NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Example
NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Assignment
NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Assignment Brief
Course: NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I
Assignment Title: NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Assignment
Assignment Instructions Overview
This assignment involves a critical analysis of a comprehensive, integrated psychiatric assessment for an adolescent. You will review a provided video vignette and evaluate the assessment techniques used, identifying areas of strength and potential improvement. Additionally, you will discuss the importance of thorough psychiatric assessments for children/adolescents, suitable symptom rating scales, and treatment options specific to this population.
Understanding Assignment Objectives
The primary goal of this assignment is to enhance your understanding of psychiatric assessment techniques tailored for children and adolescents. By engaging in this exercise, you will develop the ability to critically evaluate clinical practices and apply appropriate diagnostic tools and treatment strategies for younger patients.
The Student’s Role
As a student, your role is to:
- Review and analyze the provided video vignette.
- Identify and critique the assessment methods demonstrated by the practitioner.
- Discuss the significance of comprehensive psychiatric assessments for the pediatric population.
- Propose relevant symptom rating scales and treatment options for children/adolescents.
- Engage with peers by offering insights and alternative perspectives on their analyses.
Competencies Measured
This assignment measures the following competencies:
- Ability to evaluate and critique psychiatric assessment techniques for children and adolescents.
- Skill in recommending effective assessment questions for this demographic.
- Understanding the importance of comprehensive psychiatric assessments in developing accurate diagnoses and treatment plans.
- Knowledge of appropriate symptom rating scales for pediatric psychiatric assessments.
- Identification of suitable psychiatric treatments for children and adolescents.
- Comprehension of the vital role parents/guardians play in the assessment and treatment process of young patients.
You Can Also Check Other Related Assessments for the NRNP 6665 – Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Course:
NRNP 6665 Ethical and Legal Foundations of PMHNP Care Discussion Assignment Example
NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Example
Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
What did the practitioner do well? In what areas can the practitioner improve?
Practitioner Strengths:
- Open-Ended Questions: The practitioner used open-ended questions, which facilitated detailed responses from the adolescent, Tony. This approach helped gather comprehensive information about Tony’s feelings and behaviors.
- Exploring Emotions: The practitioner effectively explored Tony’s emotional state, including feelings of hopelessness and anger, which are crucial in assessing depression and anxiety.
- Summarizing Statements: The practitioner summarized Tony’s statements, which validated his feelings and ensured understanding.
Areas for Improvement:
- Confidentiality and Consent: The practitioner did not address confidentiality, privacy, and consent at the beginning of the session. It is essential to explain these aspects to establish trust and clarify the boundaries of the therapeutic relationship.
- Family Involvement: There was no mention of involving Tony’s family or obtaining collateral information from them. Family input can provide additional context and support for the adolescent.
- Environment: Creating a more child-friendly environment could make the session more comfortable for young patients. This could include having art on the walls or other engaging elements.
At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
Yes, there are compelling concerns. Tony expressed feelings of anger, hopelessness, and a lack of interest in activities he used to enjoy, such as basketball and school. He also mentioned thoughts of not wanting to be alive. These symptoms are indicative of depression and possible suicidal ideation, which require immediate attention and intervention.
What would be your next question, and why?
The next question should be: “Can you tell me more about your thoughts of not wanting to be alive? Have you ever thought about how you might hurt yourself?” This question is crucial to assess the severity of Tony’s suicidal ideation and to determine the level of immediate risk.
Additional Discussion Points:
Explain why a thorough psychiatric assessment of a child/adolescent is important.
A thorough psychiatric assessment of a child or adolescent is essential because it allows for accurate diagnosis and effective treatment planning. Children and adolescents are at a developmental stage where mental health issues can significantly impact their growth, education, social relationships, and overall well-being. Early and precise assessment can prevent the progression of mental health disorders and improve long-term outcomes (Hilt & Nussbaum, 2016).
Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
- Pediatric Symptom Checklist (PSC): This is a brief screening questionnaire that helps identify psychosocial problems in children. It is widely used in primary care settings and has versions for different age groups.
- Strengths and Difficulties Questionnaire (SDQ): This tool measures emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. It is suitable for children aged 4-17 and can be completed by parents, teachers, or the adolescents themselves.
Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
- Play Therapy: This form of therapy uses play to help children express their feelings and deal with psychological issues. It is particularly effective for younger children who may not have the verbal skills to articulate their emotions.
- Family-Based Treatment (FBT): This approach involves the family in the treatment process, which is especially important for conditions like eating disorders. FBT empowers parents to support their child’s recovery, which may not be as relevant in adult treatments.
Explain the role parents/guardians play in assessment.
Parents and guardians play a critical role in the assessment process by providing historical context, observations of behavior, and information about the child’s development and family dynamics. Their involvement helps ensure a comprehensive understanding of the child’s issues and supports the implementation of treatment plans (Srinath et al., 2019).
References
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.
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.
Graf, M., Lederman, S., Raphael, E., & Kafri, R. (2023). Home-based treatment for children and adolescents with acute mental health disorders: A literature review. Journal of Child and Adolescent Psychiatric Nursing, 36(2), 681-686.
Detailed Assessment Instructions for the NRNP 6665 Comprehensive Integrated Psychiatric Assessment Discussion Assignment
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)
- 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)
Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessment [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 | ||||
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