Tag: Clinical-Nursing

NSG6999 Graduate Project in Nursing Discussions

Week 1 Discussion

Contains unread posts

To complete this week, after reading chapter one in Melnyk and reviewing the lectures you need to consider the topic of interest to you. List a ONE to two-word topic that you want to explore further and why you are interested in this topic. This topic encompasses the question that you have been generating throughout your program.

As an example I may choose the topic of depression, as I am interested in all of the depression I am seeing in the primary care office. Next week I will explore the background of this topic and this will lead to my PICOT question.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area. 
Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 2 Discussion

Contains unread posts

 

Post your background question and your strategy for getting a comprehensive understanding of the clinical issue. As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week
 
comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 3 Discussion

Contains unread posts

 

State your PICOT question.

Indicate in parentheses after each segment, what part of PICOT the preceding words represent.

For example: In patients recently discharged from the hospital following care for heart failure (P), do hand-off calls by the nurse to the primary care provider using the SBAR format (situation, background, assessment, recommendation) (I) compared to no calls (C) decrease readmission rates (O) over a one year period (T).

Provide feedback to your classmates that focuses on:

The use of correct PICOT format for the question to guide the literature search.

Does the question reflect a clinical issue and one appropriate for an evidence-based practice project?

Provide feedback to your classmates that focuses on:

The use of correct PICOT format for the question to guide the literature search.

Does the question reflect a clinical issue and one appropriate for an evidence-based practice project?

Support a minimum of one and challenge a minimum of one.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By
 
the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By
 
the due date assigned
 comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 4 Discussion

Contains unread posts

 

Using the following table—search the 5 databases based on your PICOT Question—under findings note the number of relevant articles found—you may not find something in every database. Under features discuss what you liked about that database. ON the discussion board summarize your search—attach your chart for those that would like to see your search. You may not find what you are looking for in every search—and that is OK—but you must search every database to see what may be out there.

Exploring the Literature

Picot Question: 

 Research Tool

 Search Tips

 Search Terms &  Limits

 Findings

 Features

CINAHL

CINAHL is an 
SU subscription-only
resource that offers full text access to 336 scholarly journals and indexes over 3,000 journals from the fields of nursing and allied health. Indexed journals do not provide access to 
full-text
. Just because it is indexed in does not mean the library has full-text access to the journal. SU can always request articles for students via Interlibrary Loan, but the service is not instantaneous

Look at the Major Subject Heading in the Full Record

Use the Limits Feature:

Example: Publication Type=Systematic Review

Try the CINAHL Heading search:

 

Keyword search:

Limits:

CINAHL Heading search:

Limits:

PubMed

PubMed is a free health science citation & abstracts index from the National Center for Biotechnology Information at the U.S. National Library of Medicine.

 

Look at MeSH Terms in Full Record

Use the Limits Feature:

Examples: Article Type=Meta-Analysis; Age=All Adult

Look for the open access Free articles!

 

Keyword search:

Limits:

 

MESH search:

Limits:

 

Cochrane Library

Cochrane Library provides access to the Cochrane Library of Systematic Reviews. Full text of reviews are subscription only. Index summaries are a public resource. Indexed journals do not provide access to full-text. Just because it is indexed in does not mean the library has 
full-text
access to the journal. SU can always request articles for students via Interlibrary Loan, but the service is not instantaneous

Use the Simple Search and the Advance Search Features

Allows you to search with MeSH Terms

Check out the New Reviews

 Browse reviews by topic

Keyword search:

 

Limits:

MESH search:

Limits:

 

Dynamed

 

Use the Simple Search and the Advance Search Features

Allows you to search with MeSH Terms

Check out the New Reviews

Browse reviews by topic

Keyword search:

 

Also browse by:

 

TRIP Database

TRIP is a clinical search engine to locate publicly available clinical evidence.

 

Limit to:

Systematic Reviews

Guidelines-US

 

Keyword search:

Limits
:

SU Library Search

Library Search is setup just like an EBSCO

The Library even has a specialized PICOT search setup in Library Search—must go to Advance search to get to PICOT option

 

Other Databases:

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. Be sure to spend some time in Library Search it is setup just like an EBSCO database and gives you the experience of learning how to navigates databases, and provides you with a larger pool of information within which to search.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
 You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 5 Discussion

Contains unread posts

 

We will be reviewing a “keeper study” this week—evaluate an article by working through the following 7 question

Again, keeper studies can be identified using handy Rapid Critical Appraisal checklists consisting of a set of simple but important questions. Below are sample questions developed for use with quantitative studies that are applicable to most appraisal situations (it’s important to note that qualitative evidence, if it’s relevant to the clinical question, should not be dismissed):

Why was the study done?
 Make sure the study is directly relevant to the clinical question.

What is the sample size?
 Size can and should vary according to the nature of the study. Since determining a valid minimum sample size in a single study can be difficult, taking into account multiple studies is beneficial.The answer to this question alone should not remove a study from the appraisal process.

Are instruments of the variables in the study clearly defined and reliable?
Make sure the variables were consistently applied throughout the study and that they measured what the researchers said they were going to measure.

How was the data analyzed?
Make sure that any statistics are relevant to the clinical question.

Were there any unusual events during the study?
 If the sample size changed, for example, determine whether that has ramifications if you wish to replicate the study.

How do the results fit in with previous research in this area?
 Make sure the study builds on other studies of a similar nature.

What are the implications of the research for clinical practice? 
Ask whether the study addresses a relevant and important clinical issue.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By
 
the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

14

Week 6 Discussion

 

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements 
without separately 
reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By
 
due date assigned 
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this
 Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 7 Discussion

 

This week you will be creating an Implementation Plan that will be attached to your final EBP.  For the discussion board this week—outline your implementation steps 1-2-3.

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By
 
the due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 8 Discussion

 

This week you will be working on an evaluation plan that will be attached to your EBP in 
Week 9
.  Submit your Evaluation Plan to the DB –listed as 1-2-3…

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights.
 By due date assigned
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Week 9 Discussion

 

Post your Presentation of your EBP on Discussion Board for feedback before final submission in 
Week 10
.

Provide Feedback to 2 Peers–

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By due date assigned 
, go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week , comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

0

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Week 10 Midweek Assignment

 

As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By the due date assigned,
 go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
.

0

0

Week 10 Discussion

 

Post Final EBP presentation to DB. As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. 
By the due date assigned,
 go to the 
Discussion Area
 and post responses to the discussion question. All responses should be posted to the appropriate topic in this 
Discussion Area
. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Supporting one—Challenging one.

By the end of the week, comment on the responses of at least two other students by 
supporting a minimum of one post and challenging a minimum of one post.
  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this 
Discussion Area
. Please only start a new thread with your original post. Hit reply to respond to a peer.

Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient

Assessment name: Case Study: The Deteriorating Patient

Task description: For this essay you are required to select ONE case scenario related to the clinical deterioration of a patient: Option 1: Traumatic Brain Injury Option 2: Septic Shock

What you need to do: In order to undertake this 1500 word essay you will need to research the topic using current and relevant peer reviewed literature and review of:

The lecture and tutorial material associated with the relevant topic.

Your knowledge and understanding related to: 1. The physiology and pathophysiology of the primary

diagnosis and associated clinical data identified within the chosen case study;

2. The physiological assessments relevant to the features within the case study.

The assessment tasks requires you to:

1. Identify and discuss two (2) signs or symptoms of clinical deterioration associated with the presenting problem, from chosen case study. This discussion should consider the potential impact of case study data (e.g. pathology results, past medical history) on the health status of the patient in the chosen case. 2. Following on from your presented discussion associated with point one (1), develop a clinical plan of care which identifies: Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

One (1) priority of clinical care and;

Discuss three (3) nursing interventions that directly address the identified clinical priority. The discussion should refer to relevant clinical assessments. Measurable outcome parameters for each intervention will be discussed to justify the intervention and evaluate its efficacy. Discussion is to be supported with contemporary research.

Length: 1500 words +/-10% (word length includes in-text referencing and excludes your reference list)

Estimated time to complete task:

Approximately 30 hours

Weighting: 50%

How will I be assessed: As a percentage using a 7-point grading scale rubric. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Due date: Friday September 21st submitted via Turnitin in your Blackboard site by 23:59 hours. More information about Turnitin is available on the FAQs about Turnitin page.

Presentation requirements:

This assessment task must:

Be a written academic essay containing an introduction, body

– Assessment Task # Page 4 of 15

and conclusion, addressing the task. Use QUT APA referencing for citing academic literature (see

http://www.citewrite.qut.edu.au/). Assignment cover sheet must be included as the first page of

your document. Be submitted in electronic form via Turitin. A minimum of 15 relevant references to be cited from valid,

contemporary journal articles or books no older than 7 years. The use of websites as references is NOT permitted. The submitted essay should NOT contain tables, figures or

appendices. The uses of dot points are NOT permitted.

Your assignment should be prepared as follows: Has a cover sheet with the assessment title, your name, student

number, tutor name and word count. Coversheet template is recommended. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Include a ‘footer’ on each page with your name, student number, unit code and page number.

3 cm margins on all sides, double-spaced text Times new roman, font size 12 APA style referencing (see http://www.citewrite.qut.edu.au/) Headings can be used to structure your assignment logically (if

applicable)

be submitted in electronic format via Turnitin.

Learning outcomes assessed:

1. Consolidate knowledge of key NMBA Registered Nurse Standards for Practice, National Safety and Quality Health Services Standards, and National Health Priorities to enable effective decision planning and action in a range of complex clinical situations across the lifespan.

2. Apply knowledge of anatomy, physiology and pathophysiology to

support evidence based decision making associated with planning and action.

3. Demonstrate structured decision making and clinical reasoning to review a range of health situations, synthesise evidence and data, determine priorities and formulate plans of care and interventions in line with timeframes and agreed goals.

What you need to submit:

One word document that contains the following items: 1. Assignment Cover Sheet & responses to Question 1 & 2 2. Must be submitted in electronic form via Turitin by the assigned date. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Resources needed to complete task:

Case studies and clinical documents available within this document.

– Assessment Task # Page 5 of 15

Documents such as additional readings available on your blackboard site.

Access to the prescribed texts for this unit as outlined in the unit details.

QUT Cite|Write APA guide. Turnitin Tip Sheets.

Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work and work not previously submitted for other study. The work of others needs to be correctly acknowledged and referenced according to the APA guidelines. There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity and view the Academic Integrity video and explore the Academic Case Studies available on your Blackboard site. Maintaining academic integrity is your responsibility. If in doubt, check it carefully. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Assignment Hints This assignment requires you to critically consider the signs and symptoms associated with clinical deterioration in relation to the patient’s primary clinical diagnosis, with consideration to:

The change in health status associated with the primary clinical diagnosis; How the patients clinical history may impact on assessment data and core

interventions; The identified clinical priority which should clearly emerge from your

discussion of the primary health alteration. The application of clinical data and research to identify three (3) core

interventions and assessments that address the stated clinical priority. Evaluation data supported by research to effectively determine success of

the intervention. The SMART goals format may be of assistance in guiding you in structuring this. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Demonstration of your clinical reasoning for your selected case study. Demonstrating your understanding and application of evidence based care

i.e. the research you have to support your discussion and ideas regarding clinical interventions and assessment outcomes.

Format example: The introduction to your paper should provide the reader with background

regarding the primary pathophysiological concepts being discussed, a brief overview of the case study (summation of the primary points), the objective of the paper (what you intend to address), and the rationale for the paper (why is it important to apply and understand the content).

– Assessment Task # Page 6 of 15

The body should include: o Discuss the physiology of the health alteration and how the signs and

symptoms you have identified reflect these changes (you may wish to consider the clinical data provided to support your discussion of ideas e.g. blood results, medical imaging and/or past medical history).

o Research you have undertaken is discussed in relation to the change in the health status of your patient, and the one (1) priority of clinical care. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

o A discussion of research relevant to nursing interventions that address the clinical priority that you have identified. What can be implemented that would help address the priority of care, and why such interventions are likely to be helpful based on your research. Remember this should address key considerations for deteriorating patient, therefore nursing interventions such pressure area care may not be a major clinical priority in this context.

The research you have undertaken should assist you in identifying and discussing the key assessment parameters: e.g. what are the current research recommendations, how will you evaluate the impact of an intervention on the patient (this should be measurable e.g. oxygen saturations are greater than 95% and a justification for why 95% is the chosen target)

Conclusion: The conclusion should bring together the main objective of the paper (which you outlined in the introduction), provide a summation of the key points that you discussed (do not introduce need content into the conclusion), and provide a concluding comment regarding the clinical application of the concepts. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

This unit has three main texts assigned to it, which should form the basis of your initial research and conceptual development relating to the assessment concepts, these are:

– Assessment Task # Page 7 of 15

Case Option 1: Traumatic Brain Injury

James “Jimmy” Parsons is a 26 year old flight engineer who was admitted post- operatively to the High Dependency Unit approximately 46 hours ago. He was out with friends on Saturday night when he was involved in an altercation out the front of a bar with another group of males who had been making lude remarks about female acquaintances of Mr Parsons. During this altercation, it is alleged that one of the individuals punched Mr Parsons in the face, and as a result he lost consciousness, fell, and hit the back of his head on the pavement. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

On arrival to the Emergency Department he underwent an urgent CT brain scan which revealed a sub-dural hemorrhage with 1cm mid-line shift and petechial hemorrhages, which was drained intra-operatively. A Codman’s intracranial pressure monitoring device was placed in order to monitor ICP levels post operatively. Mr Parson’s blood alcohol levels were noted to be elevated on assessment at the ED and his blood toxicology screen was negative for illicit substances. Over the immediate post-operative period he has been deemed to be stable and he has been extubated approximately 6 hours ago and is currently on Hiflow Nasal Prongs (HFNP). Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Past medical History Type 1 Diabetes, smoker (7-10 cigarettes per day), social drinker (6-10 beers on weekends), wisdom teeth removal x 4 (2010).

On assessment: He is lying supine (head of bed elevated 30%), Codman’s ICP monitoring insitu, GCS 10/15 (E3, V3, M4), Pupils equal and reactive to light and accommodating. There is visual evidence of raccoon eyes (see below image) and battle sign (right sided) (refer to below image).

– Assessment Task # Page 8 of 15

Vitals

Time 08:00hrs 10:00hrs

ICP (mmHg) 10 12

Temp (°C) 36.9 37.2

Respirations (breaths/min)

18 (eupnic) 23 (increased work of breathing, associated with agitation)

Blood pressure and Mean Arterial Pressure (MAP) (mmHg)

128/92 (98) 122/68 (86)

Heart rate (beats/min)

87 96

SpO2 (Fio2) 97% (Fio2 30%, 30L high flow nasal prongs (HFNP))

96 (FiO2 30%, 30L, HFNP)

BGL 6 (Actrapid infusion at 2units/hr)

6.4 (Actrapid infusion at 2 units/hr)

At 13:00 hours Mr Parson’s becomes tachycardic with a HR 118 without a clear precipitating cause, a 12 lead ECG confirms the rhythm to be sinus tachycardia. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

– Assessment Task # Page 9 of 15

At 13:10 his BP is 108/54mmHg (MAP 72), Heart rate 118-123 beats/min, temp 37.8°C (mildly diaphoretic), ICP 21mmHg, Sp02 95% (HFNP FiO2 30%, 30L), respiratory rate 11breaths/min with apneic periods (on auscultation air entry is decreased to both the left and right bases), BGL 12.1 mmol/L (Actrapid infusion at 2 units/hr), pupils equal (right side 4mm, slow reaction to light, left 4mm – brisk reaction to light). An urgent arterial blood gas is taken:

Temperature corrected result (37.8°C)

Results Reference range

pH 7.31 7.35-7.45

PaCO2 51 35-45

PaO2 88 80-100

Na 132 135-145

Cl- 105

Ca++ 1.11

Gluc 12.4

Lac 1.9 <2 Hb 89 SaO2 89 HCO3 23 22-24 Pa02/FiO2 ration 293

– Assessment Task # Page 10 of 15

Case Option 2: Shock Jedda Merindah 33 year old male of indigenous heritage who has been admitted to the Hematology/Oncology unit. Jedda was admitted post a medical emergency call for hypotension, via the oncology day unit where he was receiving chemotherapy for his Acute Myeloid Leukemia (AML). Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Background: AML – induction phase chemotherapy treatment

Patient reports nil temperatures – self monitors at home

Routine blood cultures taken from Hickman’s line 1 week ago – nil growth to date.

Past Medical History Acute Rheumatic Fever as a child – previous echocardiogram reveals no structural abnormalities, mild dilation of the left ventricle, normal ejection fraction.

Depression – Citalopram 10mg daily

Previous suicide attempt (2003) – drug overdose

Hypercholesterolemia – Atorvastatin 40mg

On assessment: Neuro: GCS 15/ 15, pupils equal and reactive to light, appears anxious and restless.

Cardiovascular: HR 118 beats/min- ECG reveals atrial fibrillation, non -invasive blood pressure 92/65mmHg, 250ml NaCl 0.9% fluid challenge given in ED, Febrile (38.8°C), diaphoretic, capillary refill time (CRT) < 3 sec., cool peripheries, Hickman’s line in situ, central venous catheter line inserted by ED senior registrar. Respiratory: Decreased air entry to left and right bases, non-productive cough, tachypneoic 28 breaths per minute, using accessory muscles, Fi02 44% via Hudson mask, SpO2 >95%. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

– Assessment Task # Page 11 of 15

GIT: nil reports of vomiting, decreased nutritional intake secondary to mouth ulcers, some loose bowel actions over last 2/7 days, nil malena, abdomen lax and non- tender, BGL 9.6mmol.

Renal: Decrease urinary output, patient reports dark in colour, IDC insertion pending.

Blood pathology results:

Results Reference ranges

Hb 89 130-180 g/L

White cell count 3.4 4-11 (x10*9/L)

Platelets 114 150-300 (x10*9/L)

Sodium 140 135-145 mmol/L

Potassium 4.7 3.5-5 mmol/L

Creatinine 138 60-120 µmol/L

Urea 11.2 3.6-9.3 µmol/L

Albumin 31 35-52 g/L

APTT 47 25-35 sec.

INR 2.4 0.8-1.2 units/kg

– Assessment # Page 12 of 15

NSB236 Assessment Task 1 Rubric Name: Learning outcomes assessed: 1,2,& 3 Weighting: 50%

Criteria 7 6 5 4 3 2 – 1 Critical thinking and knowledge

Weighting: 25%

Assignment content: critical explanation reflects a comprehensive interpretation and critical explanation of the assessment data; Comprehensive understanding of the central issues of the case – all key pathophysiological concepts and physical assessment issues addressed to determine priorities of care; Demonstrated a comprehensive depth of reasoning and logical and analytical thinking.

Assignment content: critical explanation reflects good interpretation and critical explanation of the assessment data; Good understanding of the central issues of the case – almost all key pathophysiological concepts and assessment issues addressed to determine priorities of care; Mostly demonstrated a depth of reasoning and logical and analytical thinking.

Assignment content: critical explanation reflects sound interpretation and some critical explanation of the assessment data; Sound understanding of the central issues of the case – most key pathophysiological concepts and assessment issues addressed to determine priorities of care; Soundly demonstrated a depth of reasoning and logical and analytical thinking.

Assignment content: critical explanation reflects basic interpretation and some or no critical explanation of the assessment data – content not overly discerning; Fair understanding of the central issues of the case – some key pathophysiological concepts and assessment issues addressed to determine priorities of care; Adequately demonstrated depth of reasoning and logical and analytical thinking .

Assignment content: limited critical explanation reflects poor interpretation and no critical explanation of the assessment data – content not discerning; Poor understanding of the central issues of the case – not all key pathophysiological concepts and assessment issues addressed to determine priorities of care; You have not adequately demonstrated depth of reasoning and logical and analytical thinking. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Assignment content: no critical explanation reflects poor interpretation and no critical explanation of the assessment data – content not discerning; No understanding of the central issues of the case – limited demonstrated understanding of pathophysiological concepts and assessment issues to determine priorities of care; You have not demonstrated depth of reasoning and logical and analytical thinking. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

– Assessment # Page 13 of 15

Applied knowledge of pathophysiology to inform clinical reasoning, clinical priority, assessment and outcome measures

Weighting: 25%

Comprehensive application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, and assessments to formulate plans of care and interventions. Outcome measures discussed are comprehensively supported by contemporary evidence and makes association with physiological concepts.

Good application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan care of care and interventions.

The approaches are supported to a high level by contemporary evidence and makes association with physiological concepts.

Sound application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan of care and interventions. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

The approaches are supported to a good level by contemporary evidence and makes association with physiological concepts.

Fair application of pathophysiological and physiological concepts which demonstrated a fair understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan care and interventions.

The approaches are supported to a satisfactory level by contemporary evidence and makes association with physiological concepts. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Poor application of pathophysiological and physiological concepts which demonstrated little understanding of links between the patient condition, assessments and outcome measures discussed to plan care and appropriate interventions.

The approaches are supported by citation of research which may/may not be contemporary, but lacks insight and understanding of the association with physiological concepts.

No application of pathophysiological and physiological concepts which demonstrated no understanding of links between the patient condition, assessments and outcome measures discussed to plan care.

The approaches omitted physiological assessments for outcomes, may not adequately consider the correlation of physiological assessment and outcomes in relation to critical physiological concepts. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Application of evidence

Weighting: 25%

Demonstrates skilful and insightful use of high quality, credible and relevant sources to develop ideas, rationalise approaches and decision making that are appropriate to the clinical scenario.

There is an excellent demonstration of conceptual understanding of

Demonstrates skilful use of high quality, credible and relevant sources to develop ideas, rationalise approaches and decision making that are appropriate to the clinical scenario.

There is a good demonstration of conceptual understanding of

Demonstrates consistent use of credible, relevant sources to support ideas and decision making that are situated within the thought question.

There is a well-grounded demonstration of conceptual understanding of content.

Demonstrates an attempt to use credible and/or relevant sources to support ideas and decision making that are appropriate for the thought question.

There is a satisfactory demonstration of conceptual understanding of content.

Demonstrates an attempt to use sources to support ideas and decision making in the writing.

May have a number of 3-4 direct quotes that could have been paraphrased to demonstrate synthesis and understanding of content.

Limited evidence used to support ideas, poorly cited and or paraphrased. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Demonstrates limited critical application and understanding of content being applied. Frequent use of direct quotes.

The discussion does not demonstrate a strong grasp of

– Assessment # Page 14 of 15

content. content. The conceptual understanding of the content requires further development.

conceptual understanding to support decision making. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Academic writing

Weighting: 25%

Comprehensive, Clear and logical presentation; good development of an argument.

Used correct terminology and professional language consistently with the case study.

Uses language that skillfully communicates meaning to readers with clarity and fluency. Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Did not use direct quotes

All relevant aspects

Clear and logical presentation; good development of an argument. Used correct terminology and professional language for most of the handover the case study.

Uses language that effectively communicates meaning to readers with clarity and fluency. Clear, readable, prose. Some issues with transitions; no to minimal (2-4) problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability.

Rarely used direct quotes; Adhered to prescribed word limit.

Presentation is organized but does not present a clear argument for a given position.

Used correct terminology and professional language for some of the handover the case study.

Uses straightforward language that generally conveys meaning to readers. Occasional errors and minor problems with mechanics of language. Occasional awkward sentences and poor transitions reduce readability.

Sometimes used (1-2) direct quotes ;

Adhered to prescribed work limit

Infrequent errors in APA style; errors involve only minor aspects of APA style – no errors in style for citations & references.

Minor problems of organization or logic; Needs work on creating transitions between ideas.

Used correct terminology and professional language for part of the handover the case study. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Frequent problems with mechanics of language. Awkward sentence construction. Poor or absent transitions. Frequently difficult to understand.

Sometimes used direct (3- 4) quotes;

Attempted to use APA style but errors are frequent and include errors in citations and references.

Word limit under/over the 10% allowance.

Logical flow and organisation is hampered by poor expression of ideas and grammatical errors Mechanics of writing impedes the discussion of ideas and the submission would benefit from further editing. You have not used correct terminology and professional language for the majority of the handover the case study. Overuse (4-5) of direct quotes; Not within required word limit. (15% over or under prescribed work limit).

No logical order to the information provided; sentences rambling; ideas are repeated.

Correct terminology and professional language used infrequently the case study.

Uses language that sometimes impedes meaning because of errors in usage. Problems with the mechanics of language serious enough to interfere with effective communication. Frequent errors in punctuation, spelling, sentence structure, etc.

Overuse of direct quotes (>5);

Did not adhere to word limit and is under or exceed by >/<15% Minimal use of APA style; multiple errors in

– Assessment # Page 15 of 15

of APA style are used correctly. Title page properly formatted, use of intext citations, format of references cited.

Adhered to prescribed word limit. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient.

use of APA style. Issues identify associated with breaches to academic integrity. Traumatic Brain Injury / Septic Shock Case Study: The Deteriorating Patient

Directions: For this assignment, read the story and then list the HIPAA violations that you find.

Heather was at home when she began to experience severe abdominal pain. She decided she needed to go to the nearest emergency room for help. Upon her arrival she was met by the intake specialist who asked her why she was there. Heather explained she had been having severe abdominal pain for two days and it was getting worse and she was having a hard time standing up. The intake specialist, shouted across the room, “We have Heather here for abdominal pain, do we have a room?”

At this time, a nurse stuck her head out of a hallway and shouted that she would be right there to take Heather back to a room. Meanwhile, Heather was asked to wait in the holding area, until the nurse would come and get her. As Heather waited in the room, she noticed several patient’s names scribbled on the white board with a reason for visit. She wondered if she knew any of those people, so she read the entire list and discovered her neighbor, Stephanie was there for an apparent anxiety attack. Heather thought to herself, “I knew this neighbor was a bit odd, and now it is confirmed!” After twenty minutes of waiting, Heather felt she could have memorized the list. After all, what else was there to do? No one offered her any activities to keep her busy while she waited. Finally, the nurse came in and led her to her room. As she entered the room, she noticed, her full name was posted outside of the door for all to see. Well, Heather, thought, this might be good because with the names on the door, family members will be able to find their loved ones easily. HIPAA Violations.

The nurse took her vitals and prepared her for the doctor to examine her. The doctor walked in the room and said, “I apologize for the delay, but I was putting sutures in Mrs. Donaldson’s hand. She has had a bad night. Her dog bit her and left a deep hole on the back of her hand. Well, enough about her, how can I help you?”

Once again, Heather explained that she was having severe abdominal pain. The doctor then examined her and ordered an ultrasound to rule out gall stones. He said for her to sit tight and someone will be in to take her down to x-ray. As she waited, Heather heard the nurses outside her door, talking about a patient named Amanda Johnson who came in with scabies. The nurses were making fun of Amanda because she was a large woman. They were laughing and laughing. Just then, the ultrasound tech arrived and took Heather down for her test. HIPAA Violations.

Heather’s ultrasound was over rather quickly and the tech took her back to her room. The tech stated that the results should take no more than 30 minutes. Heather waited patiently and suddenly, she heard the doctor in the hallway, telling the nurses that Heather had gall stones and should be referred to a surgeon for a consult. Heather noticed that there were visitors hanging out in the same area where the doctor was talking loudly about her diagnosis.

The doctor came into the room and began to tell Heather the results but she interrupted him and said, “Yes, I heard you tell everyone out there I have gall stones.” The doctor proceeded to tell her that they would give her the name of a surgeon, and she should follow up A.S.A.P. for possible gall bladder removal. He told her that her discharge papers would be ready soon. HIPAA Violations.

After an hour of waiting, the nurse arrived with her discharge paper work. She handed them to her and asked her to, “Sign here”. Heather just wanted to leave, so she signed the form. Once she got into her car, she looked at the discharge form and discovered, it was not her discharge paperwork at all, it was her neighbor Stephanie’s!

List all of the HIPAA Violations in the story above.

End of Life Decisions/ Death and Dying Case study

Case Study on Death and Dying

Introduction

Death and the process of dying is a very difficult and unpleasant part of life, yet an inevitable part of life. Death is normally associated with some deep philosophical and religious connotations. Euthanasia refers to the practice of ending the life of a very sick person in order to relieve them the suffering. Euthanasia is a contentious issue in bioethics and it is viewed differently in Christianity and philosophically (Saybey, 2016). The purpose of this paper is to provide an analysis of George’s case study. George had amyotrophic lateral sclerosis (ALS) diagnosis. ALS is a degenerative disease that leads to loss of the ability to speak, eat, move, breath, and the patient finally dies. Specifically, the imminent death for George and the option of euthanasia, according to the Christian view will be analyzed. End of Life Decisions/ Death and Dying Case study.

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George’s Suffering in Light of the Christian Narrative & The Fallenness of the World

In Christianity, the fallenness of the world and suffering are closely connected. The fallenness of the world started when Adam and Eve were put in the garden of Eden by God. Eve and Adam were taking care of God’s creation. They both enjoyed everything for free and they did not suffer in any way, until when they tasted the forbidden fruit and they were chased from Eden. As a result, God separated Himself from humankind and this is was the start of the fallenness of the world. As per the Christian narrative, the beginning of the suffering for mankind was the fallenness of the world (Shelly & Miller, 2009). A curse was declared upon mankind that would have to work to get food. Accordingly, the suffering among the humankind is a curse from God. End of Life Decisions/ Death and Dying Case study.

Similarly, as per the narrative of the fallenness of the world, George can associate his suffering with being sinful because sin is the main cause of suffering among human beings. Humankind keeps sinning continually and falling short of the will of God. Therefore, George can compare his suffering as being the consequences of his sinful nature, as a human being. Human beings do not like experiencing God’s curse, that God declared in the Garden of Eden after Eve and Adam disobeyed Him (Shelly & Miller, 2009).  End of Life Decisions/ Death and Dying Case study. George can thus find the consolation in that suffering is inherent for every human being because all have sinned against God.

Interpretation of George’s Suffering in Light of the Christian Narrative

Christians believe that everything was created by God and Jesus was sent on earth by God to represent God and enable humanity to feel and experience God through him. Thus, as a Christian, George would construe his sickness as being the will of GOD. According to Saybey (2016), such as being experienced by George is meant to bring people closer to God and make humans understand the suffering Christ experienced. The death of Jesus changes the whole experience of death. Even though death as per the worldview, is evil and tragic, Jesus was able to defeat death on the cross.

In the Christian narrative, death is thus a defeated enemy. Humanity will conquer when Jesus comes back as all people who died in Christ will resurrect. The Christian God is always providing redemption and similarly will redeem and save humanity from death. Therefore, human beings should remain close to God and always follow God’s teachings. End of Life Decisions/ Death and Dying Case study. Viewing suffering as God’s will assists Christians to remain steadfast in their Faith, making the Christian faith stronger. When Christians believe that suffering is because of their sins, a person gets an opportunity to repent and turn their back to the sinful life, and their face towards God (Shelly & Miller, 2009). God is very methodical and orderly as He allows human beings to experience suffering to make them stop sinning in order to experience the love of God. Even if there are people who may perceive their suffering as punishment from God, this also indicates that God greatly loves human beings because He comes with ways to encourage humans to lead their lives as per God’s purpose.

The end result is that even after death, Christians still have the hope of resurrection the same way Jesus defeated death and resurrected. Therefore, this reasoning can help George to reassess his life, repent, and go back to God and have faith that all the suffering he might experience will cease after dying (Shelly & Miller, 2009). After repentance, George has the hope of defeating death through resurrection when Christ comes for those who died in Him. End of Life Decisions/ Death and Dying Case study.

How the Christian Worldview Inform George’s View about the Value of His Life as a Person?

As per the Christian worldview, even when he is suffering from ALS, George is supposed to perceive his life as a priceless gift from God, and thus only God has the authority and right to take away a human life. Therefore, even with the fatal and unbearable disease, George is supposed to endure the suffering and pain that comes with the disease just like Christ did (Shelly & Miller, 2009). The agonizing experiences like the ones George is undergoing are not supposed to make people decide to end their lives. Christians believe that people should uphold their faith even when undergoing unbearable suffering.

Even in the face of an incapacitating and devastating disease such as ALS, George remains a valuable human being in God’s eyes. Even in sickness, the life of George is still priceless and a gift from the Almighty and there are good reasons why God allowed George to suffer from ALS. George should, therefore, try to understand God’s teachings through his sickness and use his condition and the teaching to further glorify God. As per Christian worldview, George ought to continue enduring his current suffering while respecting the fact that life is sacred and God-given and thus a very priceless and valuable gift (Saybey, 2016) End of Life Decisions/ Death and Dying Case study.

 

Values and Considerations the Christian Worldview Focus on in Deliberating about Whether or Not George Should opt for Euthanasia

The values the Christian worldview to consider when making a decision if George should undergo euthanasia or not, is the suffering is inherent in the life of human beings and the same way Jesus suffered, people ought to accept suffering and let the will of God to happen, just like Jesus did (Shelly & Miller, 2009). When Jesus was crucified on the cross, he suffered immensely before he died and he even asked God to take away the suffering He was experiencing if it was His will. It is, therefore, the will of God for George to experience the current disease, and thus George should accept the suffering and ask God to provide him with the strength to carry on. Moreover, since God sometimes uses suffering to bring human beings closer to Him, George should try to figure out God’s teachings through his sickness (Meilaender, 2013).

The belief of life after death is a major determining factor in how an individual views imminent death (Meilaender, 2013). Christianity views pain and death as the will of God and the resurrection of Jesus as the hope that there is life after death. Therefore, George is supposed to perceive his life and sickness as the will of God over his life. God is the giver of life and only He should take away George’s life.

Options that Would be Morally Justified in the Christian Worldview for George and Why

The option that is morally justified for George as per the Christian worldview is for him to continue bearing the suffering and continue living until when God decides to take away the pain and suffering through death. Accordingly, the Christian worldview does not support euthanasia as an option. Life is a gift from God and thus euthanasia equates to interfering with God’s plans for a human being and this is both morally wrong and unacceptable in Christianity. Suffering is also inherent for all human beings, being even Jesus suffered immensely while on earth so euthanasia is not an option for any suffering Christian (Shelly & Miller, 2009).

My Decision if in George’s Situation

Despite being a Christian, in case I was experiencing George’s suffering from a very painful and disabling disease like ALS, I would consider the option of voluntary euthanasia. Euthanasia is against the teachings of Christianity; however, as a nurse, I witness patients experiencing so much suffering especially when facing terminal diseases. Accordingly, I would not want to undergo such pain and suffering in the face of unavoidable death in the option of euthanasia is available. The Bible indicates that God is very forgiving and understanding and hence no sin is unforgivable, including euthanasia.

Conclusion

From Christian’s perspective, life is a priceless gift from God and only the creator should take away life. Suffering is a part and parcel of a human being and God uses suffering to bring humanity closer to him and make them turn away from sin. From the Christian perspective, George ought to accept his disease condition and the ensuing suffering as God’s will and try to figure out what God is teaching him through the sickness. In Christianity, euthanasia is a morally wrong option for George. End of Life Decisions/ Death and Dying Case study.

References

Meilaender G. (2013). Bioethics:
A Primer for Christians
, 3rd Edition. Michigan: Eerdmans.

Saybey B. (2016). Definitions of death: brain death and what matters in a person.
J Law Biosci
. 3(3), 743–752.

Shelly J & Miller A. (2009).
Called to Care: A Christian Worldview for Nursing
2nd Edition, Illinois: IVP Academic.

 

End of Life Decisions/ Death and Dying Case study

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 
End of Life Decisions
/ Death and Dying Case study 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.

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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. End of Life Decisions/ Death and Dying Case study.

In a minimum of 1,500-2,000 End of Life Decisions/ Death and Dying Case study 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?)

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? v.

What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?

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.

Case Study: End of Life Decisions

George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for ALS (amyotrophic lateral sclerosis), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS. End of Life Decisions/ Death and Dying Case study.

ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between three and five years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing. End of Life Decisions/ Death and Dying Case study.

George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound, and be unable to move, eat, speak, or even breathe on his own. End of Life Decisions/ Death and Dying Case study.

In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions, and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia. End of Life Decisions/ Death and Dying Case study

Airway with C-spine Protection

New practice approaches

An experience with new technology and better ways of dealing with burn cases, treatment is quite fast and easy! Unlike the traditional way of airway maintenance, the new way that follows the ATLS guidelines enables the nurse to have a definitive airway maintenance as well as ventilation monitoring. Airway with C-spine Protection.

Extraprofessional collaboration

The burn unit required a great deal of collaboration between different medical practitioners in order to achieve quick recovery and optimum treatment results. With the airway and c-spine protection, monitoring the heart rate and blood pressure would require different physicians to acquire optimum results.

Health care delivery and clinical systems

With the Airway with C-spine Protection, different procedures and systems collaborate together to produce the best treatment results. Assessment of breathing, circulation, disability and exposure worked well with the clinical system each stage was important in contributing to the greater good. Airway with C-spine Protection.

Ethical considerations in health care

When it comes to Airway with C-spine Protection, Improving access to care, Protecting patient privacy and confidentiality are paramount. Building and maintaining strong health care workforce, Marketing practices and Care quality helps the unit achieve quality care.

Population health concerns

In the Airway with C-spine Protection, the section has the mandate of providing quality and convenient care. These help to improve the workability of the hospital system in general.

The role of technology in improving health care outcomes

When accessing the Airway with C-spine Protection, use of technology proved to be important especially when inspecting for singed nasal, facial and eyebrow hairs. Airway with C-spine Protection.

Health policy

Definitely, health policies serve as important ways through which the burn unit could provide quality healthcare. I did notice this when it comes to ensuring that each patient gets the most out of treatment they undergo.

Leadership and economic models

At the burn unit, it is almost blatant that leaders are responsible and are economical in their decision making. This is evident by the efficient allocation of resources. Airway with C-spine Protection.

Health disparities

Different patients come with different conditions. However, it is the function of the nurses to do all they can to ensure that their patients get well. Airway with C-spine Protection

“Captain of the Ship” Project – Depressive Disorder Assignment

Week 2: Depressive Disorders

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

Jose, age 75

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

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

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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

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. “Captain of the Ship” Project – Depressive Disorder Assignment.

Chapter 8, “Mood Disorders” (pp. 347–386)

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

Chapter 12, “Psychotherapy of Mood Disorders”

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

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

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

“Depressive Disorders”

Major Depressive Disorder

Persistent Depressive Disorder (dysthymia)

Premenstrual Dysphoric Disorder

Substance/Medication-Induced Depressive Disorder

Depressive Disorder Due to Another Medical Condition

Other Specified Depressive Disorder

Unspecified Depressive Disorder

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press. “Captain of the Ship” Project – Depressive Disorder Assignment.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

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

Depression

Premenstrual dysphoric disorder

Seasonal affective disorder (MDD with Seasonal Variation)

agomelatine

amisulpride

amitriptyline

amoxapine

amphetamine (d)

amphetamine (d,l)

aripiprazole (adjunct)

asenapine

atomoxetine

bupropion

buspirone (adjunct)

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepin

paroxetine

phenelzine

protriptyline

quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

triiodothyronine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

doxepin

duloxetine

escitalopram

fluoxetine

flupenthixol

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lisdexamfetamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

lurasidone

maprotiline

methylphenidate (d)

methylphenidate (d,l)

mianserin

milnacipran

mirtazapine

moclobemide

modafinil (adjunct)

nefazodone

nortriptyline

olanzapine

citalopram

desvenlafaxine

escitalopram

fluoxetine

paroxetine

sertraline

venlafaxine

bupropion. “Captain of the Ship” Project – Depressive Disorder Assignment

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

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

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

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

Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression.
International Psychogeriatrics, 26
(12), 2029–2036. doi:10.1017/S1041610214001446

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

Drug Enforcement Administration. (n.d.).
Drug schedules
. Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml

Required Media

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

 

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

Optional Resources

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

Chapter 15, “Brain Stimulation Treatments for Mood Disorders”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Learning Objectives

Students will:

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

Recommend psychotherapy based on therapeutic endpoints for clients with depression disorders

Identify medical management needs for clients with depression disorders

Identify community support resources for clients with depression disorders

Recommend follow-up plans for clients with depression disorders

To prepare for this Assignment:

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

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

Describe the HPI and clinical impression for the client.

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

Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices. “Captain of the Ship” Project – Depressive Disorder Assignment.

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

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

Recommend a plan for follow-up intensity and frequency and collaboration with other providers. “Captain of the Ship” Project – Depressive Disorder Assignment.

By Day 7

Submit
your Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK2Assgn1+last name+first initial.(extension)” as the name.

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

Click the
Week 2 Assignment 1
link. You will also be able to “View Rubric” for grading criteria from this area.

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

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

Click on the
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 1 draft and review the originality report. “Captain of the Ship” Project – Depressive Disorder Assignment.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 2 Assignment 1

Assignment 2: Week 2 Practicum Journal: Safe Prescribing

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

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

Learning Objectives

Students will:

Analyze roles of the Drug Enforcement Administration

Analyze PMHNP responsibilities when issued a DEA number

Analyze DEA number application procedures. “Captain of the Ship” Project – Depressive Disorder Assignment.

Analyze state requirements for safe prescribing and prescription monitoring

Analyze PMHNP responsibilities for safe prescribing and prescription monitoring

Analyze Schedule II-V drug levels

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

To prepare for this Practicum Journal:

Review the Learning Resources.

In 2-3 pages:

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

Explain your responsibilities when having a DEA number. “Captain of the Ship” Project – Depressive Disorder Assignment.

Explain how you apply for a DEA number.

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

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

By Day 7

Submit
by Day 7 of Week 4.

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. “Captain of the Ship” Project – Depressive Disorder Assignment.

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. “Captain of the Ship” Project – Depressive Disorder Assignment.

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Making Connections

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

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

NURS_6670_Week2_Assignment1_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.

Points Range:
27
(27%)
– 30
(30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

Points Range:
24
(24%)
– 26
(26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Points Range:
21
(21%)
– 23
(23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

Points Range:
0
(0%)
– 20
(20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

Points Range:
5
(5%)
– 5
(5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

Points Range:
4
(4%)
– 4
(4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Purpose of the assignment is vague or off topic. “Captain of the Ship” Project – Depressive Disorder Assignment.

Points Range:
0
(0%)
– 3
(3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

Points Range:
9
(9%)
– 10
(10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

Points Range:
8
(8%)
– 8
(8%)

Demonstrates a clear understanding of key concepts. “Captain of the Ship” Project – Depressive Disorder Assignment.

Points Range:
7
(7%)
– 7
(7%)

Shows some degree of understanding of key concepts.

Points Range:
0
(0%)
– 6
(6%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources.

Points Range:
18
(18%)
– 20
(20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

Points Range:
16
(16%)
– 17
(17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

Points Range:
14
(14%)
– 15
(15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

Points Range:
0
(0%)
– 13
(13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

Points Range:
18
(18%)
– 20
(20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

Points Range:
16
(16%)
– 17
(17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

Points Range:
14
(14%)
– 15
(15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. “Captain of the Ship” Project – Depressive Disorder Assignment.

Points Range:
0
(0%)
– 13
(13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

Points Range:
5
(5%)
– 5
(5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

Points Range:
4
(4%)
– 4
(4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.

Points Range:
0
(0%)
– 3
(3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. “Captain of the Ship” Project – Depressive Disorder Assignment. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. “Captain of the Ship” Project – Depressive Disorder Assignment.

Pluralism, scientism, and postmodernism

Write an 800-1,000 word essay on your personal worldview.  Briefly discuss the various possible meanings of the term  “spirituality,” and your understanding of the concepts of pluralism,  scientism, and postmodernism. Primarily, address the following seven  basic worldview questions:

What is prime reality?

What is the nature of the world around you?

What is a human being? Pluralism, scientism, and postmodernism

What happens to a person at death?

Why is it possible to know anything at all?

How do people know what is right or wrong?

What is the meaning of human history?

Prepare this assignment according to the APA guidelines found in the  APA Style Guide, located in the Student Success Center. An abstract is  not required. Pluralism, scientism, and postmodernism

NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry

Week 1: Psychiatric Assessment of the Adult and Older Adult

Many assessment principles are the same for children and adults; however, with adults/older adults, consent for participation in the assessment comes from the actual client and not parents or guardians. The exception to this is adults/older adults who have been determined incapacitated by a court of competent jurisdiction. Some adults may be easier to assess than children/adolescents as they are more psychologically minded. That is, they have better insights into themselves and their motivations than children/adolescents (although this is not universally true). NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

Older adults present some of their own unique assessment challenges in that they may have higher levels of stigma associated with seeking psychiatric care. Additionally, there are higher rates of neurocognitive disorders superimposed on other clinical conditions such as depression or anxiety, which creates additional diagnostic challenges. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

This week, you will develop your own personal format for initial interviews of mental health clients. You also will explore the restrictions and limitations for practice as a PMHNP in your home state and create a plan for passing the national certification exam.

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.

Section 5.1, “Psychiatric Interview, Mental Status Examination” (pp. 192–211)

Section 5.2, “The Psychiatric Report and Medical Record” (pp. 211–217)

Section 5.3, “Psychiatric Rating Scales” (pp. 217–236)

Section 5.5, “Personality Assessment: Adults and Children” (pp. 246–257)

Section 5.7, “Medical Assessment and Laboratory Testing in Psychiatry” (pp. 266–275)

Chapter 6, “Classification in Psychiatry” (pp. 290–308)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

“Cautionary Statement for Forensic Use of DSM-5”

“Assessment Measures”

“Cultural Formulation”

“Glossary of Technical Terms”

“Glossary of Cultural Concepts of Distress”

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

Barton Associates. (2017).
Nurse practitioner scope of practice laws
. Retrieved from https://www.bartonassociates.com/locum-tenens-resources/nurse-practitioner-scope-of-practice-laws/

American Psychiatric Association. (2016).
Practice guidelines for the psychiatric evaluation of adults
. Retrieved from http://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760

Document:
Practicum Journal Template (Word document)

Required Media

Laureate Education (Producer). (2017b).
Working with Adults and Older Adults”
[Video file]. Baltimore, MD: Author. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

 

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

 

Hagen, B. (Producer). (n.d.-a).
Conducting a mental status exam
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
The approximate length of this media piece is 25 minutes. You will access this video through the Walden Library databases.

Optional Resources

American Psychological Association. (2008).
Assessment of older adults with diminished capacity
. Retrieved from https://www.apa.org/pi/aging/programs/assessment/capacity-psychologist-handbook.pdf

Rosen, S. L., & Reuben, D. B. (2011). Geriatric assessment tools.
Mount Sinai Journal of Medicine, 78
(4), 489–497. doi:10.1002/msj.20277. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

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

Substance Abuse and Mental Health Services Administration (SAMHSA). (2015).
TIP 59: Improving cultural competence
. Retrieved from http://store.samhsa.gov/product/TIP-59-Improving-Cultural-Competence/SMA15-4849

 

Note:
This document is available as a free download.

Discussion: Interview Format

Despite what you may believe (or may have been told), there is no such thing as one “right” way to do an interview. In fact, there are numerous books written about the various ways of conducting the clinical interview. In actual clinical practice, you will find the format that “works” best for you and addresses your unique strengths and the needs of the client. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

In this Discussion, you will practice finding the interview format that works for you and share those ideas with your colleagues for feedback.

Learning Objectives

Students will:

Develop formats for initial interviews of mental health clients

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking
Submit
! NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry

To prepare for this Discussion:

Review the Learning Resources.

Develop an interview format you would use for an initial interview of a client.

By Day 3

Post:

Attach the interview format document you would use for an initial interview of a client.

Describe what interview format your preceptor uses for the initial interview of a client.

Describe which element of your interview format is most helpful in your practice.

By Day 6

Respond
to at least
two
of your colleagues by constructively critiquing their interview format and providing feedback.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 1 Discussion

Assignment 1: Week 1 Practicum Journal Entry: Certification Plan

Psychiatric/mental health nurse practitioners currently have only one choice for certification, which is through the American Nurses Credentialing Center (ANCC). The ANCC offers the “psychiatric/mental-health nurse practitioner (across the lifespan)” board certification (PMHNP-BC). In many states, board certification is needed as a prerequisite to being granted an NP license. Even if board certification is not a requirement for state licensure, it may be a requirement to receive privileges in various hospitals and other health care facilities. It may also be required by malpractice insurance providers prior to issuing coverage to NPs.

In this Practicum Journal Assignment, you will develop a plan, which will serve as the road map for you to follow to attain your certification.

Learning Objectives

Students will:

Analyze state restrictions or limitations for practice

Compare PMHNP practice environments in various states

Analyze clinical practice issues

Create plans for passing national certification exams

**Assigned in Week 1 but submitted in Week 4

To prepare for this Practicum Journal:

Review the interactive nurse practitioner (NP) scope of practice law guide in your Learning Resources.

Review your state regulations and a neighboring state or state in which you would like to practice.

Reflect on how to approach relocating licensure from one state to another.

Review certification exam requirements for PMHNPs.

Write a 2- to 3-page paper in which you do the following:

Describe the PMHNP practice environment for your home state, highlighting restrictions or limitations for practice.

Compare the PMHNP practice environment in your home state with a neighboring state or a state in which you would like to practice.

Describe a professional and/or clinical practice issue a new PMHNP will need to consider and address with the certification, licensure, credentialing, or relocation process.

Develop a checklist for passing the national certification exam, including a detailed timeline that includes academic preparation (study plan), registration, financial preparation, etc.

By Day 7

Submit
by Day 7 of Week 4.

Making Connections

This week, you developed your own personal format for initial interviews of mental health clients. You also explored the restrictions and limitations for practice as a PMHNP in your home state and created a plan for passing the national certification exam. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

Next week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

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

Walden has selected the Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam to provide you with an opportunity to take practice exams and complete sample test questions. While passing your certification exam is not guaranteed, FHEA suggests that a score of 85% or higher is predictive of success on your NP board examination. The FHEA PMHNP 150 University Exit Comprehensive Exam is used in this course as an assessment in Week 3. Each exam is worth 100 points and 10% of your grade. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

 

NURS_6670_Week1_Discussion_Rubric

Grid View

List View

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting: Response to the discusion question is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

Points Range:
44
(44%)
– 44
(44%)

* Thoroughly responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module and current credible sources. * supported by at least 3 current, credible sources

Points Range:
40
(40%)
– 43
(43%)

* Responds to the discusion question(s) *is reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 75% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
35
(35%)
– 39
(39%)

* Responds to most of the discusion question(s) *is somewhat reflecive with critical analysis and synthesis representive of knowledg gained from the course readings for the module. * 50% of post has exceptional depth and breadth * supported by at least 3 credible references

Points Range:
31
(31%)
– 34
(34%)

* Responds to some of the discusion question(s) * one to two criteria are not addressed or are superficially addresed *is somewhat lacking reflection and critical analysis and synthesis *somewhat represents knowledge gained from the course readings for the module. * post is cited with fewer than 2 credible references

Points Range:
0
(0%)
– 30
(30%)

* Does not respond to the discusion question(s) * lacks depth or superficially addresses criteria *lacks reflection and critical analysis and synthesis *does not represent knowledge gained from the course readings for the module. * contains only 1 or no credible references

Main Posting: Writing

Points Range:
6
(6%)
– 6
(6%)

* Written clearly and concisely * Contains no grammatical or spelling errors * Fully adheres to current APA manual writing rules and style

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Written clearly and concisely * May contain one or no grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
5
(5%)
– 5
(5%)

* Written concisely * May contain one to two grammatical or spelling error * Adheres to current APA manual writing rules and style

Points Range:
4
(4%)
– 5
(5%)

*Writtten somewhat concisely * May contain more than two2 spelling or grammatical errors * Contains some APA formatting erros

Points Range:
0
(0%)
– 4
(4%)

* Not written clearly or concisely * Contains more than two spelling or grammatical errors * Does not adhere to current APA manual writing rules and style

Main Posting: Timely and full participation

Points Range:
10
(10%)
– 10
(10%)

* meets requirements for timely and full participation * posts main discussion by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 6
(6%)

* does not meet requirement for full participation

First Reponse

Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

First Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

First Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

Second Reponse: Post to colleague’s main post that is reflective and justified with credible sources.

Points Range:
9
(9%)
– 9
(9%)

* response exhibits critical thinking and application to practice settings * responds to questions posed by faculty * the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

Points Range:
8.5
(8.5%)
– 8.5
(8.5%)

* response exhibits critical thinking and application to practice settings

Points Range:
7.5
(7.5%)
– 8
(8%)

* response has some depth and may exhibit critical thinking or application to practice setting

Points Range:
6.5
(6.5%)
– 7
(7%)

* response is on topic, may have some depth

Points Range:
0
(0%)
– 6
(6%)

* reponse may not be on topic, lacks depth

Second Reponse: Writing

Points Range:
6
(6%)
– 6
(6%)

* Communication is professional and respectful to colleagues * Response to faculty questions are fully answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5.5
(5.5%)
– 5.5
(5.5%)

* Communication is professional and respectful to colleagues * Response to faculty questions are answered if posed * Provides clear, concise opinions and ideas that are supported by two or more credible sources * Response is effectively written in Standard Edited English

Points Range:
5
(5%)
– 5
(5%)

* Communication is mostly professional and respectful to colleagues * Response to faculty questions are mostly answered if posed * Provides opinions and ideas that are supported by few credible sources * Response is written in Standard Edited English

Points Range:
4.5
(4.5%)
– 4.5
(4.5%)

* Responses posted in the discussion may lack effective professional communication * Response to faculty questions are somewhat answered if posed * Few or no credible sources are cited

Points Range:
0
(0%)
– 4
(4%)

* Responses posted in the discussion lack effective * Response to faculty questions are missing * No credible sources are cited. NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry.

Second Reponse: Timely and full participation

Points Range:
5
(5%)
– 5
(5%)

* meets requirements for timely and full participation * posts by due date

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

* does not meet requirement for full participation

NURS 6670 Interview Format Discussion & Certification Plan Practicum Journal Entry

Write a 750-1000 word analysis of “Case Study: Fetal Abnormality.” Be sure to address the following questions:

Which theory or theories are being used by Jessica, Marco, Maria,  and Dr. Wilson to determine the moral status of the fetus? Explain.

How does the theory determine or influence each of their recommendation for action?

What theory do you agree with? How would that theory determine or influence the recommendation for action?

Prepare this assignment according to the guidelines found in the APA  Style Guide, located in the Student Success Center. An abstract is not  required.

This assignment uses a rubric. Please review the rubric prior to  beginning the assignment to become familiar with the expectations for  successful completion. Case Study: Fetal Abnormality.

NURS 6670 PMH NP Role II: Adult-Syllabus

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

This Syllabus, including the Course Schedule that is linked on this page as a PDF

Course Calendar

Student Support

ORDER A CUSTOM-WRITTEN PAPER NOW

Credit Hours

5 credits (3 didactic and 2 practicum credits)

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Description

Continuing from the lifespan approach, the learner in this final course for the psychiatric mental health nurse practitioner (PMHNP) focuses on psychiatric mental health issues that occur in adults and older adults. Selection of assessment approaches for the adult and older adult as well as differential diagnosis, application of diagnostic criteria, appropriate diagnostic testing, and diagnostic case formulation will be undertaken. The learner will use both psychotherapeutic approaches coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions of adults and older adults. Through these practicum experiences, learners will focus on the application of didactic concepts to patient care situations. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Prerequisites

NURS 6630: Psychopharmacologic Approaches to Treatment of Psychopathology

NURS 6640: Psychotherapy With Individuals

NURS 6650: Psychotherapy With Groups

NURS 6660: Psychiatric Mental Health Nurse Practitioner Role 1: Child and Adolescent

Course Outcomes

Evaluate clients using comprehensive integrated psychiatric assessments in adults and older adults

Apply appropriate diagnostic criteria to psychiatric and mental health disorders in adults and older adults

Evaluate efficacy of treatment approaches to psychiatric and mental health disorders in adults and older adults

Apply strategies for engaging in professional practice for PMHNP

Implement evidence-based treatment approaches for psychiatric and mental health disorders in adults and older adults. NURS 6670 PMH NP Role II: Adult-Syllabus.

Assess knowledge of concepts and principles related to treatment of psychiatric and mental health disorders in adults and older adults

To access the Alignment Chart for this course, please click on the following link:

Document:
NURS 6670 Alignment Chart (PDF)

Course Materials

The process for receiving course texts and materials varies by program. Review the information below to make sure you have all course texts and materials before the term starts.

If your course texts and materials are being provided to you by Walden University as part of your course tuition
, you should have received the items noted below. When you receive your package, make sure that all required course texts and materials have been included. NURS 6670 PMH NP Role II: Adult-Syllabus.

If you are required to purchase materials for this course
, please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and materials noted below. When you receive your package, make sure that all required course texts and materials have been included.

For missing, incorrect, or damaged materials, please contact the Student Support Team. Contact information for the Student Support Team can be located in the
Student Support
area of the course navigation menu.

Course Text

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.

Note:
While only the print edition of this book is referenced here, electronic versions also may be available and may be acceptable for use in this course.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week and within the Course Schedule. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Readings List

The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6670 Course Readings List

Media

Assigned course media elements may be found in one or more weeks of the course and are available via a streaming media player or a hyperlink to the individual item.

Course Assignments

Online Discussion and Clinical Supervision

The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

Requirements:
You are expected to participate
at least two
separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS 6670 PMH NP Role II: Adult-Syllabus.

All Discussion postings need to be made in each week’s
Discussion
area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the
Discussion
area for specific instructions.

Discussions will be graded according to the Discussion Rubric found in the
Course Information
area.

Assignments and Projects

An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the
Assignments or Projects
areas, including how and where to submit the Assignment or Project and the due date.

Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties.

Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website. NURS 6670 PMH NP Role II: Adult-Syllabus.

Please refer to the APA Guide or visit the Walden University Online Writing Center at

Writing Center

Walden University expects you to act with integrity and honesty in your academic courses. Refer to the
Guidelines and Policies
and
Academic Integrity
areas for more details.

Check the
Course Information
area for any rubrics relating to the Assignments and Projects.

Practicum Activities

The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam. NURS 6670 PMH NP Role II: Adult-Syllabus.

The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.

At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines.

Time Logs:
Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in Weeks 4, 7, and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

Grading Criteria and Total Components of a Grade

Course grades will be based on participation (postings) and completion of assignments as listed below.

Note:
All assignments must be completed to pass the course.

Grading Scale

Letter grades will be assigned as follows:

90%–100% = A

80%–89% = B

70%–79% = C

70% or below = F

Please see below for the policy on Incomplete (I) grades.

Course Evaluation and Grading

Important Note:
This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the
Weighted Total (%)
column of the table that follows. NURS 6670 PMH NP Role II: Adult-Syllabus.

 

Week

1

2

3

4

5

6

7

8

9

10

11

Total Points

% of Grade

Discussions (100 pts each)

X

X

X

X

X

X

600

15%

Clinical Supervision

X

S/U

Assignments (100 pts each)

X

X

X

X

X

500

15%

Exams (75 pts each)

X

X

150

50%

Board Vitals (20 pts each)

X

X

X

X

X

X

X

X

X

X

200

10%

Fitzgerald Exam (100 pts)

X

100

10%

Practicum Journal Entries

X

X

X

X

X

X

S/U

Decision Trees

X

X

X

S/U

Total

1550

100%

Feedback Schedule

The Instructor will log into the course at least 3–4 times during the week to monitor the weekly
Discussion
area. Feedback will be provided via the
Discussion
area and/or the
Announcements
page. Requests for more specific feedback may be made in the
Discussion
area or in the
Contact the Instructor
thread.

The Instructor will respond to at least one main post each week but will usually not respond to all posts.

Timely Review and Return of Student Work
. As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.

Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the
Contact the Instructor
area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the
Guidelines and Policies
area. NURS 6670 PMH NP Role II: Adult-Syllabus.

Preferred Methods for Delivering Assignments

Submitting Course Postings to the Weekly Discussion Areas

Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

Submitting Assignments and Projects

Assignments and Projects are submitted according to the instructions in the Assignments or Projects areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s Assignment or Project area.

E-mailing Your Instructor

When e-mailing the Instructor, please use the following heading for your e-mail subject line: last name + your first initial + course number (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail. NURS 6670 PMH NP Role II: Adult-Syllabus.

Policies on Late Assignments

Discussion and Assignment Postings

No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings.

Assignments

Assignments are due by
Day 7
of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after
Day 4
of the week following that in which it is assigned will receive zero points. NURS 6670 PMH NP Role II: Adult-Syllabus.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials.
For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep
. The University is not responsible for lost or missing coursework.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. NURS 6670 PMH NP Role II: Adult-Syllabus.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date
will not
count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who
are taking their first class with Walden
and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. NURS 6670 PMH NP Role II: Adult-Syllabus.

Students who have already taken and successfully completed
at least one
or more class(es) with Walden, and who
do not participate
within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. NURS 6670 PMH NP Role II: Adult-Syllabus.

Checklist

The weekly course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS 6670 PMH NP Role II: Adult-Syllabus.

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

For full assignment details and directions, refer to each week of the course.

Click on the
NURS 6670 Course Schedule (PDF)
link to access the Course Schedule.

Document:
NURS 6670 Course Schedule (PDF)

Checklist

Module

Assignment

Title

Week 1

Psychiatric Assessment of the Adult and Older Adult

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Interview Format. NURS 6670 PMH NP Role II: Adult-Syllabus.

Assignments

Week 1 Practicum Journal Entry: Certification Plan

Week 2

Depressive Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Assignments

“Captain of the Ship” Project – Depressive Disorder

Week 2 Practicum Journal: Safe Prescribing

Board Vitals

Week 3

Personality Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Treatment of Personality Disorders

Assignments

Decision Tree

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

Board Vitals

Week 4

Substance-Related and Addictive Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Clinical Supervision – Kaltura

Assignments

Week 1 Practicum Journal Entry: Certification Plan

Week 2 Practicum Journal: Safe Prescribing

Week 3 Practicum Journal: Decision Tree

Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.

Week 5

Bipolar Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Assignments

“Captain of the Ship” Project – Bipolar Disorders

FHEA Exam Follow-up

Practicum: Decision Tree

Board Vitals

Week 6

Anxiety Disorders, PTSD, and Related Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Treatment of Anxiety Disorders

Assignments

Midterm Exam

Week 6 Practicum Journal: Reimbursement Rates

Board Vitals

Week 7

Obsessive-Compulsive Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Assignments

“Captain of the Ship” Project – Obsessive-Compulsive Disorders

Week 7 Practicum Journal: Checkpoint for Certification Plan

Week 5 Practicum: Decision Tree

Week 6 Practicum Journal – Reimbursement Rates

Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.

Week 8

Neurocognitive Disorders

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Treatment of Neurocognitive Disorders

Assignments

Practicum: Decision Tree

Board Vitals

Week 9

Schizophrenia Spectrum and Other Psychotic Disorders

Learning Resources

Required Readings

Required Media

Assignments

“Captain of the Ship” Project – Schizophrenia Spectrum and Other Psychotic Disorders

Week 9 Practicum Journal: State Practice Agreements

Board Vitals

Week 10

Sleep/Wake Disorders and Parasomnias

Learning Resources

Required Readings

Required Media

Optional Resources

Discussion

Treatment of Sleep/Wake Disorders

Assignments

Week 10 Practicum Journal: Checkpoint for Certification Plan. NURS 6670 PMH NP Role II: Adult-Syllabus.

Week 8 Practicum: Decision Tree

Week 9 Practicum Journal: State Practice Agreements

Board Vitals

Week 11

Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction

Learning Resources

Required Readings

Required Media

Discussion

Assessment and Treatment of Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction

Assignments

Final Exam

Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.