:

    Parent Guide Groups – Week 10

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

    By Day 7

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

    Submission and Grading Information

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

    Please save your Assignment using the naming convention “WK10Assgn1+last name+first initial.(extension)” as the name.

    Click the
    Week 10 Assignment 1 Rubric
    to review the Grading Criteria for the Assignment.

    Click the
    Week 10 Assignment 1
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the
    Browse My Computer
    button. Find the document you saved as “WK10Assgn1+last name+first initial.(extension)” and click
    Open
    .

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

    Click on the
    Submit
    button to complete your submission. Feeding, Eating, and Elimination Disorders in Childhood Essay Assignment papers.

    Grading Criteria

    To access your rubric:

    Week 10 Assignment 1 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 10 Assignment 1 draft and review the originality report.

    Submit Your Assignment by Day 7

    To submit your Assignment:

    Week 10 Assignment 1

    Assignment 2: Practicum: Week 9 Decision Tree

    By Day 7

    Submit
    your Assignment. Refer to Week 9 for additional guidance.

    Submission and Grading Information

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

    Please save your Assignment using the naming convention “WK10Assgn2+last name+first initial.(extension)” as the name.

    Click the
    Week 10 Assignment 2 Rubric
    to review the Grading Criteria for the Assignment.

    Click the
    Week 10 Assignment 2
    link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the
    Browse My Computer
    button. Find the document you saved as “WK10Assgn2+last name+first initial.(extension)” and click
    Open
    .

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

    Click on the
    Submit
    button to complete your submission. Feeding, Eating, and Elimination Disorders in Childhood Essay Assignment papers.

    Grading Criteria

    To access your rubric:

    Week 10 Assignment 2 Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 10 Assignment 2 draft and review the originality report.

    Submit Your Assignment by Day 7

    To submit your Assignment:

    Week 10 Assignment 2

    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.

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

    https://www.boardvitals.com/

    By Day 7

    Complete the Board Vitals questions.

    Practicum Reminder

    Time Logs

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

    Making Connections

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

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