NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Course Guide, Assignments & Examples

NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Course Guide, Assignments & Examples

NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I (3 credits)

Working from a lifespan approach, this course brings together diagnosis and treatment planning in psychiatry. Topics include psychiatric assessment, application of diagnostic criteria, diagnostic formulation, differential diagnosis, psychopharmacology, and appropriate labs and diagnostics. The learner will select a combination of psychotherapeutic modalities coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions across the lifespan. Legal and ethical considerations for working with clients across the lifespan will be addressed. Students build confidence as they continue to transition from the role of registered nurse to that of advanced practice nurse.

NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Program Summary

Program Overview

The Psychiatric Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who have psychiatric disorders, medical organic brain disorders, or substance abuse problems. They are licensed to provide emergency psychiatric services, conduct psychosocial and physical assessment of their patients, develop and manage treatment plans, and provide ongoing manage patient care. They may also serve as consultants or as educators for families and staff.

The PMHNP has a focus on making a psychiatric diagnosis, differentiates between medical disorders with psychiatric symptoms, and orders appropriate medications to treat various psychiatric disorders. A PMHNP can often practice autonomously, depending on state licensure laws.

 Course Description

This is the third of four practicum courses in the advanced practice psychiatric-mental health curriculum. Students will apply their knowledge of psychopathology, psychopharmacology, and psychiatric assessment to the diagnosis, treatment, and management of mental health disorders in children, adolescents, adults, and older adults. The focus of this course is on advanced nursing practice in mental health settings. 

 Credit & Practicum Hours

Quarter Credit Hours: 

• Practicum Course (PRAC) – 2 credits:  See required practicum hours below.
• Didactic Course (NRNP) – 3 credits:  Didactic course to be taken prior to or concurrently with PRAC.  

Practicum Hours:  

• Students Enrolled Before Spring 2018:  This course requires a minimum of 144 practicum hours.    
• Students Enrolled After Spring 2018:  This course requires a minimum of 160 practicum hours.

 Course Learning Outcomes

• Assess advanced practice nursing skills for strengths and opportunities. 
• Develop professional plans in advanced nursing practice for the practicum experience.
• Apply advanced practice nursing assessment and diagnosis skills in mental health settings. 
• Analyze cases involving advanced care of patients across the lifespan in mental health settings.
• Formulate differential diagnoses for patients across the lifespan.
• Formulate appropriate treatment plans include psychopharmacology and psychotherapeutic techniques.
• Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings. 
• Develop skills to be a social change agent within your community.

 MSN Learning Outcomes

At the end of this program, students will be able to:

1. Synthesize organizational/systems leadership for cost-effective specialist nursing practice that contributes to high-quality healthcare delivery, advancement of the nursing profession, and social change.
2. Critique evidence-based literature drawing from diverse theoretical perspectives and pertinent research to guide decision making that demonstrates best practices for specialist nursing practice in a global society.
3. Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health disparities by patient/population advocacy for access to specialist nursing care.
4. Demonstrate ability to effectively communicate using audience-specific oral, written, and information technology for professional delivery of specialist nursing care.
5. Evaluate health needs of diverse populations for necessary teaching/coaching functions based on specialist nursing knowledge to restore/promote health and prevent illness/injury.
6. Exhibit ongoing commitment to professional development and value of nursing theories/ethical principles (altruism, autonomy, human dignity, integrity, social justice) in accordance with ethically responsible, legally accountable, specialist nursing practice.
7. Implement specialist nursing roles to promote quality improvement of patient-centered care in accordance with professional practice standards that transform health outcomes for diverse populations.

NRNP 6665 Complete Course Week 1 – 11

NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment

NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care – Topic: Child and Elder Abuse Reporting

NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care – Topic: Informed Consent

NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care – Topic: Restraints

NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents (ADHD)

NRNP 6665 Week 3 Assignment 2: National Certification Exam Plan

NRNP 6665 Week 3 Assignment 2: Study Plan

NRNP 6665 Week 4 Assignment: Assessing, Diagnosing, and Treating Adults with Mood Disorders

NRNP 6665 Week 5 Assignment: Patient Education for Children and Adolescents – Cyclothymia Blog

NRNP 6665 Week 5 Assignment: Patient Education for Children and Adolescents

NRNP 6665 Week 6 Midterm Exam (100% Correct Summer QTR)

NRNP 6665 Week 6 Midterm Exam Solutions

NRNP 6665 Week 6 Midterm Exam (Fall QTR)

NRNP 6665 Week 6 Midterm Drugs

NRNP 6665 Week 8 Assignment: Study Guide Forum – Intellectual Disability

NRNP 6665 Week 8 Assignment: Study Guide Forum – Pyromania

NRNP 6665 Week 8 Assignment: Study Guide Forum – Tic Disorder

NRNP 6665 Week 8 Assignment: Study Guide Forum – Vascular Dementia

NRNP 6665 Week 8 Assignment; Study Guide Forum – Stereotypic Movement

NRNP 6665 Week 9 Assignment: Controversy Associated with Dissociative Disorders

NURS 6665 Week 11 Final Exam (100% Correct Spring QTR)

NURS 6665 Week 11 Final Exam (100% Correct Summer QTR)

NRNP 6665-01 Week 11 Final Exam (100 out of 100 Points)

NRNP 6665: Across the Lifespan

Discussion Week 1

COMPREHENSIVE INTEGRATED PSYCHIATRIC ASSESSMENT

NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment

Photo Credit: Seventyfour / Adobe Stock

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.

In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

TO PREPARE

• Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
• Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

By Day 3 of Week 1

Based on the YMH Boston Vignette 5 video, post answers to the following questions:

• What did the practitioner do well? In what areas can the practitioner improve?
• At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
• What would be your next question, and why?

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

• Explain why a thorough psychiatric assessment of a child/adolescent is important.
• Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
• Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
• Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Read a selection of your colleagues’ responses.

BY DAY 6 OF WEEK 1

Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.

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

Week 1: Child and Adolescent Assessment

All diagnoses, from infancy to adulthood, begin with an examination. While an organic basis for most medical disorders can be determined through the use of diagnostic testing, the field of psychiatry is different in that patients cannot be sent to the lab for blood tests to determine the degree of depression. Similarly, patients cannot be sent to the radiology department for a “scan” to determine the severity of their bipolar disorder. Instead, the field of psychiatry must use psychiatric assessments, such as the comprehensive integrated physical exam, diagnostic interviews, and questionnaires to make diagnoses. These tools must be specialized to address the needs of children and adolescents.

Diagnostic assessment of the child and adolescent is a specialized area of expertise. The PMHNP will often see children who have already been seen by a primary care provider. Many PCPs are comfortable handling attention-deficit/hyperactivity disorder (ADHD) and other straightforward childhood disorders. That means that the PMHNP will often treat the more complicated patients. This week, you explore psychiatric assessment techniques and tools for children and adolescents. You also examine the role of the parent/guardian in the assessment process for this patient population.

Learning Objectives

Students will:

• Evaluate comprehensive integrated psychiatric assessment techniques for children and adolescents
• Recommend assessment questions for child and adolescent patients
• Explain the importance of thorough psychiatric assessment for children and adolescents
• Identify rating scales that are appropriate for child/adolescent psychiatric assessment
• Identify psychiatric treatments appropriate for children and adolescents
• Explain the role of the parent/guardian in child/adolescent psychiatric assessment

Optional Discussion Forum: PMHNP Study Support Lounge

The PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge where you can ask questions, offer insights, and interact with your peers. Your Instructor may also weigh in to provide global feedback to the group based on trends, common problems, and common strengths in student posts.

You are encouraged to provide constructive, helpful feedback to your peers. Advanced practice nurses always benefit from the feedback of others. Your Study Support Lounge posts may be procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results actually mean in the context of this specific patient case?”). Although not mandatory, this is an opportunity to interact and study together as you navigate the assignments, so you are highly encouraged to take part in this activity. Full participation in activities like this is a statistically significant predictor of success.

To Participate in this Optional Discussion:

• PMHNP Study Support Lounge
• Acknowledgment
• Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

• Field Experience: MSN Nurse Practitioner Practicum Manual

Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.

Learning Resources

Required Readings (click to expand/reduce)

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

• Chapter 1, “Introduction”
• Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”
• Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”
• Chapter 6, “DSM-5 Pediatric Diagnostic Interview”
• Chapter 9, “The Mental Status Examination: A Psychiatric Glossary”
• Chapter 13, “Mental Health Treatment Planning”

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatr…

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.). Wiley Blackwell.

• Chapter 32, “Clinical assessment and diagnostic formulation”

Required Media (click to expand/reduce)

Symptom Media. (2014). Mental status exam B-6. [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/mental-status-exam-b-6/cite?context=channel:volume-2-new-releases-assessment-tools-mental-status-exam-series

Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessment [Video]. YouTube. 

YMH Boston. (2013, May 22). Vignette 5 – Assessing for depression in a mental health appointment [Video]. YouTube. 

Recommended Reading (click to expand/reduce)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

• Chapter 31, “Child Psychiatry”

NRNP 6665 Week 1 Assignment: Child and Adolescent Assessment Rubric

Name:  Assignment Rubric

		Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.		32 (32%) – 35 (35%) The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%) The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%) The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%) The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.		45 (45%) – 50 (50%) The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%) The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%) The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%) The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.		5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation		5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) 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, parenthetical/in-text citations, and reference list.		5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Assignment: Practicum Journal Entry: Analyzing an Ethical Decision

In your role as a PMHNP, you will encounter several situations that will require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidenced-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their socio-demographic and ethnic/racial background. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action. For this Assignment, you review the literature and discover the various ethical dilemmas PMHNPs encounter and how these issues are typically addressed in your state.

Learning Objectives

Students will:

• Analyze salient ethical issues in psychiatric mental health practice
• Compare ethical dilemmas with state health laws and regulations
• Analyze ethical decision-making processes

To prepare:

• Review literature for moral/ethical issues encountered by a PMHNP.
• Select one of the articles you found that was published within the last 5 years to use as a focus for this assignment.

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

• Summarize the moral/ethical issue in the article (no more than 1 paragraph).
• Describe the moral and ethical dilemmas surrounding the issue.
• Analyze the ethical issue and compare them to the state health laws and regulations in your state.
• Outline the process of ethical decision making you would use to address this ethical dilemma.

Note: Be sure to use the Practicum Journal Template, located in this week’s Learning Resources.

By Day 7 of Week 4

Submit your Assignment.

Making Connections

This week, you explored in depth the elements of the comprehensive integrated psychiatric assessment and diagnostic process.

Next week, you explore the many different psychiatric assessment tools and begin to explore treatment options. You also begin developing your resume and portfolio.

Looking Ahead 1: Didactic Assignments

• Week 3: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
• Week 5: You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes. Comprehensive Integrated Psychiatric Assessment Discussion
• Week 6: You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.
• Week 7: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
• Week 10: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. Comprehensive Integrated Psychiatric Assessment Discussion

Looking Ahead 2: Practicum Assignments

Each week, you will complete practicum-related assignments. It is highly recommended that you review the practicum assignments for Weeks 2–11 before Day 7 of Week 1. This will give you time to meet with your preceptor so that you can fulfill the requirements of each practicum assignment.

• Week 2: You begin working on your cover letter, resume, and portfolio. (Assignment to be submitted by Day 7 of Week 10.)
• Week 3: You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by Day 7 of Week 4.)
• Week 5: You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by Day 7 of Week 7.) Comprehensive Integrated Psychiatric Assessment Discussion
• Week 6:  You will write a reflection on your practicum experiences involving group therapy sessions. (Assignment to be submitted by Day 7 of Week 7.)
• Week 7: You will write a journal entry concerning voluntary and involuntary commitment. (Assignment to be submitted by Day 7 of Week 7.)
• Week 9:  You will complete a Decision Tree including the diagnosis and treatment of a pediatric client. (Assignment to be submitted by Day 7 of Week 10.)
• Week 10:  You will write about two clients you observed or counseled during a group therapy session for children and adolescents. (Assignment to be submitted by Day 7 of Week 10.)
• Week 10: You will complete and submit your cover letter, resume, and portfolio. (Assignment to be submitted by Day 7 of Week 10.) Comprehensive Integrated Psychiatric Assessment Discussion

Refer to Weeks 2–10 for additional guidance.

Walden University – NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I

Walden University – PRAC – 6665 Week 1: Competencies of Advanced Nursing Practice

What do I have to do?	When do I have to do it?
Review your Learning Resources.	Days 1–7
Assignment 1: Practicum Site Information	Submit Assignment 1 by Day 2.
Assignment 2: Clinical Skills Self-Assessment	Submit Assignment 2 by Day 7.
Assignment 3: Clinical Hour and Patient Logs	Track your clinical hours and patient encounters in Meditrek throughout this practicum course. Each week, your logs must be completed by Day 7.

Walden University – NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I

Introduction

Tell me and I forget, teach me and I may remember, involve me and I learn.
—Xun Kuang, Chinese Confucian philosopher

Welcome to your PMHNP Care Across the Lifespan I Practicum! The practicum experience is an experiential learning opportunity which allows you to gain and refine your clinical advanced nursing skills under the mentorship of a Preceptor. As you engage with patients in the practicum setting, your involvement will extend your learning about a variety of psychiatric and mental health care needs for patients across the lifespan.

Throughout the next 11 weeks, you will evaluate your skill development, reflect on patient encounters, and generate goals related to your growth as an advanced practice nurse. This week, you start by assessing your strengths and opportunities related to psychiatric-mental health nurse practitioner (PMHNP) clinical skills.

Learning Objectives

Students will:

• Complete practicum site form
• Assess clinical skills related to advanced psychiatric-mental health nursing practice
• Develop measurable goals and objectives for the practicum experience
• Describe clinical hours and patient encounters

Learning Resources

Walden University – NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan Required Readings

American Academy of Child and Adolescent Psychiatry. (2018). CPT code training module.

Walden University Field Experience. (2020a). Field experience: College of Nursing. 

Walden University Field Experience. (2020b). MSN nurse practitioner practicum manual.

Acknowledgment

Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care – Topic: Child and Elder Abuse Reporting

Week 2: Ethical and Legal Foundations of PMHNP Care Across the Lifespan

In your role as a PMHNP, you will regularly encounter situations that require your ability to make sound judgments and practice decisions for the safety and well-being of individuals, families, and communities. There may not be a clear-cut answer of how to address the issue, but your ethical decision making must be based on evidence-based practice and what is good, right, and beneficial for patients. You will encounter patients who do not hold your values, but you must remain professional and unbiased in the care you provide to all patients regardless of their background or worldview. You must be prepared to critically analyze ethical situations and develop an appropriate plan of action.

Learning Objectives

Students will:

• Analyze salient ethical and legal issues in psychiatric-mental health practice
• Analyze the impact of cultural considerations on ethical/legal decision making in advanced practice nursing
• Evaluate mastery of nurse practitioner knowledge in preparation for the nurse practitioner national certification examination*

*Assessed in Week 3 Assignment

Reminder: Keep Your Library of Advanced Practice Nursing Texts at Your Fingertips

Several textbooks are assigned in multiple courses in your program. That is, you will see reading assignments from the books assigned in the Learning Resources of more than one course. You should, however, keep all prior textbooks—not just the ones explicitly assigned—readily accessible. The expectation is that you will independently consult these prior textbooks to synthesize information needed to complete your final courses. This is your time to “put it all together” and to more fully embrace the advanced practice nursing role. Part of the responsibility of advanced practice is developing information literacy skills to know where to locate needed information for your clinical practice.

Discussion: Ethical and Legal Foundations of PMHNP Care

Advanced practice nursing in all specialties is guided by codes of ethics that put the care, rights, duty, health, and safety of the patient first and foremost. PMHNP practice is also guided by ethical codes specifically for psychiatry. These ethical codes are frameworks to guide clinical decision making; they are generally not prescriptive. They also represent the aspirational ideals for the profession. Laws, on the other hand, dictate the requirements that must be followed. In this way, legal codes may be thought to represent the minimum standards of care, and ethics represent the highest goals for care.

Photo Credit: [Hero Images]/[Hero Images]/Getty Images

For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic. Your goal will be to identify the most salient legal and ethical facets of the issue for PMHNP practice, and also how these facets differ in the care of adult patients versus children. Keep in mind as you research your issue, that laws differ by state and your clinical practice will be dictated by the laws that govern your state.

TO PREPARE

• Select one of the following ethical/legal topics:
  • Autonomy
  • Beneficence
  • Justice
  • Fidelity
  • Veracity
  • Involuntary hospitalization and due process of civil commitment
  • Informed assent/consent and capacity
  • Duty to warn
  • Restraints
  • HIPPA
  • Child and elder abuse reporting
  • Tort law
  • Negligence/malpractice
• In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.

By Day 3 of Week 2

Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the 4 PDFs of your articles.

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond to at least two of your colleagues on 2 different days by sharing cultural considerations that may impact the legal or ethical issues present in their articles.

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

Learning Resources

Required Readings (click to expand/reduce)

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. https://www.nursingworld.org/practice-policy/nursi…

American Psychological Association. (2017). Ethical principles of psychologists and diagnostic formulation. http://www.apa.org/ethics/code/

American Academy of Child & Adolescent Psychiatry. (2014). Code of ethics. https://www.aacap.org/App_Themes/AACAP/docs/about_…

American Psychiatric Nurses Association. (2020). APRN psychiatric-mental health nursing practice. https://www.apna.org/i4a/pages/index.cfm?pageID=38…

Anderson, S. L. (2012). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. American Academy of Child and Adolescent Psychiatry, 51(9). 957–974. https://www.jaacap.org/action/showPdf?pii=S0890-85…

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

• Chapter 2, “Addressing Behavioral and Mental Problems in Community Settings”

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.). Wiley Blackwell.

• Chapter 19, “Legal Issues in the Care and Treatment of Children with Mental Health Problems”

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

• Chapter 1, “Preparing to Pass the Psychiatric-Mental Health Nurse Practitioner Certification Exam”

Ethical and Legal Foundations of PMHNP Care Submission and Grading Information

Ethical and Legal Foundations of PMHNP Care Grading Criteria

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

To Participate in this Discussion:

Week 2 Discussion

Name:  Ethical and Legal Foundations of PMHNP Care Discussion Rubric

Ethical and Legal Foundations of PMHNP Care	Excellent 90–100	Good 80–89	Fair 70–79	Poor 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.	40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion 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 one or no credible references.
Main Posting: Writing	6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) 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	9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.	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.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing	6 (6%) – 6 (6%) 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.	5 (5%) – 5 (5%) 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.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation	5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.	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.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing	6 (6%) – 6 (6%) 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.	5 (5%) – 5 (5%) 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.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation	5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents

Assignment 1: Prescribing for Children and Adolescents

Off-label prescribing is when a physician gives you a drug that the U.S. Food and Drug Administration (FDA) has approved to treat a condition different than your condition. This practice is legal and common. In fact, one in five prescriptions written today are for off-label use.

—Agency for Healthcare Research and Quality

Photo Credit: Getty Images/Ingram Publishing

Psychotropic drugs are commonly used for children and adolescents to treat mental health disorders, yet many of these drugs are not FDA approved for use in these populations. Thus, their use is considered “off-label,” and it is often up to the best judgment of the prescribing clinician. As a PMHNP, you will need to apply the best available information and research on pharmacological treatments for children in order to safely and effectively treat child and adolescent patients. Sometimes this will come in the form of formal studies and approvals for drugs in children. Other times you may need to extrapolate from research or treatment guidelines on drugs in adults. Each individual patient case will need to be considered independently and each treatment considered from a risk assessment standpoint. What psychotherapeutic approach might be indicated as an initial treatment? What are the potential side effects of a particular drug?

For this Assignment, you consider these questions and others as you explore FDA-approved (“on label”) pharmacological treatments, non-FDA-approved (“off-label”) pharmacological treatments, and nonpharmacological treatments for disorders in children and adolescents.

_Reference:

_{Agency for Healthcare Research and Quality. (2015). Off-label drugs: What you need to know. https://www.ahrq.gov/patients-consumers/patient-involvement/off-label-drug-usage.html}

To Prepare

• Your Instructor will assign a specific disorder for you to research for this Assignment.
• Use the Walden library to research evidence-based treatments for your assigned disorder in children and adolescents. You will need to recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating this disorder in children and adolescents.

The Assignment (1–2 pages)

• Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.
• Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?
• Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
• Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Attach the PDFs of your sources.

By Day 7 of Week 3

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 “WK3Assgn1+last name+first initial.(extension)” as the name.
• Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 3 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 “WK3Assgn1+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 3 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 3

To participate in this Assignment:

Week 3 Assignment 1

Name:  Assignment Rubric

		Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.		32 (32%) – 35 (35%) The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%) The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%) The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%) The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.		45 (45%) – 50 (50%) The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%) The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%) The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%) The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.		5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation		5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) 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, parenthetical/in-text citations, and reference list.		5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Name:  Assignment Rubric

NRNP 6665 WU Wk 4 Mood Disorders in Adults Soap Psychiatric Notes Discussion

Walden University – NRNP 6665 Assignment: Assessing, Diagnosing, and Treating Adults With Mood Disorders

Description

-APA

SOAP Note Exemplar attached

-Follow Directions Below

-Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

-Week 4: Mood Disorders in Adults

I am finally doing everything right. I stayed up all night studying for my final exams and even managed to clean out my closet and order a whole new bedroom from the internet. I know I will ace all my exams. Nothing can go wrong like they did a few months ago. I was so low and was sleeping all the time. I did not think I would ever be happy again, but now I know I can do anything.
—Jessica, age 22

Patients presenting with mood disorders may find that their moods impact their ability to function or that their moods are not consistent with their circumstances. Bipolar and related disorders are one category of mood disorders. They affect nearly 3% of the U.S. population each year (Depression and Bipolar Support Alliance, n.d.). Although being relatively rare in terms of lifetime prevalence, bipolar disorder is burdensome to the individual and health care system because of its early onset, severity, and chronic nature. The average age of onset is around 25 and it affects men and women equally.

The importance of evidence-based intervention for treatment in persons with mood disorders cannot be underestimated. Unstable moods can result in repeat chronic hospitalizations and profound life disruption. Mood disorders are a leading cause of disability worldwide and can contribute to suicide (World Health Organization, 2020). Practitioners should understand that developing a good rapport and relationship with the patient can make a significant difference in the course, symptom management, and stability of the patient.

This week, you will assess, diagnose, and develop appropriate treatment plans for adults presenting with mood disorders.

Reference:

Depression and Bipolar Support Alliance. (n.d.). Bipolar disorder statistics. https://www.dbsalliance.org/education/bipolar-disorder/bipolar-disorder-statistics/#

World Health Organization. (2020). Depression. https://www.who.int/news-room/fact-sheets/detail/depression

LEARNING OBJECTIVES

Students will:

• Assess adults presenting with mood disorders
• Develop differential diagnoses for adult patients with mood disorders
• Develop appropriate treatment plans for adult patients with mood disorders
• Advocate health promotion and patient education strategies for adult patients with mood disorders

Learning Resources

Required Readings (click to expand/reduce)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

• Chapter 8, “Mood Disorders”

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

• Chapter 11, “Mood Disorders”

Document: Focused SOAP Note Template

Document: Focused SOAP Note Exemplar

Required Media (click to expand/reduce)

CrashCourse. (2014, September 8). Depressive and bipolar disorders: Crash course psychology #30 [Video]. YouTube. https://youtu.be/ZwMlHkWKDwM https://www.youtube.com/watch?v=ZwMlHkWKDwM&t=1s

Walden University. (2021). Case study: Petunia Park. Walden University Blackboard. https://class.waldenu.eduAccessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

MEDICATION REVIEW

Review the FDA approved use of the following medicines related to treating mood disorders.

Depression		Premenstrual dysphoric disorder	Seasonal affective disorder (MDD with Seasonal Variation)
agomelatine amitriptyline amoxapine aripiprazole (adjunct) brexpiprazole (adjunct)bupropion citalopram clomipramine cyamemazine desipramine desvenlafaxine dothiepindoxepin duloxetine escitalopram fluoxetine fluvoxamine iloperidone imipramine isocarboxazid ketamine lithium (adjunct) l-methylfolate (adjunct)	lofepramine maprotiline mianserin milnacipran mirtazapine moclobemide nefazodone nortriptyline paroxetine phenelzine protriptyline quetiapine (adjunct) reboxetine selegiline sertindole sertraline sulpiride tianeptine tranylcypromine trazodone trimipramine venlafaxine vilazodone vortioxetine	citalopram desvenlafaxine duloxetin eescitalopram fluoxetin eparoxetine pepexev sarafe, sertraline venlafaxine	Bupropion HCL extended-release

 

Bipolar depression	Bipolar disorder (mixed Mania/Depression	Bipolar maintenance	Mania
lithium (used with lurasidone) lurasidone olanzapine-fluoxetine combination (symbyax) quetiapine valproate (divalproex) (used with lurasidone)	aripiprazole asenapine carbamazepine	olanzapine ziprasidone	aripiprazole lamotrigine lithium olanzapine	aripiprazole asenapine carbamazepine lithium olanzapine quetiapine risperidonevalproate (divalproex) ziprasidone

Assignment: Assessing, Diagnosing, and Treating Adults With Mood Disorders

Photo Credit: Monkey Business / Adobe Stock

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

To Prepare

• Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
• Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
• Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.

The Assignment

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
• Objective: What observations did you make during the psychiatric assessment? 
• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
• Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
• Reflection notes: What would you do differently with this client if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Requirements: use SOAP Examplar

NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template

Subjective:

CC (chief complaint):

HPI:

Substance Current Use:

Medical History:

• Current Medications:
• Allergies:
• Reproductive Hx:

ROS:

• GENERAL:
• HEENT:
• SKIN:
• CARDIOVASCULAR:
• RESPIRATORY:
• GASTROINTESTINAL:
• GENITOURINARY:
• NEUROLOGICAL:
• MUSCULOSKELETAL:
• HEMATOLOGIC:
• LYMPHATICS:
• ENDOCRINOLOGIC:

Objective:

Diagnostic results:

Assessment:

Mental Status Examination:

Diagnostic Impression:

Reflections:

Case Formulation and Treatment Plan: 

 

References

 

By Day 7 of Week 4

Submit your Focused SOAP Note.

Submission Information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area ASSESSING, DIAGNOSING, AND TREATING ADULTS WITH MOOD DISORDERS Focused SOAP Note.

1. To submit your completed assignment, save your Assignment as WK1Assgn+last name+first initial.(extension)” as the name.
2.  Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
3.  Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
4.  Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
5.  If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
6.  Click on the Submit button to complete your submission

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment

Petunia Park Case Study – NRNP 6665 Week 4 Assignment

Walden University Case Study: Petunia Park

Description

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

• Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
• Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
• Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.
• Consider patient diagnostics missing from the video: Provider Review outside of interview:Temp 98.2 Pulse 90 Respiration 18 B/P 138/88Laboratory Data Available: Urine drug and alcohol screen negative. CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
• Objective: What observations did you make during the psychiatric assessment? 
• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
• Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
• Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

What’s Coming Up in Week 5?

Next week, you will explore mood and anxiety disorders in children and adolescents and the unique
approaches to assessment and treatment of these disorders in this population compared to treating
them in adults. In next week’s Assignment, you will prepare patient education materials for an assigned
disorder in which you will explain signs and symptoms, pharmacological and nonpharmacological
treatments, and community resources.

Midterm Exam

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

You should also begin studying for your midterm exam, which is completed in Week 6. This will be a 100-
question, multiple-choice exam covering all topics in Week 1 through Week 6 of the course. The exams
in your MSN program are designed to test your knowledge in preparation for your certification exam and to simulate the certification exam environment. Accordingly, no outside resources, including books,
notes, websites, or any other type of resource, may be used to help you complete the exams in your
courses.

Next Week

To go to the next week:

Week 5

Learning Resources

Required Readings (click to expand/reduce)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.).
Wolters Kluwer.
 Chapter 8, “Mood Disorders”
Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.
 Chapter 11, “Mood Disorders”

Document: Focused SOAP Note Template

Document: Focused SOAP Note Exemplar

Required Media (click to expand/reduce)

CrashCourse. (2014, September 8). Depressive and bipolar disorders: Crash course psychology #30
[Video]. YouTube. https://youtu.be/ZwMlHkWKDwM

Walden University. (2021). Case study: Petunia Park. Walden University Blackboard.
https://class.waldenu.edu
Accessible player
Medication Review
Review the FDA approved use of the following medicines related to treating mood disorders.

Week 5: Mood and Anxiety Disorders in Children and Adolescents

Patient Education for Children and Adolescents NRNP 6665 Week 5

Week 5: At A Glance

Mood and Anxiety Disorders In Children And Adolescents

Introduction

School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.

—Madison, age 16

Mood and anxiety disorders can be particularly challenging to address in childhood and adolescence for many reasons. Children may not be able to fully express or understand their feelings and behaviors. Parents may misattribute or not recognize signs and symptoms. The symptoms of disorders also vary when present in children as opposed to adults. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies with both individual and family therapy to optimize treatment outcomes.

Learning Objectives

Students will:

• Explain signs and symptoms of mood and anxiety disorders in children and adolescents
• Explain the pathophysiology of mood and anxiety disorders in children and adolescents
• Explain diagnosis and treatment methods for mood and anxiety disorders in children and adolescents
• Develop patient education materials for mood and anxiety disorders in children and adolescents

Please choose one of these disorders below for week 5 Assignment depending on last name

Group 1. Last name starting with letter A through L

Anxiety Disorder
Disruptive Mood Dysregulation Disorder

Group 2. Last name starting with letter M through Z

Major Depressive Disorder
Bipolar Disorder
Disruptive Mood Dysregulation Disorder
Remember you have to research treatments for children/adolescents with these disorders. In regard to the community resources and referrals, do not just name them, but describe the services they provide.

Points to keep in mind:

You need a title page and a reference page. All assignments should follow APA guidelines. Please refer to your APA manual or the writing center at the university. Points will be deducted automatically for late submissions, unless received prior approval from the professor. Read your Turnitin report and revise your work if needed. Read the assignment instructions and the rubric carefully and ensure you all questions were answered before submitting.

Do not worry if you have more than 500 words.

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

To Prepare

• By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
• Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
Although you are not required to respond to colleagues, collegial discussion is welcome.

By Day 7 of Week 5

Submit your Assignment.

Submission Information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Learning Resources

Required Readings

• Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.
  • Chapter 3, “Common Clinical Concerns”
  • Chapter 7, “A Brief Version of DSM-5″
  • Chapter 8, “A stepwise approach to Differential Diagnosis”
  • Chapter 10, “Selected DSM-5 Assessment Measures”
  • Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.
• Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guideLinks to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.
• 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.). Wiley Blackwell.
  • Chapter 60, “Anxiety Disorders”
  • Chapter 61, “Obsessive Compulsive Disorder”
  • Chapter 62, “Bipolar Disorder in Childhood”
  • Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

• Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorderLinks to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.
• Mood Disorders Association of BC. (2014, November 20). Children in depressionLinks to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.
• Psych Hub Education. (2020, January 7). LGBTQ youthLinks to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication  Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depression	Bipolar disorder
lurasidone (age 10–17) olanzapine-fluoxetine combination (age 10–17)	aripiprazole (age 10–17) asenapine  (for mania or mixed episodes, age 10–17) lithium (for mania, age 12–17)olanzapine (age 13–17) quetiapine (age 10–17) risperidone (age 10–17)

 

Generalized anxiety disorder	Depression
duloxetine (age 7–17)	escitalopram (age 12–17) fluoxetine (age 8–17)

 

Obsessive-compulsive disorder
clomipramine (age 10–17) fluoxetine (age 7–17) fluvoxamine (age 8–17) sertraline (age 6–17)

Depression in Children and Adolescents Sample Paper

Depression in children is multifactorial in origin. It results from interactions between both environmental factors and biological vulnerabilities. Heritability is the leading risk factor for mental illness.  The interaction between genes and environmental factors further contributes to this risk. Genes-environmental interaction increases the susceptibility to environmental stress.

Psychosocial factors can also increase the risk of developing depression, such as in the case of stressful life events which precede depressive symptoms in children and adolescents (Bremner et al., 2020). Cognitive factors can also contribute to the development of depression. Depressed children and adolescents have memory and attentional bias. These children tend to recall more negative words.

Also, children who underestimate their competence are more likely to have depressive symptoms. Children who have had depression before are also likely to underestimate their competence. Other factors that may contribute to the development of depression include substance and alcohol abuse, other mental illnesses, and comorbidities such as diabetes, epilepsy, and obesity.

The signs and symptoms of depression in children include pessimism and hopelessness about the future, a lack of interest in activities they previously enjoyed, feeling sad and irritable, criticism of themselves, difficulties in concentration in school, lack of energy, and problems with sleeping. Children may also experience symptoms such as stomach aches and headaches. There can be an increase or decrease in appetite. Weight changes can also be noticed, such as a remarkable weight gain or weight loss when not dieting. As Charles and Fazeli (2017) note, morbid thoughts may progress to suicidal ideations or suicide attempts.

Diagnosis of depression is made with the presence of at least five of the above symptoms with a change in function within 2 weeks. These symptoms should be accompanied by a depressed mood and should not be explained by another medical condition (Forman-Hoffman & Viswanathan, 2018).

Treatment of depression in children and adolescents targets recovery and returning to the premorbid level of functioning. Treatment involves the use of both pharmacological and nonpharmacological methods (Leichsenring et al., 2021).

Pharmacological methods involve the use of antidepressant medications. The most commonly used antidepressants are selective serotonin reuptake inhibitors (SSRIs). These drugs are fluoxetine, citalopram, sertraline, and escitalopram. Fluoxetine and escitalopram are FDA approved for the treatment of depression in children and adolescents (Leichsenring et al., 2021). Children on antidepressants should, however, be monitored for risk of suicide. This is one of the major side effects of antidepressants.

Nonpharmacological methods include the use of psychosocial interventions which involve both the children and the parents. Psychosocial interventions are used in the case of mild to moderate depression. It entails using psychoeducation, including education about illness, nutrition, and the importance of good sleep.

Patients should be encouraged to exercise for at least 30 minutes daily. Cognitive-behavioral therapy is also used to help patients identify cognitive distortions, learn problem-solving skills, and modify behaviors predisposing them to depressive symptoms (Oar et al., 2017). Interpersonal therapy is used to help individuals learn interpersonal problem-solving skills.

Parents should contact a healthcare provider if they observe changes in mood and functioning of the child. Mental health nurses and pediatricians should ensure they promote mental health and increase awareness to decrease the stigma associated with mental illness. Depression in children and adolescents is a treatable condition.

Treatment in an outpatient setting is recommended. Treatment should involve an interprofessional team comprising a mental health nurse, a pediatrician, a psychiatrist, a case manager, and a psychotherapist. In severe cases of depression, the management of patients in an inpatient setting is recommended (Leichsenring et al., 2021).

Patient Education for Children and Adolescents NRNP 6665 Week 5 References

Bremner, J. D., Moazzami, K., Wittbrodt, M. T., Nye, J. A., Lima, B. B., Gillespie, C. F., Rapaport, M. H., Pearce, B. D., Shah, A. J., & Vaccarino, V. (2020). Diet, Stress and Mental Health. Nutrients, 12(8), 2428. https://doi.org/10.3390/nu12082428

Charles, J., & Fazeli, M. (2017). Depression in children. Australian Family Physician, 46(12), 901–907.

Forman-Hoffman, V. L., & Viswanathan, M. (2018). Screening for Depression in Pediatric Primary Care. Current Psychiatry Reports, 20(8), 62. https://doi.org/10.1007/s11920-018-0926-7

Leichsenring, F., Luyten, P., Abbass, A., Rabung, S., & Steinert, C. (2021). Treatment of depression in children and adolescents. The Lancet. Psychiatry, 8(2), 96–97. https://doi.org/10.1016/S2215-0366(20)30492-2

Oar, E. L., Johnco, C., & Ollendick, T. H. (2017). Cognitive Behavioral Therapy for Anxiety and Depression in Children and Adolescents. The Psychiatric Clinics of North America, 40(4), 661–674. https://doi.org/10.1016/j.psc.2017.08.002

Patient Education for Children and Adolescents NRNP 6665 Week 5 Rubric

NRNP_6665_Week5_Assignment_Rubric

NRNP_6665_Week5_Assignment_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.	30 to >26.0 pts Excellent The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/ caregiver audience.   26 to >23.0 pts Good The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/ caregiver audience.   23 to >20.0 pts Fair The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/ caregiver audience.   20 to >0 pts Poor The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.	30 pts
This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.	30 to >26.0 pts Excellent The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/ caregiver audience.   26 to >23.0 pts Good The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/ caregiver audience.   23 to >20.0 pts Fair The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.   20 to >0 pts Poor The response vaguely or inaccurately explains pharmacological and non pharmacological treatments. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.	30 pts
This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.	25 to >22.0 pts Excellent The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/ caregiver audience.   22 to >19.0 pts Good The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/ caregiver audience.   19 to >17.0 pts Fair The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/ caregiver audience.   17 to >0 pts Poor The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.	25 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.   4 to >3.5 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.   3.5 to >3.0 pts Fair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.   3 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.	5 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors   4 to >3.5 pts Good Contains one or two grammar, spelling, and punctuation errors   3.5 to >3.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors   3 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.	5 pts
This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.	5 to >4.0 pts Excellent Uses correct APA format with no errors   4 to >3.5 pts Good Contains one or two APA format errors   3.5 to >3.0 pts Fair Contains several (three or four) APA format errors   3 to >0 pts Poor Contains many (five or more) APA format errors	5 pts
Total Points: 100

NRNP 6665 Week 8 Assignment: Study Guide Forum

Week 8: Create a Study Guide : My Assigned Topic is: TIC DISORDERS

Description

My Assigned topic is : TIC DISORDERS

-Create a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcard

Content areas of importance you should address, but are not limited to, are: • Signs and symptoms according to the DSM-5 • Differential diagnoses • Incidence • Development and course • Prognosis • Considerations related to culture, gender, age • Pharmacological treatments, including any side effects • Nonpharmacological treatments • Diagnostics and labs • Comorbidities • Legal and ethical considerations • Pertinent patient education considerations				.
Support your guide with references to the DSM-5 and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old).

Week 8 Assignment: Neurodevelopmental Disorders

This week, during Week 8, you will begin exploring disorders that occur early in the life course and use this knowledge to create a study guide for a neurodevelopmental disorder. You will be assigned a specific disorder for you to research for this Assignment. See assigned topic below: Also review assignment instruction under Week 8 Tab.

To Prepare

• Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
• Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.

The Assignment

• Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

• Signs and symptoms according to the DSM-5
• Differential diagnoses
• Incidence
• Development and course
• Prognosis
• Considerations related to culture, gender, age
• Pharmacological treatments, including any side effects
• Nonpharmacological treatments
• Diagnostics and labs
• Comorbidities
• Legal and ethical considerations
• Pertinent patient education considerations

Assignment: Study Guide Forum

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

Photo Credit: Getty Images/iStockphoto

TO PREPARE

• Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
• Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.

THE ASSIGNMENT

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

• Signs and symptoms according to the DSM-5
• Differential diagnoses
• Incidence
• Development and course
• Prognosis
• Considerations related to culture, gender, age
• Pharmacological treatments, including any side effects
• Nonpharmacological treatments
• Diagnostics and labs
• Comorbidities
• Legal and ethical considerations
• Pertinent patient education considerations

Learning Resources

Required Readings (click to expand/reduce)

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

• Chapter 12, “Developmental Milestones”

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.). Wiley Blackwell.

• Chapter 51, “Autism Spectrum Disorder”
• Chapter 55, “ADHD and Hyperkinetic Disorder”

Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic-support/test/creating…

Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills…

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

• Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”

Required Media (click to expand/reduce)

Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders. [Video]. YouTube. https://www.youtube.com/watch?v=Ydr9s_UwACo

The National Center for Learning Disabilities. (2013, February 20). What is ADHD? [Video]. YouTube. 

Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. 

NRNP 6665 Week 9 Assignment: Controversy Associated with Dissociative Disorders

Week 9: Assignment: Controversy Associated with Dissociative Disorders

Have you ever been driving and realized you don’t remember the last few minutes of driving? Or have you gotten so wrapped up in a book or movie that you lose some awareness of your surroundings? These are examples of common and very mild dissociation, or a disconnect or lack of continuity between thoughts, feelings, actions, and sense of self.

There are three major dissociative disorders defined in the  DSM-5-TR:

• 1. Dissociative identity disorder,
  2. dissociative amnesia, and
  3. depersonalization-derealization disorder.

Dissociative disorders may be associated with traumatic events in order to help manage difficult memories or experiences. Patients with these types of disorders are likely to also exhibit symptoms of a variety of other dysfunctions, such as depression, alcoholism, or self-harm and may also be more susceptible to personality, sleeping, and eating disorders.

This week, you will analyze issues related to the diagnosis and treatment of dissociative disorders as well as associated legal and ethical considerations.

The  DSM-5-TR is a diagnostic tool. It has evolved over the decades, as have the classifications and criteria within its pages. It is used not just for diagnosis, however, but also for billing, access to services, and legal cases. Not all practitioners are in agreement with the content and structure of the  DSM-5-TR, and dissociative disorders are one such area. These disorders can be difficult to distinguish and diagnose. There is also controversy in the field over the legitimacy of certain dissociative disorders, such as dissociative identity disorder, which was formerly called multiple personality disorder.

In this Assignment, you will examine the controversy surrounding dissociative disorders. You will also explore clinical, ethical, and legal considerations pertinent to working with patients with these disorders.

To Prepare

• Review this week’s Learning Resources on dissociative disorders.
• Use the Walden Library to investigate the controversy regarding dissociative disorders. Locate at least three scholarly articles that you can use to support your Assignment.

The Assignment Instructions (2–3 Pages)

• Explain the controversy that surrounds dissociative disorders.
• Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.
• Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.
• Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.
• APA 7
• At least four scholarly references

BY DAY 7 OF WEEK 9

Submit your Assignment

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK9Assgn+last name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

https://youtu.be/XF2zeOdE5GY

https://youtu.be/Iz03M9pwhs0

https://www.youtube.com/watch?v=zqTP0CP9aDk

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Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Rubric

NRNP_6665_Week9_Assignment_Rubric

NRNP_6665_Week9_Assignment_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIn 2–3 pages, address the following:• Explain the controversy that surrounds dissociative disorders.	15 to >13.0 pts Excellent The response includes an accurate and concise explanation of the controversy within the field related to dissociative disorders. 13 to >11.0 pts Good The response includes an accurate explanation of the controversy within the field related to dissociative disorders. 11 to >10.0 pts Fair The response includes a somewhat vague or inaccurate explanation of the controversy within the field related to dissociative disorders. 10 to >0 pts Poor The response includes a vague or inaccurate explanation of the controversy within the field related to dissociative disorders. Or the response is missing.	15 pts
This criterion is linked to a Learning Outcome• Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.	25 to >22.0 pts Excellent The response includes a thorough and well-organized explanation of the student’s professional beliefs about dissociative disorders. Rationale demonstrates critical thinking and is strongly supported with three scholarly references. 22 to >19.0 pts Good The response includes a well-organized explanation of the student’s professional beliefs about dissociative disorders. Rationale is clear and appropriately supported with three scholarly references. 19 to >17.0 pts Fair The response includes a somewhat vague explanation of the student’s professional beliefs about dissociative disorders. Rationale is somewhat unclear and references either provide weak support for the rationale or are not scholarly/current. 17 to >0 pts Poor The response includes a vague explanation of the student’s professional beliefs about dissociative disorders. Rationale is unclear and references are inappropriate. Or the response is missing.	25 pts
This criterion is linked to a Learning Outcome• Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.	30 to >26.0 pts Excellent The response includes an accurate and concise explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder. 26 to >23.0 pts Good The response includes an accurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder. 23 to >20.0 pts Fair The response includes a somewhat vague or incomplete explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder. 20 to >0 pts Poor The response includes a vague or inaccurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder. Or the response is missing.	30 pts
This criterion is linked to a Learning Outcome• Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.	15 to >13.0 pts Excellent The response includes an accurate and concise explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important. 13 to >11.0 pts Good The response includes an accurate explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important. 11 to >10.0 pts Fair The response includes a somewhat vague or incomplete explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important. 10 to >0 pts Poor The response includes a vague and inaccurate explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important. Or, response is missing.	15 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 pts Excellent Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 to >3.5 pts Good Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. 3.5 to >3.0 pts Fair Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 3 to >0 pts Poor Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors 4 to >3.5 pts Good Contains one or two grammar, spelling, and punctuation errors 3.5 to >3.0 pts Fair Contains three or four grammar, spelling, and punctuation errors 3 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.	5 to >4.0 pts Excellent Uses correct APA format with no errors 4 to >3.5 pts Good Contains one or two APA format errors 3.5 to >3.0 pts Fair Contains three or four APA format errors 3 to >0 pts Poor Contains many (five or more) APA format errors	5 pts
Total Points: 100 LEARNING RESOURCES Required Readings Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer. Chapter 11, “Dissociative Disorders” Required Media Osmosis. (2017, November 20). Dissociative disorders – causes, symptoms, diagnosis, treatment, pathologyLinks to an external site. [Video]. YouTube. Links to an external site. Mad Medicine. (2019, August 18). Dissociative disorders (Psychiatry) – USMLE Step 1Links to an external site. [Video]. YouTube. Links to an external site. Grande, T. (2018, October 22). The dissociative identity disorder controversy (Trauma vs. Iatrogenic)Links to an external site.. [Video]. YouTube.

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