Tag: Clinical-Nursing

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

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

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

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

 

Feeding, Eating, and Elimination Disorders in Childhood Learning Resources

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

Required Readings

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

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

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

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Feeding, Eating, and Elimination Disorders in Childhood.

“Feeding and Eating Disorders”

“Elimination Disorders”

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

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

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

 

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

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

Review the following medications:

Bulimia nervosa/binge eating

Bulimia nervosa/binge eating

Enuresis

fluoxetine

topiramate

zonisamide

imipramine

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

Optional Resources

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

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

Feeding, Eating, and Elimination Disorders in Childhood 
Discussion: Parent Guide

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

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

Feeding, Eating, and Elimination Disorders in Childhood Learning Objectives

Students will:

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

Analyze pathophysiology of feeding, eating, and elimination disorders

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

Create professional cover letters, resumes, and portfolios

Feeding, Eating, and Elimination Disorders in Childhood.

To Prepare for this Feeding, Eating, and Elimination Disorders in Childhood Assignment:

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

Review the resources concerning your assigned disorder.

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

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

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

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

By Day 7

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

Submission and Grading Information

Accessing Group Discussions and Wikis

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

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

Creating a Wiki Page

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

Grading Criteria

To access your rubric:

Week 10 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 10

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

By Day 7

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 1

Assignment 2: Practicum: Week 9 Decision Tree

By Day 7

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
 button to complete your submission.

Feeding, Eating, and Elimination Disorders in Childhood

Grading Criteria

To access your rubric:

Week 10 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Feeding, Eating, and Elimination Disorders in Childhood Assignment draft for authenticity:

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

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 2

Feeding, Eating, and Elimination Disorders in Childhood Assignment 3: Board Vitals

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

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

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

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

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

Making Connections

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

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

NURS 6600: Capstone Synthesis Practicum

Student Guide to Creating a Final Professional Portfolio

Purposes and Definition

The purposes of a Portfolio are to do the following:

Provide a repository for your educational and professional accomplishments

Document your educational progression and growth throughout the program

Evaluate your achievement of program learning outcomes

Project a professional image through the organization and presentation of the material

Communicate accomplishments to colleagues and the professional community

NURS 6600: Capstone Synthesis Practicum

Documentation and Evidence

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Your Professional Portfolio will contain the following documentation and evidence*:

Program of Study

A Professional Development Plan (PDP)

A current Curriculum Vitae (CV)/Résumé

Portfolio Assignments
from each of the courses

Continuing Education (CE),
if applicable

NURS 6600: Capstone Synthesis Practicum

Other Non-Electronic Documents,
if applicable

End of Program Outcome Evidence Chart

Final Reflection

*See the
Portfolio Sections and Formatting Guidelines
(below) for details about
each of these items to be included in your Portfolio.

Evidence Collection and Documentation Storage

At the beginning of the MSN program, you should have initiated the process of collecting evidence and storing materials and information in an organized way. In preparation for assembling your Professional Portfolio, you may wish to complete the following:

Set up computer and paper files related to each section of your Portfolio, as indicated in the Portfolio Template. For example, you may have a computer file with documentation of your CE activities and a paper file containing the actual. NURS 6600: Capstone Synthesis Practicum.

certificates.

Organize course files into the categories that help you to analyze your learning and development (papers, journal, reflections, professional development, course assignments, etc.). For example, you might save all your journal entries in one file and identify a selection of these entries to demonstrate your growth over time.

NURS 6600: Capstone Synthesis Practicum Sections and Formatting Guidelines

Your Professional Portfolio consists of
one
document, with specified sections.

Save a version of the Portfolio Template to create your Professional Portfolio document.

Prior to copying and pasting the NURS 6600: Capstone Synthesis Practicum assignments into your saved version of the Portfolio
Template,
review the Portfolio Assignment from each of your prior courses and make the following adjustments:

If there are any Instructor comments in an assignment, address the comments and then delete the notations to create a clean version of the assignment. Be sure the Track Changes function is turned
off
in the document.

Proofread each assignment to ensure that it is free of typographical, grammatical, structural, or punctuation errors. In some cases, this will mean correcting errors in your original document.

Reformat each assignment using the guidelines below and as modeled in the Portfolio Template:

o Update the title page of each Portfolio Assignment to match the template specifications.

o If the NURS 6600: Capstone Synthesis Practicum assignment is in a format other than Word (e.g., PowerPoint or Excel), save it as a Word document, if possible, so that you can integrate it into your Portfolio document. If that is not possible, you may need to save an assignment as an image file to be included in your portfolio or list the item in Table 2 (Other Non-Electronic Documents).

o Use Times New Roman font (12 point) throughout.

o Ensure that each assignment is double-spaced throughout. (If necessary, select all or highlight the area to be updated, click on Format, Paragraph, and then select Line Spacing: Double.)

 

In your saved version of the NURS 6600: Capstone Synthesis Practicum Portfolio Template, be sure to address the following:

The first page of your Portfolio document (the cover page) should include all the information listed in the Portfolio Template, including your NURS 6600 section number, date of Portfolio submission, your full name, address, telephone number, e­mail address, your current position title (i.e. ICU Nurse, etc.), agency, and the city and state where you work. Be sure to follow the format presented in the Portfolio Template.

You may update the Table of Contents manually once you have inserted all the sections of the Portfolio. If you use the functionality in Word to create your Table of Contents automatically, be sure to follow the wording and sequencing indicated in the Portfolio Template.

Paste your Program of Study. This was initiated in NURS 6001 and may need to be revised/updated.

Paste your Professional Development Plan. This plan, which was initiated in NURS 6001, should be reviewed and refined/updated as necessary.

Paste a copy of your Curriculum Vitae (CV)/Résumé. The Portfolio Template includes formatting/sequencing suggestions.

After you have properly formatted all of the assignments as indicated above,
carefully paste each one in chronological order (including the course number on the assignment title page). Reminder:
If necessary,
documents may be included in your Portfolio as images or may be listed in Table 2.

Foundation Requirements

NURS 6001: Week 5: Professional Development Plan

 

Graduate Nursing Leadership & Management Portfolio Requirements

Course

Course Name
(italics) & Assignments

NURS6201

Leadership in Nursing and Health Care

 

Week 2 Portfolio: Analyzing a Need for Change (Paper) (Assignment submitted in
Week 8
)

NURS6211

Finance and Economics in Health Care Delivery

 

Week 11 Portfolio: Process Flow Analysis (Discussion) (Discussion Assignment submitted in
Week 11
)

NURS6221

Managing Human Resources

 

Week 5 Portfolio: Coaching Employees (Paper) (Assignment submitted in
Week 6
)

NURS6231

Healthcare Systems and Quality Outcomes. NURS 6600: Capstone Synthesis Practicum

 

Week 7 Portfolio: Section 3: Quality Measurement and Assessment (Assignment submitted in
Week 8
)

NURS 6241

Strategic Planning in Health Care Organizations

 

Week 6 Portfolio: Comprehensive Course Project: Developing a Strategic Plan

(Assignment submitted in
Week 11
)

NURS 6600

Capstone: Synthesis Practicum – Leadership and Management

 

Practicum Project Presentation (Assignment submitted in
Week 11
)

In Table 1 (Continuing Education), you may list and describe any Continuing Education (CE) course(s) you have completed during your academic journey (typically during the last two years). NURS 6600: Capstone Synthesis Practicum. It is not necessary to scan CE certificates.
Note:
Inclusion of CE credits is optional and not a required element of your Professional

In Table 2 (Other Non-Electronic Documents), list documents for which you do not have electronic versions.

Pictures, significant notes, communications from colleagues, or any other artifacts may be included to demonstrate how you have grown throughout your academic For example, if you conducted a workshop on hospice care, you might include a copy of the website information, an image of the brochure, and a scan of participant evaluation results. Use Word documents whenever possible; include scanned copies of original documents and/or write a brief description as necessary. NURS 6600: Capstone Synthesis Practicum.

 

Type in the required information to complete the End of Program Outcomes Evidence Chart.

Complete the Final Reflection.

Ensure that your Portfolio has a professional appearance by confirming the following:

o The date of submission/completion is indicated on each item included in your Portfolio, as appropriate

o The font and font size (Time New Roman, 12 point) is consistent throughout the document (do not use all caps)

o The margins on the document are standard: APA style indicates 1” on all four sides; while your portfolio may vary slightly from these specifications, it must be consistent and reflect a scholarly appearance. NURS 6600: Capstone Synthesis Practicum.

o The Portfolio document includes page numbers at the top right corner. The page numbers are automatically formatted in the Portfolio Template. If necessary, you can adjust or add automatically formatted page numbers to your Word document by selecting Insert, Page Number in the tool bar and then selecting Top of Page, alignment Right

o Images are used sparingly and only as needed, since including images can make the size of your Portfolio difficult to upload/download

Q&A

Why am I being asked to develop a comprehensive Portfolio?
The Walden MSN Program Faculty believe a Portfolio:

Promotes the synthesis of knowledge:
To become a competent leader in the profession and your selected specialization, you need to synthesize a great deal of information from a variety of sources. Creating a Portfolio provides the structure for thinking about and communicating these interconnections.

Promotes reflective thought:
One hallmark of graduate education is the ability to think analytically and engage in self-assessment. Creating the Portfolio allows you to evaluate and demonstrate the achievements in acquiring advance nursing and specialty knowledge. NURS 6600: Capstone Synthesis Practicum.

Provides evidence that assignment, course, and program learning outcomes
have been met:
The Portfolio reflects the different ways in which you have met the outcomes.

Is my Portfolio graded?

The individual assignments and parts of the Portfolio are graded throughout the program. The Final Portfolio is graded at various points during the curriculum, and compilation of the Portfolio is due at the end of the program in NURS 6600. The NURS 6600: Capstone Synthesis Practicum grading rubric is included in NURS 6600.

When is my Portfolio due?

Parts of the Portfolio are due as you complete assignments, projects, courses, and reflect on your growth and program experiences. The Portfolio will contain all the pieces of evidence that support your attainment of the learning and program outcomes. The Final Portfolio should be sent as a Word document to your assigned Faculty Member by
Day 3
of
Week 11
of NURS 6600.

What are the contents of the Portfolio?

Portfolios are individual creations, and will not look exactly alike. The Portfolio is organized into sections so that specific types of information and evidence can be extracted when needed. NURS 6600: Capstone Synthesis Practicum Data collection and research activities, related to organizational and program goals, are part of the content.

Portfolio Term Definitions

Program Outcomes
– Statements that predict what learners will have gained as a result of the learning process; they are linked to the knowledge, understanding, skills, capabilities, and values that a student will have gained after completing the program.

Learning Objectives
– Statements that predict what learners should have gained as a result of the learning process, stated as course objectives. There are course objectives and program learning outcomes.

Descriptive Statements
– Statements that are intended to give the reader a mental image of something experienced (such as a scene, person, or sensation), “what is,” or “fact.” Descriptive statements can predict a future state of affairs.

Résumé
– A brief account of one’s professional or work experience and qualifications.

Reflection
– Statements describing your personal and professional growth in specific areas.

Evidence
– Basis for belief or disbelief, or knowledge on which to base belief.

 

Growth
– Personal progression from simple to more complex as the basis for “the growth of a culture.”

Journal
– A written, narrative record of observations, ideas, and insights that are recorded on a regular basis, while they are still fresh. NURS 6600: Capstone Synthesis Practicum. A journal allows you to store thoughts about interconnections between separate courses and document meaningful experiences, thoughts, and feelings about the process of becoming a master’s prepared nurse.

Submitting Your Portfolio

 

Resources:

Bennett, A. M. (2008). Creating a professional portfolio. Retrieved from
http://journals.lww.com/nursing/fulltext/2008/09000/creatingaprofessionalportfolio.45
.aspx

Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement.
British Journal Of Community Nursing, 15
(11), 547–552. NURS 6600: Capstone Synthesis Practicum.

Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study

BACKGROUND

Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage and they don’t know what to do.

 

SUBJECTIVE

Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

 

OBJECTIVE

The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather, and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

 

MENTAL STATUS EXAM

Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

At this point, please discuss any additional diagnostic tests you would perform on Carrie.

Decision Point One

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

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

 

 
Early Onset Schizophrenia

 
Schizoaffective Disorder

 
Schizotypal Personality Disorder

 

Decision Point One

 
Early Onset Schizophrenia

Decision Point Two

Refer for psychological testing

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Although there are no specific psychometric tests available for schizophrenia, the consulting psychologist administered a comprehensive psychological battery of tests in order to assess personality and cognitive functioning as well as to identify any underlying intellectual disabilities that could account for the difficulty Carrie is having in school. Tests administered included the Minnesota Multiphasic Personality Inventory; Kaufman Adolescent and Adult Intelligence Test; Rorschach test; Whitaker Index of Schizophrenic Thinking (WIST) test; Wide Range Achievement Test – 4th Edition (WRAT-4); and the Millon Adolescent Clinical Inventory (MACI). The consulting psychologist opined that early-onset schizophrenia was strongly suspected in this client. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Begin Clozapine 100 mg orally daily

Guidance to Student

It is not always necessary to procure a consult with a psychologist. However, psychologists by virtue of their advanced training and licensure are able to conduct comprehensive psychological testing on clients more advanced than those tests that could be conducted by the psychiatric/mental health nurse practitioner. In this case, we would like to know if the poor academic performance was the result of an intellectual disability, versus poor premorbid intellectual functioning that is often seen in schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

In terms of treatment decisions, Clozapine is FDA-approved for treatment-resistant schizophrenia. Since the child has not yet been treated with any agent, we have no way of knowing if her schizophrenia is treatment resistant. Additionally, if we were to use Clozapine, the starting dose is approximately 25 mg in adults (perhaps 12.5 mg in a child, depending on body weight). Clozapine 100 mg would most likely cause significant side effects that both the child and parents would find objectionable, thus making compliance an issue.

Although not FDA-approved for use in children, Lurasidone is used as an off-label drug in this population. There are no legal prohibitions against any prescriber using drugs “off-label”; however, attention must be given to the concept of informed consent. When working with children/adolescents, the PMHNP must explain pros/cons, discuss therapeutic endpoints/goals of treatment, etc. The parent/guardian must have all of the information needed to make an informed consent. Therefore, Lurasidone would be the best choice. Additionally, Lurasidone may be the preferred antipsychotic, as it appears to have the least impact on body weight and lipid profile. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

Family interventions are important as well, as they do have a positive benefit on symptom relapse and admission/readmission to the hospital. Family interventions should include teaching about the disease, medications, and anticipatory guidance.

Decision Point One

 
Schizoaffective Disorder

Decision Point Two

Begin Celexa 20 mg orally daily

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she feels a little bit more “relaxed.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Add Seroquel 25 mg orally at bedtime

Guidance to Student

At this point, it should be noted that based on the initial presenting symptoms, Carrie’s condition is more consistent with schizophrenia. In order for schizoaffective disorder to be present, in addition to the psychotic features, the patient must meet the criteria for a mood disorder (depression or mania) concurrent with criterion A of schizophrenia. Nothing in the case description leads us to believe that Carrie is experiencing such a mood disorder. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Because of the diagnosis, increasing Celexa would be of minimal therapeutic benefit.

Based on the correct diagnosis of schizophrenia, Seroquel would be appropriate, as it is FDA-approved for treatment of schizophrenia in individuals aged 13 years and older, but not in addition to Celexa.

In this case, reconsideration of the diagnosis would be the most appropriate course of action.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point One

 
Schizotypal Personality Disorder

Decision Point Two

Begin cognitive behavioral therapy

RESULTS OF DECISION POINT TWO

 Client returns to clinic in four weeks

 Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she enjoys being with her therapist because she is able to control her therapist’s mind, and makes her therapist “say whatever I want.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes are still apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision Point Three

Reconsider diagnosis

Guidance to Student

Fluphenazine (Prolixin) Decanoate is not an appropriate choice as decanoate preparations should never be used until tolerability of the oral version of the drug has been established (you never want to give someone a depot drug that they are allergic to). Also, Prolixin and other first-generation antipsychotic drugs are generally considered to be second-line agents and should only be used after second-generation antipsychotics have been attempted/failed. Prolixin can also cause significant weight gain and alter lipid profiles significantly. Finally, if this truly were a personality disorder, there are no FDA-approved drugs to treat personality disorders, so Prolixin would probably not be appropriate in the absence of significant behavioral issues. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Since this is neither a mood or anxiety disorder, Sertraline would be ineffective.

The most appropriate choice in this case is to reconsider the diagnosis. Although Carrie has several features that appear to approximate schizotypal personality disorder, the differences are important. For instance, she has delusions of reference, no ideas of reference. She also has more than “odd thinking or speech”—her written work demonstrated disorganized thought processes, much more severe than odd thinking or speech. She does lack close friends or confidants, but at this point, we have no way of knowing if it is because she has discomfort with interpersonal relationships or if it is because her classmates shun her due to her odd behaviors.

Finally, be cautious about making diagnoses of personality disorders in 13-year-old patients. During this time, personality is still forming. Schizotypal personality disorder may ultimately be what is wrong with Carrie, but we do not have enough information at this point. Personality disorders can be diagnosed in early adulthood. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/09/mm/decision_tree/index.html

 

Practicum: Decision Tree

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

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

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

The Assignment:

Examine 
Case 3: 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

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

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

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different? Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Decision #2: Treatment Plan for Psychotherapy

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

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

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

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

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

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

Also include how ethical considerations might impact your treatment plan and communication with clients and their families. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

Total Rewards Essay Instructions

Compensation and benefit packages are important tools for attracting, hiring, and retaining employees. The human resources department of larger organizations may set up the benefits package for all employees. As a nurse manager you may be involved in deciding on the types of benefits — the total rewards package — the business or organization will provide the employees. Total Rewards Essay.

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First, before doing this Total Rewards Essay assignment, please research how to create a total rewards package.

Second, write a 1100 word-proposal for a total rewards package (including salary, benefits, incentive versus merit pay, bonuses, non-financial incentives, health insurances, stock options, and profit sharing) for nursing positions.

Third, provides a rationale for the requests included in the proposal. Total Rewards Essay.

Fourth, includes an introduction that provides sufficient backgrounds on the topic and previews major points.

Fifth, develops a conclusion that opens the discussion for negotiation within leadership.

Sixth, includes six scholarly references and APA formatted. Total Rewards Essay.

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

For this Assignment, you create a professional cover letter, resume, and portfolio that you can use as you pursue your next professional role.

Cover Letter, Resume, and Portfolio Learning Objectives

Students will:

Create professional cover letters, resumes, and portfolios

To Prepare for the Assignment:

Review the Learning Resources concerning developing your professional cover letter, resume, and portfolio.

Review the Cover Letter, Resume, and Portfolio Assignment Guide

Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers. Cover Letter, Resume, and Portfolio.

Your professional cover letter, resume, and portfolio are due by 
Day 7 
of
 Week 10
. It is highly recommended that you begin planning and working on this Assignment as soon as it is viable. The following checklists outline all of the items you should include in your cover letter, resume, and portfolio.

Checklist for Cover Letter (S/U grade)

Your cover letter should be:

Presented and formatted in a professional business manner

Addressed properly

Clear and concise and include:

Content Introduction

Content Body

Content Conclusion

Written in a professional style and include:

Correct spelling, punctuation, and grammar

Clear and accurate sentence structure

Checklist for Resume (S/U) 

Your Resume should be clear, concise, and well-organized and it should also include your:

Name, address, business phone number, and e-mail address (top center of resume)

Profile: 2–3 sentences describing goal and positive attributes/characteristics

Certifications and licensure

Education

Professional experience

Honors/awards

References

Checklist for Portfolio (S/U) Cover Letter, Resume, and Portfolio

Your Portfolio should be clear, concise, and well-organized and it should also include your:

Personal philosophy statement

Self-assessment

Personal goals (short term and long term)

Achievements

Cover letter

Resume

Diplomas for formal education

Letters of recommendation

References (list names, affiliation, and contact information)

Certifications

Certificates of attendance for continuing education

Transcripts

Publications

Oral presentations and/or poster presentations

Cover Letter, Resume, and Portfolio

NURS 6550 Acute Care Midterm and Final Exams Study Guides

NURS 6550 Acute Care Study Guide for Midterm

Psychosocial

Generalized anxiety disorder diagnosis criteria

Treatment of acute panic attacks

What are the medications for initial/first line therapy

Inpatient treatment of depression

What are the therapies for patient’s that won’t eat, take meds, etc.

When is serotonin norepinephrine reuptake inhibitor indicated, when is it contraindicated?

Venlafaxine dosing, when is follow up? What are you monitoring?

Endogenous depression pathophysiology is best described as?

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Differences between panic attacks and panic disorder?

What are Major Depressive disorder symptoms?

Identify the primary neurotransmitter in PTSD

PTSD diagnosis and treatment, meds (families/common meds)?

Familiarize yourself with the side effects of Lithium

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Common adverse effects of atypical antipsychotics

Mental status changes in elderly… how do you evaluate?

Assessment of Delirium in geriatric patients

Short Confusion Assessment Method (Short CAM): what things are assessed?

Types of dementia, know differences?

Aricept and dosing and patient teaching?

Vascular dementia, what is it?

Management of disinhibition in elderly

Physical findings when death is imminent

Limits of pain medication on dying patient

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Theories about successful aging…familiarize yourself with them

Psychological abuse of elders

Death and the anxiety related to it, who’s at risk?

Age and suicide risk in the different age groups?

Assessing driver safety in elderly

Geriatric Depression Screen

NURS 6550 Acute Care Midterm and Final Exams Study Guides

 

 

EENT

What is acute angle glaucoma?

Familiarize yourself with Cataracts, presentation? TRX?

Chronic uveitis medication management

Gonococcal conjunctivitis presentation and medication management

Viral, allergic, bacterial conjunctivitis: know presentations and trx

Macular degeneration presentation and S&S, trx

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Open angle glaucoma

Metal FB in eye, how do you evaluate and how do you remove?

Penetrating eye injury treatment

Corneal abrasions: eval, presentation, medications, teaching, follow up/referral?

Orbital cellulitis: presentation, S&S

Orbital fractures: patho and causes, teaching for post-op/or discharge?

Different types of hearing loss and why they occur

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Acute otitis media: causes, trx, presentation

Vertigo, how do you evaluate and trx?

Epistaxis: causes, trx, what to look for in complications? Infection?

Bacterial sinusitis: treatment, presentation, when you suspect it, what is GOLD standard of dx testing…

Tonsillitis presentation

Epiglottitis presentation

Familiarize yourself with diagnostic studies for evaluation eye conditions in acute situations

Beta adrenergic antagonists: side effects

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Cholinergic mimetics: side effects

Prostaglandin analogs: side effects

Osmotic diuretics: side effects

Bells palsy: S&S, treatment, pain management

Know causes (agents) of tonsil/throat pain

Know epiglottis presentation, causes and treatment

Know cranial nerves and their function

NURS 6550 Acute Care Midterm and Final Exams Study Guides

 

 

Cardiovascular disorders

ACS protocol: low risk vs high risk mi

Contraindications to thrombolytic therapy in stroke and MIs

MONA, what is it an when is it used?

Duke criteria for infective endocarditis, presentation and treatment

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Heart murmurs: physical exams, grades of murmurs

Pericarditis s/sx, dx criteria and treatment

Be familiar with different heart sounds

Treatment and findings for acute anterior wall MI

Monitoring wedge pressures

Presentation and Medications for CHF

Aortic stenosis classic presentation

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Aortic regurgitation classic presentation

Diastolic failure, medication management

Thoracic aneurysm: how do you diagnosis, what is “critical “ presentation, risk factors?

Medications for acute descending aortic aneurysm

Treatment plans for PAD, presentation of PAD

Risk factors for DVT, how do you evaluate and r/o

PE risk factors, who’s at risk?

Hypertensive urgency vs. crisis

Secondary HTN causes

Chronic venous insufficiency treatment

Cardiac rehab

Stroke treatment guidelines, when can you start tPA? When is it contraindicated?

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Coumadin guidelines, how do you monitor, what is the goal? When do you start it?

How to read EKGs, common leads for a MI and consider pericarditis findings…

JNC 8 recommendations, know the recommended trx plans for various stages, when do you intervene

 

 

Respiratory

Intermittently controlled asthma – management, recognize who to d/c, admit, etc.

Mild asthma – management

Rescue therapy in Asthma

COPD – FEV1/FVC ratios, GOLD guidelines, outpt management, be able to STEP the therapy

PE – how to diagnose, risk factors, GOLD standard for testing

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Causes of obstructive shock

ARDS maladaptive physiologic response, diagnostic criteria, THINK PATHO

Septic shock – vent settings

ARDS: what is happening with perfusion and ventilation?

Pulmonary rehab and chronic obstructive pulmonary disease

Spirometric assessment; what do you do?

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Pulmonary fibrosis and what risks are associated with this diagnosis

Pleural effusion: what does each fluid that can be found mean?

Respiratory risk factors for surgery

Pathophysiology of ARDS

GOLD stages of COPD, know what stage is what

Pulmonary function tests, be able to interpret

NURS 6550 Acute Care Midterm and Final Exams Study Guides

X-ray presentations and readings for pneumonia, CHF, COPD

CURB-65 criteria, what does each part mean, what does it stand for…

Pneumonias, types, treatments, causes, organisms

IGRA tests for TB

Labs to check before starting INH

VAP

NURS 6550 Acute Care Midterm and Final Exams Study Guides

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Introduction

Nursing 521 Pharmacotherapeutics for Nurse Prescribers
 is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.

Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals

After completing this course, students should be able to:

describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;

demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;

identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;

evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;

evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;

identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

communicate effectively in order to support, educate, coach and counsel clients in regards to their optimal treatment regimen;

appropriately access antimicrobial guidelines to include community therapies;

describe and analyze the impact of health system resource allocation on drug selection and utilization (pharmacoeconomics);

demonstrate safe evidence-based prescriptive practices and implements ways to reduce potential medication mishaps into personal prescribing practices; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;

understand professional, ethical and legal considerations and responsibilities when prescribing;

describe the current status of prescriptive authority for nurse practitioners in your province/territory;

recognize polypharmacy and takes appropriate interventions to optimize therapy; and

summarize the role of interdisciplinary consultation in optimizing drug therapy.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Materials

Online Materials

Introduction: Provides essential information about the course design and materials.

Schedule: Outlines the timing of course activities.

Units: There are eight units in this course.

Assessment: Outlines the assignments/evaluation procedure of the course.

Reference: Listing of required readings and websites included in the course.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Textbook

Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). 
Pharmacotherapeutics for Advanced Practice,
 4
th
 edition. Philadelphia: Wolters Kluwer.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Structure

The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
Centre for Nursing and Health Studies
 technical site.

Course Outline

Unit 1: Pharmacotherapeutics and the Nurse Prescriber

Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.

Unit 2: Principles of Pharmacotherapeutics

Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

 Unit 3: Drugs for the Cardiovascular and Renal Systems 

This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.

Unit 4: Drugs for the Eyes, Ears and the Hematological System 

Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,

Unit 5: Drugs for Infections and the Integumentary System

This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.

Unit 6: Drugs for the Endocrine System

This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems

Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.

Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation

Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.

Unit 9: Drugs for the Genitourinary System and Reproductive Systems

Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.

Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse

Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction
. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Assessment Structure

Conference Participation

10%

Assignment #1 Case Study

20%

Exam 1

25%

Assignment #2 Case Study

20%

Exam 2

25%

Total

100%

To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.

Conference Participation (10%)

Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Assignment 1 & 2: Case Studies (20% each)

A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Exam 1 & 2 (25% each)

The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

NURS 6630 MIDTERM & FINAL EXAM STUDY GUIDES

NURS 6630 MIDTERM EXAM STUDY GUIDE

 Non-compliant patients

 Neurotransmitters

 Gene Expression

 Cytochrome P450 Enzyme System

 Pharmacokinetics

 Mechanisms of receptors including:

o G-Protein linked receptors

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NURS 6630 Midterm & Final Exam Study Guides

o nicotine cholinergic

o serotonin

o dopamine

o norepinephrine

o D2 receptors

o glycine receptors

o ionotropic receptors

 Medications classifications – Full agonists, antagonists, partial agonist, and inverse agonists

 Therapeutics, side effects, dosing, use, and special populations for medications to treat

o Psychosis and schizophrenia

o bipolar disorders

o depression

o mania

o paranoid psychosis

o panic disorders

o fibromyalgia

o smoking cessation

o Parkinson’s disease

o anxiety. 6630 Midterm & Final Exam Study Guides.

o stress

o PTSD

 How to identify improvement in a patient following administration of medication

 System-based approaches to treatment

 MAO inhibitors

Stahl’s Essential Psychopharmacology

Chapter 1 – Chemical Neurotransmission

 Anatomical versus chemical basis of neurotransmission

 Signal transduction cascades

 Epigenetics

Chapter 2 – Transporters, receptors, and enzymes as targets of psychopharmacological drug action

 Neurotransmitter transportation as targets of drug action

 G-protein-linked receptors

 Enzymes as targets of psychotropic drugs

 Cytochrome P450 drug metabolizing enzymes as targets of psychotropic drugs

Chapter 3 – Ion channels as targets of psychopharmacological drug action

 Ligand-gated ion channels as targets of psychopharmacological drug action

 Voltage-sensitive ion channels as targets of psychopharmacological drug action

 Ion channels and neurotransmission. NURS 6630 Midterm & Final Exam Study Guides.

Chapter 4 – Psychosis and schizophrenia

 Symptom dimensions in schizophrenia

 Neurotransmitters and circuits in schizophrenia

 Neurodevelopment and genetics in schizophrenia

 Neuroimaging circuits in schizophrenia

Chapter 5 – Antipsychotic agents

 Conventional antipsychotics

 Atypical antipsychotics

 Links between antipsychotic binding properties and chemical actions

 Pharmacologic properties of individual antipsychotics: the pines, the dones, two pips and a rip plus more

 Antipsychotics in clinical practice. NURS 6630 Midterm & Final Exam Study Guides.

 Future treatments for schizophrenia

Chapter 6 – Mood disorders

 Description of mood disorders

 The bipolar spectrum

 Can unipolar depression be distinguished from bipolar depression?

 Are mood disorders progressive?

 Neurotransmitters and circuits in mood disorders

 Stress and depression

 Symptoms and circuits in depression

 Symptoms and circuits in mania. NURS 6630 Midterm & Final Exam Study Guides.

 Neuroimaging and mood disorders

Chapter 7 – Antidepressants

 General principles of antidepressant action

 Antidepressant classes

 Augmenting antidepressants

 How to choose an antidepressant

 Future treatments for mood disorders

Stahl’s Illustrated Guide – Anxiety, Stress, and PTSD

Chapter 4 – First line medications for PTSD

 Pharmacological Treatments

 SSRIs

Chapter 5 – Second-line, adjunct, and investigational medications for PTSD

 Second-line Medications

 Adjunct Medications. NURS 6630 Midterm & Final Exam Study Guides.

 Investigational Medications

NURS 6630 FINAL EXAM STUDY GUIDE

 Therapeutics, side effects, dosing, use, and special populations for medications to treat

o psychotic aggression

o psychotic behaviors

o psychosis and aggression

o impulsive symptoms

o ADHD

o mood disorders

o fibromyalgia

o chronic pain

o migraines

o shingles

o Alzheimer’s disease

o dementia

o PTSD

o Premenstrual dysphoric disorder (PDD)

o Irritable bowel syndrome

o diabetic peripheral neuropathic pain

o addictions

o smoking cessation

o Kleptomania. NURS 6630 Midterm & Final Exam Study Guides.

o Impulsive aggression

o Insomnia and sleep disorders

o

Stahl’s Essential Psychopharmacology

Chapter 10 – Chronic pain and its treatment

 What is pain?

 Neuropathic pain

 Descending spinal synapses in the dorsal horn and the treatment of chronic pain

 Targeting sensitized circuits in chronic pain conditions

 Targeting ancillary symptoms in fibromyalgia

Chapter 11 – Disorders of sleep and wakefulness and their treatment

 Neurobiology of sleep and wakefulness

 Insomnia and hypnotics. NURS 6630 Midterm & Final Exam Study Guides.

 Excessive daytime sleepiness (hypersomnia) and wake-promoting agents

Chapter 12 – Attention deficit hyperactivity disorder and its treatment

 Symptoms and circuits: ADHD as a disorder of the prefrontal cortex

 ADHD as a disorder of inefficient “tuning” of the prefrontal cortex by dopamine and norepinephrine

 Neurodevelopment and ADHA

 Treatment

Chapter 13 – Dementia and its treatment

 Causes, pathology, and clinical features of dementia

 Three stages of Alzheimer’s disease.
 NURS 6630 Midterm & Final Exam Study Guides.

 Targeting amyloid as a future disease-modifying treatment of Alzheimer’s disease

 Targeting glutamate

 Treatments for psychiatric and behavioral symptoms in dementia

 Other proposed targets for dementia

Chapter 14 – Impulsivity, compulsivity, and addiction

 Overview of impulsive-compulsive disorders

 Neurocircuitry and the impulsive-compulsive disorders

 Substance addictions

 Obesity as an impulsive-compulsive disorder

Stahl’s Illustrated Guide – Chronic Pain and Fibromyalgia

Chapter 5 – Pain drugs. NURS 6630 Midterm & Final Exam Study Guides.

Stahl’s Illustrated Guide – ADHA

Chapter 4 – ADHD treatments

Stahl’s Illustrated Guide – Substance Use and Impulsive Disorders

Chapter 10 – Disorders of impulsivity and compulsivity

Stahl’s Illustrated Guide – Violence

Chapter 3 – Treatment of violence and aggression

Pharmacological Interventions for ADHD

 Table B. KQ2: Long-term (>1 year) effectiveness of interventions for ADHD in people 6 years and older

 Pharmacological Interventions

Article

Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older. NURS 6630 Midterm & Final Exam Study Guides.

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

NURS 6640 MIDTERM EXAM STUDY GUIDE

Topics

• The Nurse Psychotherapist and a Framework for Practice

• Confidentiality Limits in Psychotherapy: Ethics Checklists for Mental Health Professionals

• Assessment and Diagnosis. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• The Initial Contact and Maintaining the Frame

• Cognitive Behavioral Therapy

• Supportive and Psychodynamic Psychotherapy

• Stabilization for Trauma and Dissociation

• Motivational Interviewing. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Psychotherapeutic Approaches for Addictions and Related Disorders

ORDER AN EXAM HERE

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 1, “The Nurse Psychotherapist and a Framework for Practice”

• Chapter 3, “Assessment and Diagnosis”. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Chapter 4, “The Initial Contact and Maintaining the Frame”

• Chapter 5, “Supportive and Psychodynamic Psychotherapy”

• Chapter 7, “Motivational Interviewing” (pp.299-312)

• Chapter 8, “Cognitive Behavioral Therapy”

• Chapter 13, “Stabilization for Trauma and Dissociation”

• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders”

Fisher, M. A. (2016). Introduction. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals (pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002. NURS 6640, 6650,
6660
& 6670 Midterm and Final Exam Study Guides.

 

NURS 6640 FINAL EXAM STUDY GUIDE

Topics

• Supportive and Psychodynamic Psychotherapy

• Interpersonal Psychotherapy

• Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

• Psychotherapy With Children. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

• Psychotherapy With Older Adults

• Termination and Outcome Evaluation

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)

• Chapter 9, “Interpersonal Psychotherapy”

• Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy”

• Disorders” . NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

• Chapter 17, “Psychotherapy With Children”

• Chapter 18, “Psychotherapy With Older Adults”

• Chapter 20, “Termination and Outcome Evaluation”

 

NURS 6650 MIDTERM EXAM STUDY GUIDE

The mid-term exam will cover the following topics, which relate to psychotherapy with groups and families:

• Introductory concepts related to group and family therapy

• Family assessment and phases of family therapy

• Experiential and narrative family therapy

• Structural and strategic family therapy

• Solution-focused and cognitive behavioral family therapy

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

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

• Chapter 11, “Group Therapy” (pp. 407-428)

• Chapter 12, “Family Therapy” (pp. 429-468)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

• Chapter 1, “The Foundations of Family Therapy” (pp. 1-6). NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

• Chapter 2, “The Evolution of Family Therapy” (pp. 7-28)

• Chapter 3, “Basic Techniques of Family Therapy” (pp. 29-48)

• Chapter 4, “The Fundamental Concepts of Family Therapy” (pp. 49- 68)

• Chapter 5, “Bowen Family Systems Therapy” (pp. 69-88)

• Chapter 6, “Strategic Family Therapy” (pp. 89-109)

• Chapter 7, “Structural Family Therapy” (pp. 110-128)

• Chapter 8, “Experiential Family Therapy” (pp. 129-147)

• Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166-189)

• Chapter 12, “Solution-Focused Therapy” (pp. 225-242)

• Chapter 13, “Narrative Therapy” (pp. 243-258)

 

NURS 6650 FINAL EXAM STUDY GUIDE

The final exam will cover the following topics, which relate to psychotherapy with groups and families:

• Foundations of Group Work and Types of Groups

• Group Processes

• Cognitive Behavioral Therapy for Groups

• Group Therapy for Addiction

• Group Therapy with Children and Adolescents

• Group Therapy with Older Adults

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

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

• Chapter 11, “Group Therapy” (pp. 407-428)

• Chapter 12, “Family Therapy” (pp. 429-468)

• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565-596)

• Chapter 17, “Psychotherapy with Children” (pp. 597-624)

• Chapter 18, “Psychotherapy with Older Adults” (pp. 625-660)

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter 1, “The Therapeutic Factors” (pp. 1-18)

• Chapter 2, “Interpersonal Learning” (pp. 19-52)

• Chapter 3, “Group Cohesiveness” (pp. 53-76)

• Chapter 5, “The Therapist: Basic Tasks” (pp. 117-140)

• Chapter 8, “The Selection of Clients” (pp. 231-258)

• Chapter 9, “The Composition of Therapy Groups” (pp. 259-280)

• Chapter 11, “In the Beginning” (pp. 309-344)

• Chapter 12, “The Advanced Group” (pp. 345-390)

• Chapter 13, “Problem Group Members” (pp. 391-428)

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

Video Leading Groups with Adolescents by Janice DeLucia-Waack, PhD & Allen Segrist, PhD

ORDER AN EXAM NOW

6660 Midterm Exam

This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Learning Objectives

Students will:

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

This exam will cover the following topics:

Components of a comprehensive integrated psychiatric assessment

Assessments specific to children and adolescents

Autism spectrum disorder, ADHD, ODD, ICD

Trauma and stressor-related disorders in childhood

Anxiety disorders in childhood and adolescence

Emergency psychiatric care in childhood and adolescence

NURS 6640, 6650,
6660
& 6670 Midterm and Final Exam Study Guides

By Day 7

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

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

 

Final Exam

This exam is designed to assess how you synthesize the information from all your PMHNP courses. It draws upon the material from all the textbooks from NURS 6630, NURS 6640, NURS 6650, and NURS 6660. It is very similar to what you will experience in your certification exam. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Learning Objectives

Students will:

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

This exam will cover the following topics:

Learning and motor disorders in childhood

Mood disorders

Early-onset schizophrenia

Feeding and eating disorders

Elimination disorders

Special topics in child adolescent psychiatry

NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides

By Day 7

Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once.

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to 
comply with Walden University’s Code of Conduct
. NURS 6640, 6650, 6660 & 6670 Midterm and Final Exam Study Guides.

Early-Onset Schizophrenia Essays

Week 9: Early-Onset Schizophrenia

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

ORDER A PLAGIARISM-FREE PAPER HERE

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

This week, you compare evidence-based treatment plans for adults versus children diagnosed with schizophrenia. You analyze the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also complete a Decision Tree concerning children with psychotic disorders.

Photo Credit: HAYKIRDI / iStock / Getty Images Plus

Early-Onset Schizophrenia Essays Learning Resources

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

Required Readings

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

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

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

“Schizophrenia Spectrum and Other Psychotic Disorders”

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

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

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

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

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

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

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

 

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

 

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

Review the following medications:

Schizoaffective disorder

Schizophrenia

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

amisulpride

aripiprazole

asenapine

carbamazepine (adjunct)

chlorpromazine

clozapine

cyamemazine

flupenthixol

haloperidol

iloperidone

lamotrigine (adjunct)

l-methylfolate (adjunct)

loxapine

lurasidone

mesoridazine

molindone

olanzapine

paliperidone

perospirone

perphenazine

pipothiazine

quetiapine

risperidone

sertindole

sulpiride

thioridazine

thiothixene

trifluoperazine

valproate (divalproex) (adjunct)

ziprasidone

zotepine

zuclopenthixol

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

Required Media

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

Optional Resources

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

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

Assignment 1: Early Onset Schizophrenia

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

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

Learning Objectives

Students will:

Compare evidence-based treatment plans for adults versus children and adolescents diagnosed with schizophrenia. Early-Onset Schizophrenia Essays.

Analyze legal and ethical issues surrounding the forceful administration of medication to children diagnosed with schizophrenia

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

To Prepare for this Early-Onset Schizophrenia Essays Assignment:

Review the Learning Resources concerning early-onset schizophrenia.

The Early-Onset Schizophrenia Essays Assignment (2 pages):

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

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

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

By Day 7

Submit 
your Assignment.

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment 1 draft and review the originality report. Early-Onset Schizophrenia Essays.

Submit Your Assignment by Day 7

To submit your Early-Onset Schizophrenia Essays Assignment:

Week 9 Assignment 1

Assignment 2: Practicum: Decision Tree

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

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

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

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

The Assignment:

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

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

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

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

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

Decision #2: Treatment Plan for Psychotherapy

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

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

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

Decision #3: Treatment Plan for Psychopharmacology

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

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

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

Also include how ethical considerations might impact your treatment plan and communication with clients and their Early-Onset Schizophrenia Essays.

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

By Day 7 of Week 10

Submit your Assignment.

Assignment 3: Board Vitals

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

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. Early-Onset Schizophrenia Essays.

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 compared evidence-based treatment plans for adults with evidence-based treatment plans for children diagnosed with schizophrenia. You analyzed the legal and ethical issues involved with forcing patients with early-onset schizophrenia to take medications for the disorder. You also completed a Decision Tree concerning children with psychotic disorders. Early-Onset Schizophrenia Essays.

Next week, you work with your group again to develop a Parent Guide for a feeding, eating, or elimination disorder. Early-Onset Schizophrenia Essays.