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NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Assignment

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Assignment Brief

Assignment Instructions Overview:

In this assignment, students are required to assess and diagnose patients with mood disorders, focusing on accurate diagnostic methods and critical thinking. The assignment highlights the complexities of diagnosing depressive and bipolar disorders, considering that these conditions often present with periodic and cyclic symptomology. Diagnosis may also be influenced by external stressors and cultural backgrounds, potentially impacting the client’s treatment-seeking behavior.

Students are expected to utilize the Comprehensive Psychiatric Evaluation Template to conduct a thorough evaluation, incorporating subjective and objective data, differential diagnoses, and a reflective analysis of the patient’s case.

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Understanding Assignment Objectives:

The primary objective of this assignment is to develop a detailed understanding of mood disorders through practical assessment and diagnosis. Students will evaluate patients via case studies, identifying patterns and symptoms of mood disorders such as major depressive disorder (MDD) and bipolar disorder. This task also aims to enhance students’ ability to apply diagnostic criteria from the DSM-5-TR and to navigate the complexities of mental health treatment with cultural sensitivity and ethical awareness.

The Student’s Role:

Students are responsible for:

• Selecting and reviewing a video case study.
• Gathering and analyzing a patient’s subjective and objective history.
• Conducting a comprehensive psychiatric evaluation.
• Formulating at least three differential diagnoses using the DSM-5-TR.
• Explaining the reasoning behind the primary diagnosis.
• Reflecting on the diagnostic process and identifying areas for improvement.

The assignment also requires students to demonstrate clinical judgment, legal/ethical considerations, and awareness of health promotion strategies tailored to individual patients’ socioeconomic, cultural, and medical backgrounds.

Competencies Measured:

• Clinical Reasoning & Critical Thinking: Ability to apply psychiatric assessment skills to real-world case studies and generate differential diagnoses.
• Diagnostic Proficiency: Knowledge of DSM-5-TR criteria and its application in assessing mood disorders.
• Cultural Competence & Ethical Awareness: Sensitivity to cultural factors influencing mood disorders and adherence to ethical standards in psychiatric practice.
• Patient-Centered Care: Designing treatment plans that address mental health issues while considering broader aspects of patient health and well-being, including prevention strategies.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

Comprehensive Psychiatric Evaluation

Patient Information:

• Name: A.M.
• Age: 34
• Gender: Male
• Race: African-American
• Marital Status: Divorced

Chief Complaint (CC):

“I feel like I’m always in a bad mood, and it’s hard for me to concentrate or enjoy anything. It’s been like this for months.”

History of Present Illness (HPI):

A.M. is a 34-year-old African-American male who presents with complaints of persistent low mood, lack of interest in daily activities, and difficulty concentrating. These symptoms began approximately eight months ago, following his divorce, and have progressively worsened. He reports feeling “exhausted all the time” despite sleeping excessively, yet he continues to wake up feeling fatigued. He mentions that his appetite has decreased, resulting in an unintentional weight loss of about 10 pounds over the past three months. His mood is often irritable, and he finds himself getting easily frustrated with family members and coworkers.

A.M. denies any suicidal ideation or previous suicide attempts but admits to occasional fleeting thoughts of death. He reports that these thoughts are not persistent or distressing enough to act upon. His symptoms have negatively impacted his performance at work, leading to several warnings from his supervisor about his reduced productivity and absenteeism.

He reports no previous history of mood disorders and has never sought psychiatric treatment before. He occasionally uses alcohol to “calm down,” drinking approximately 4–5 drinks per night for the past six months, which began after his divorce.

Past Psychiatric History:

• Previous Diagnosis: None reported.
• Previous Hospitalizations: None.
• Previous Treatments: None.
• Previous Medications: None.

Substance Use History:

• Alcohol: Drinks 4–5 alcoholic beverages per night, daily for the past six months. Denies drinking in the mornings or at work. He has not experienced withdrawal symptoms, but he acknowledges that he drinks to cope with stress and sadness.
• Drugs: Denies the use of illicit drugs or recreational drugs.
• Tobacco: Non-smoker.
• Caffeine: Drinks two cups of coffee daily.

Family Psychiatric/Substance Use History:

• Mother: Diagnosed with Major Depressive Disorder at age 45. Currently on medication.
• Father: No history of psychiatric illness.
• Siblings: Younger brother diagnosed with Generalized Anxiety Disorder.
• Substance Use: No history of substance use disorders in the immediate family.

Social History:

A.M. was born and raised in a middle-class African-American family. He is the eldest of three siblings and maintains a good relationship with them, although he is currently estranged from his ex-wife. He has a 7-year-old daughter from his marriage and shares custody with his ex-wife. A.M. completed college and has been working as a sales manager at a tech company for the past five years.

His divorce, finalized eight months ago, was contentious, and he describes the relationship as “emotionally draining.” He currently lives alone in an apartment and has limited social interactions outside of work and co-parenting responsibilities. He reports that he stopped engaging in his hobbies, such as playing basketball and attending social events, around the same time his symptoms began.

A.M. has no legal issues or history of trauma. He denies any history of physical or emotional abuse.

Medical History:

• Current Medical Conditions: Mild hypertension, managed with a low-sodium diet. No medications.
• Past Medical Conditions: None significant.
• Surgical History: None.
• Chronic Illnesses: None.
• Allergies: No known drug allergies.

Review of Systems (ROS):

• General: Reports feeling fatigued and weak. Unintentional weight loss of 10 pounds in the last three months.
• Cardiovascular: No chest pain, palpitations, or shortness of breath.
• Respiratory: No cough or difficulty breathing.
• Gastrointestinal: Reduced appetite; no nausea or vomiting.
• Neurological: No headaches, dizziness, or seizures.
• Musculoskeletal: No joint or muscle pain.
• Endocrine: No changes in temperature tolerance, no excessive thirst or urination.
• Psychiatric: Persistent low mood, loss of interest in previously enjoyable activities, feelings of worthlessness, irritability, concentration difficulties, occasional thoughts of death.

Mental Status Examination (MSE):

• General Appearance: A.M. is a well-groomed, appropriately dressed male who appears his stated age. He has good hygiene and maintains eye contact throughout the interview.
• Behavior: Cooperative but reserved during the interview. Fidgeted with his hands.
• Mood: Reports feeling “down” and “numb.”
• Affect: Blunted, restricted range of emotional expression.
• Speech: Normal rate and tone, though answers are brief and monotone.
• Thought Process: Linear but slowed; no evidence of flight of ideas or loose associations.
• Thought Content: No delusions, hallucinations, or paranoia. Denies current suicidal ideation but acknowledges occasional passive thoughts of death without intent or plan.
• Cognition: Alert and oriented to person, place, and time. Mild difficulty with concentration and focus during the interview.
• Insight: Fair; acknowledges that his mood is affecting his work and personal life but feels unsure about treatment options.
• Judgment: Intact; able to make reasonable decisions regarding his care.

Diagnostic Results:

No lab results were available at the time of the psychiatric evaluation. However, routine labs, including thyroid function tests (TFTs) and a complete blood count (CBC), were ordered to rule out any medical conditions contributing to his depressive symptoms.

Assessment:

Differential Diagnoses:

Major Depressive Disorder (MDD):

• Supporting Evidence: A.M. presents with a depressed mood, loss of interest or pleasure in activities (anhedonia), fatigue, sleep disturbances (hypersomnia), weight loss, and concentration difficulties. These symptoms have persisted for more than two weeks, meeting the DSM-5-TR criteria for MDD.
• DSM-5 Criteria Met: Depressed mood most of the day, nearly every day; markedly diminished interest in activities; significant weight loss without dieting; insomnia or hypersomnia; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness.
• Ruled Out Factors: No manic or hypomanic episodes present, ruling out bipolar disorders.

Adjustment Disorder with Depressed Mood:

• Supporting Evidence: A.M. experienced a significant life stressor (divorce), which may have triggered his symptoms. However, the severity and duration of his symptoms extend beyond what is typically seen in adjustment disorder, and he meets more criteria for MDD.
• DSM-5 Criteria Met: Emotional or behavioral symptoms in response to an identifiable stressor. However, A.M.’s symptoms are more severe and persistent than what is typically seen in Adjustment Disorder.

Alcohol Use Disorder:

• Supporting Evidence: A.M. reports using alcohol daily to cope with stress, and this behavior has persisted for six months. However, he does not meet the full criteria for Alcohol Use Disorder at this time as his alcohol use has not resulted in significant impairment or distress. It is important to monitor his alcohol consumption as it may exacerbate his depressive symptoms.
• DSM-5 Criteria Not Met: He does not exhibit loss of control over drinking or significant negative consequences directly attributed to alcohol use.

Plan:

Pharmacological:

• Initiate fluoxetine (Prozac) 20 mg PO daily, given its favorable side effect profile and effectiveness in treating MDD.
• Educate the patient on the potential side effects of fluoxetine, including gastrointestinal disturbances, headaches, and sexual side effects.

Therapy:

• Refer to Cognitive Behavioral Therapy (CBT) to address negative thought patterns and promote healthy coping strategies.

Substance Use Monitoring:

• Encourage a reduction in alcohol consumption, as it may worsen depressive symptoms. A referral to substance use counseling or Alcoholics Anonymous should be offered if drinking escalates.

Follow-Up:

• Schedule follow-up in two weeks to assess medication efficacy and monitor for side effects.
• Obtain lab results to rule out any medical causes of depression.

Reflection:

In hindsight, I would have explored A.M.’s family history in more detail, particularly his relationship with his mother, who has a history of Major Depressive Disorder. This could provide insight into how family dynamics may influence his view on seeking mental health treatment. From an ethical perspective, discussing A.M.’s alcohol use in a non-judgmental manner was important, as there is a potential for substance use to worsen his mental health if left unaddressed. A culturally sensitive approach to discussing his alcohol use should be maintained, given the stigma that may be present in his community. Additionally, I would focus more on A.M.’s role as a father and how his mental health may affect his relationship with his daughter, aiming to incorporate this into health promotion and disease prevention discussions.

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Beck, A. T., & Alford, B. A. (2020). Depression: Causes and treatment. University of Pennsylvania Press.

Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

Detailed Assessment Instructions for the NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Assignment

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

To Prepare:

• Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
• Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
• By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.
• Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 3

Complete and submit your Comprehensive Psychiatric Evaluation, 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 symptomology 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 priority 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.
• Reflection notes: What would you do differently with this client if you could conduct the session over? 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 taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Consider what history would be necessary to collect from this patient.

Consider what interview questions you would need to ask this patient.

Identify at least three possible differential diagnoses for the patient. 

references x 3 to include

 American Psychiatric Association. (2022). Bipolar and related disorders. In Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url= https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x03_Bipolar_and_Related_Disorders

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Draft

Video Case selections for the Assignment

https://video.alexanderstreet.com/p/XQ51BX9oA

https://video.alexanderstreet.com/p/LZP6O7Yw4

https://video.alexanderstreet.com/p/Og8VpmVGN

https://video.alexanderstreet.com/p/ywmrYzzQn

Required Media

https://video.alexanderstreet.com/p/Z8WOvJyZ6

https://video.alexanderstreet.com/p/nRO2pKBpY

https://video.alexanderstreet.com/p/GR9vAWjML

https://video.alexanderstreet.com/p/nROLX6Ppp

Submission and Grading Information

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

• Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
• Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 3 Assignment 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 “WK3Assgn+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.

 NRNP_6635_Week3_Assignment_Rubric

• Grid View
• List View

		Excellent	Good	Fair	Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint • History of present illness (HPI) • Past psychiatric history • Medication trials and current medications • Psychotherapy or previous psychiatric diagnosis • Pertinent substance use, family psychiatric/substance use, social, and medical history • Allergies • ROS		18 (18%) – 20 (20%) The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.	16 (16%) – 17 (17%) The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.	14 (14%) – 15 (15%) The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.	0 (0%) – 13 (13%) The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide: • Physical exam documentation of systems pertinent to the chief complaint, HPI, and history • Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.		18 (18%) – 20 (20%) The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.	16 (16%) – 17 (17%) The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.	14 (14%) – 15 (15%) Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.	0 (0%) – 13 (13%) The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide: • Results of the mental status examination, presented in paragraph form. • At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR 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.		23 (23%) – 25 (25%) The response thoroughly and accurately documents the results of the mental status exam. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.	20 (20%) – 22 (22%) The response accurately documents the results of the mental status exam. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.	18 (18%) – 19 (19%) The response documents the results of the mental status exam with some vagueness or inaccuracy. Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vagueness or inaccuracy.	0 (0%) – 17 (17%) The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
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 taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).		9 (9%) – 10 (10%) Reflections are thorough, thoughtful, and demonstrate critical thinking.	8 (8%) – 8 (8%) Reflections demonstrate critical thinking.	7 (7%) – 7 (7%) Reflections are somewhat general or do not demonstrate critical thinking.	0 (0%) – 6 (6%) Reflections are incomplete, inaccurate, or missing.
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).		14 (14%) – 15 (15%) The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.	12 (12%) – 13 (13%) The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders	11 (11%) – 11 (11%) Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.	0 (0%) – 10 (10%) Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
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 (5%) – 5 (5%) A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. Paragraphs and sentences follow writing standards for flow, continuity, and clarity.	4 (4%) – 4 (4%) Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.	3.5 (3.5%) – 3.5 (3.5%) Purpose, introduction, and conclusion of the assignment is vague or off topic. Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time.	0 (0%) – 3 (3%) No purpose statement, introduction, or conclusion were provided. Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and punctuation		5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors	4 (4%) – 4 (4%) Contains a few (one or two) grammar, spelling, and punctuation errors	3 (3%) – 3 (3%) Contains several (three or four) grammar, spelling, and punctuation errors	0 (0%) – 2 (2%) Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100

Name: NRNP_6635_Week3_Assignment_Rubric

  

Week (enter week #): (Enter assignment title)

 

Student Name

College of Nursing-PMHNP, Walden University

NRNP 6635: Psychopathology and Diagnostic Reasoning

Faculty Name

Assignment Due Date

 

Subjective:

CC (chief complaint):

HPI:

Past Psychiatric History:

• General Statement:
• Caregivers (if applicable):
• Hospitalizations:
• Medication trials:
• Psychotherapy or Previous Psychiatric Diagnosis:

Substance Current Use and History:

Family Psychiatric/Substance Use History:

Psychosocial History:

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Medical History:

 

• Current Medications:
• Allergies:

• Reproductive Hx:

ROS:

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

Objective:

Physical exam: if applicable

Diagnostic results:

Assessment:

Mental Status Examination:

Differential Diagnoses:

Reflections:

References

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NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment Brief

Assignment Instructions Overview:

This assignment involves developing a Practicum Experience Plan (PEP) to guide your clinical learning as an advanced practice nurse. The PEP is essential to organize your goals and activities in a psychiatric-mental health clinical setting, ensuring that you can assess your skills, set measurable objectives, and apply knowledge to real-world patient care. Your PEP will serve as a structured roadmap for achieving specific outcomes related to psychiatric assessment, diagnostic reasoning, and collaborative practice in the clinical setting.

Understanding Assignment Objectives:

The purpose of this assignment is to help you establish clear, specific, and measurable learning goals for your practicum experience. These objectives will be based on your self-assessed strengths and areas for growth in psychiatric-mental health nursing. By framing your experience around focused learning outcomes, you will work toward achieving proficiency in skills such as mental health evaluations, psychoeducation, and diagnostic reasoning, while also considering interpersonal collaboration in clinical practice.

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The Student’s Role:

As a student, you are responsible for creating a personalized learning plan based on your unique needs and goals. This includes identifying key competencies to develop, collaborating with your preceptor to confirm the availability of resources, and actively engaging in clinical activities that support your learning. Additionally, you will record and assess your progress throughout the practicum by documenting patient encounters, reflecting on your experiences, and receiving feedback from your preceptor.

Your PEP will also require you to develop objectives that follow the SMART format (Specific, Measurable, Attainable, Results-focused, Time-bound), ensuring that your goals are clearly defined and achievable within the scope of the practicum.

Competencies Measured:

Your Practicum Experience Plan will focus on advancing your skills in psychiatric-mental health nursing, including:

• Clinical reasoning: Demonstrating the ability to assess and interpret mental health conditions accurately.
• Psychiatric evaluations: Enhancing your capability to conduct comprehensive evaluations using standardized tools.
• Diagnostic reasoning: Formulating differential diagnoses and treatment plans based on a solid understanding of psychopathology.
• Psychoeducation: Developing strategies to educate patients and caregivers, enhancing adherence to treatment plans.
• Interpersonal collaboration: Working effectively with colleagues to ensure patient-centered care and improve clinical outcomes.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

Practicum Experience Plan (PEP)

Part 1: Quarter/Term/Year and Contact Information

Section A

• Quarter/Term/Year: Summer 2024

Student Contact Information:

• Name:
• Street Address:
• City, State, Zip:
• Cell Phone:
• E-mail:

Preceptor Contact Information:

• Name:
• Organization:
• Street Address:
• City, State, Zip:
• Work Phone:
• Professional/Work E-mail:

Part 2: Individualized Practicum Learning Objectives

Objective 1:

By the end of the practicum, demonstrate comprehensive psychiatric evaluation skills by performing and interpreting a mental status examination on a diverse patient population, completing at least 80 assessments using standard assessment tools and guidelines to enhance diagnostic accuracy and treatment planning.

Planned Activities:

• Conducting mock psychiatric evaluations under supervision.
• Review and practice using standard assessment tools such as the Mini-Mental State Examination (MMSE), Hamilton Depression Rating Scale (HAM-D), and Patient Health Questionnaire-9 (PHQ-9).
• Participating in case conferences to discuss assessment findings and treatment plans.

Mode of Assessment:

• Observation and feedback from the preceptor documented in Meditrek.
• Case study analysis and written reports on evaluation findings.
• Objective Structured Clinical Examinations (OSCEs) to evaluate clinical competency.

PRAC Course Outcome(s) Addressed:

• Develop professional plans in advanced nursing practice for the practicum experience.
• Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Objective 2:

Within 6 weeks of the practicum, demonstrate diagnostic reasoning skills by discussing the psychopathology of mental illnesses across different age groups and disorders, contributing to the formulation of accurate differential diagnoses for at least 10 patients per week across the lifespan.

Planned Activities:

• Participating in didactic sessions focused on the psychopathology of various mental illnesses.
• Engaging in case discussions with preceptors and colleagues to explore differential diagnoses and treatment implications.
• Conducting literature reviews on mental illness presentations across different age groups.

Mode of Assessment:

• Participation in case discussions and presentations documented in Meditrek.
• Written reflections on didactic sessions and their application to clinical practice.
• Preceptor evaluations of diagnostic reasoning during patient assessments.

PRAC Course Outcome(s) Addressed:

• Apply advanced practice nursing assessment and diagnosis skills in mental health settings.
• Formulate differential diagnoses for patients across the lifespan.

Objective 3:

Within 8 weeks of the practicum, provide psychoeducation to individuals and/or caregivers as part of psychotherapeutic treatment planning for at least 10 patients per week, incorporating evidence-based strategies to enhance understanding and adherence to treatment recommendations.

Planned Activities:

• Attending psychoeducation workshops or seminars.
• Developing psychoeducational materials tailored to the needs of patients and caregivers.
• Conducting individual or group psychoeducation sessions under supervision.

Mode of Assessment:

• Feedback from patients and caregivers on understanding and application of psychoeducational materials documented in Meditrek.
• Self-reflection journals on the effectiveness of psychoeducation provided.
• Patient satisfaction surveys regarding the psychoeducation received.

PRAC Course Outcome(s) Addressed:

• Develop professional plans in advanced nursing practice for the practicum experience.
• Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities.

Nursing Theory

Orem’s Self-Care Deficit Theory emphasizes the importance of patient self-care in nursing practice. It highlights that nursing interventions are required when patients are unable to meet their own self-care needs (Gligor & Domnariu, 2020). This theory is applicable to psychiatric-mental health nursing, as it supports the promotion of patient independence and self-management of mental health conditions (Hartweg & Metcalfe, 2022). Evidence shows that empowering patients to engage in self-care activities can lead to improved mental health outcomes, such as reduced symptoms of depression and anxiety (Tanaka, 2022). By assessing self-care deficits and implementing individualized care plans, nurses can foster patient autonomy and recovery.

Counseling Theory

Motivational Interviewing (MI) is an evidence-based approach focused on enhancing patients’ motivation to change. It is particularly effective in addressing ambivalence and resistance, which are common challenges in psychiatric-mental health care (Bischof et al., 2021). The core principles of MI—expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy—are instrumental in helping patients explore their motivations for change (Gary et al., 2022). Research has demonstrated that MI improves treatment adherence and outcomes in conditions like substance use disorders and depression (Li et al., 2020). MI’s focus on patient-centered conversations and motivation aligns with psychoeducation and supports collaborative care planning.

Part 3: Projected Timeline/Schedule

A total of 144 clinical hours are planned to be completed over 11 weeks, with weekly time commitments as follows:

Week	Clinical Hours	Professional Development Hours	Practicum Coursework Hours
Week 1	16 hours	5 hours	5 hours
Week 2	16  hours	5 hours	5 hours
Week 3	16 hours	5 hours	5 hours
Week 4	16 hours	5 hours	5 hours
Week 5	16 hours	5 hours	5 hours
Week 6	16 hours	5 hours	5 hours
Week 7	16 hours	5 hours	5 hours
Week 8	16 hours	5 hours	5 hours
Week 9	16 hours	5 hours	5 hours
Week 10	8 hours	5 hours	5 hours
Week 11	8 hours	5 hours	5 hours

Part 4: Signatures

Student Signature (electronic):

Date:

Practicum Faculty Signature (electronic):

Date:

References

Bischof, G., et al. (2021). Motivational interviewing for mental health. Springer.

Gary, K., et al. (2022). Enhancing motivation for change in psychiatric settings: Principles of MI. Journal of Psychiatric Practice.

Gligor, C., & Domnariu, C. (2020). Orem’s self-care deficit theory and its application to psychiatric nursing. Nursing Science Quarterly.

Hartweg, D. L., & Metcalfe, S. E. (2022). Promoting mental health self-care: Applying Orem’s theory. Journal of Advanced Nursing.

Kiskac, M., & Oz, A. (2023). Integrating theory into psychiatric nursing practice: The role of self-care and motivational interviewing. Journal of Psychiatric Nursing.

Li, M., et al. (2020). Motivational interviewing and treatment adherence: A meta-analysis. Journal of Clinical Psychology.

Tanaka, T. (2022). Self-care in psychiatric nursing: Implications for patient outcomes. Journal of Psychiatric and Mental Health Nursing.

Detailed Assessment Instructions for the NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Assignment

Description

Assignment 2: Practicum Experience Plan (PEP)

Photo Credit: Getty Images

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice. 

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind. 

To Prepare

• Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the Practicum help you achieve these aims?? 
• Review the information related to developing objectives provided in this week’s Learning Resources.? Your practicum?learning objectives that you want to achieve during your Practicum experience must be: 
  • Specific? 
  • Measurable? 
  • Attainable? 
  • Results-focused? 
  • Time-bound 
  • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)? 

Note: Please make sure your objectives are outlined in your Practicum Experience Plan (PEP).? 

• Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. 

Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) practicum learning objectives you will use to facilitate your learning during the practicum experience.

American Psychiatric Association. (2013). Section I: DSM-5 basics. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 5–29). Author.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
Chapter 5, “Examination and Diagnosis of the Psychiatric Patient”

Walden University. (2020). College of Nursing practicum manual: Master of science in nursing (MSN) and post-master’s certificate programs. https://academicguides.waldenu.edu/fieldexperience…

Walden University Field Experience. (2020a).?Field experience: College of Nursing.? https://academicguides.waldenu.edu/fieldexperience…

Walden University Field Experience. (2020b). Student practicum resources: NP student orientation. https://academicguides.waldenu.edu/StudentPracticu… 

Part 2: Individualized Practicum Learning Objectives

Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.

As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.

Objective 1:<write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:
Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

• (for example) Develop professional plans in advanced nursing practice for the practicum experience
• (for example) Assess advanced practice nursing skills for strengths and opportunities 

Objective 2: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

Objective 3:<write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)

Planned Activities:

Mode of Assessment:(Note: Verification will be documented in Meditrek)

PRAC Course Outcome(s) Addressed:

Part 3: Projected Timeline/Schedule

Estimate how many hours you expect to work on your Practicum each week.*Note: All of your hours and activities must be supervised by your Preceptor and completed onsite. Your Preceptor will approve all hours, but your activities will be approved by both your Preceptor and Instructor. Any changes to this plan must be approved.

This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now.

I intend to complete the 144 or 160Practicum hours (as applicable) according to the following timeline/schedule. I also understand that I must see at least 80 patients during my practicum experience. I understand that I may not complete my practicum hours sooner than 8 weeks. I understand I may not be in the practicum setting longer than 8 hours per day unless pre-approved by my faculty.

	Number of ClinicalHours Projected for Week	Number of Weekly Hours for ProfessionalDevelopment	Number of Weekly Hours for Practicum Coursework
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Total Hours(must meet the following requirements)	144 or 160 Hours

Part 4 – Signatures

Student Signature (electronic):                                Date:

Practicum Faculty Signature (electronic)**:         Date:

** Faculty signature signifies approval of Practicum Experience Plan (PEP)

Submit your Practicum Experience Plan on or before Day 7 of Week 2for faculty review and approval.

Once approved, you will receive a copy of the PEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.

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NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Assignment

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Assignment Brief

Overview of Assignment Instructions

This assignment is designed to promote self-reflection on clinical skills, focusing on areas of strength and opportunities for improvement. It encourages students to assess their current knowledge and clinical competencies in relation to advanced practice nursing. The assignment also serves as a tool for students to set measurable goals for professional development during their practicum experiences.

Understanding Assignment Objectives

The primary objective of this self-assessment is to evaluate the student’s level of confidence and proficiency in performing key clinical skills required for advanced nursing practice. By identifying strengths and areas for improvement, students can formulate specific goals to enhance their clinical capabilities. This process is important for aligning personal development with the requirements of the practicum and the broader nursing profession. Additionally, the assignment helps students become more self-aware and deliberate in their approach to professional growth.

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The Student’s Role

Students are expected to critically assess their current skill set using the PMHNP Clinical Skills Self-Assessment Form. This involves evaluating their confidence in performing various clinical procedures and diagnosing psychiatric conditions. After rating themselves, students must summarize their key strengths and highlight areas where improvement is needed. Based on this analysis, students will develop three to four measurable goals for their practicum. These goals should reflect their aspirations for developing specific clinical skills, such as diagnostic reasoning, patient assessment, and therapeutic planning.

Competencies Measured

This assignment measures several competencies critical to advanced practice nursing. These include:

• Clinical assessment and diagnostic reasoning: Students will assess their ability to perform comprehensive evaluations, develop differential diagnoses, and utilize clinical reasoning in decision-making.
• Patient care planning: Competence in developing personalized care plans and delivering evidence-based treatments is evaluated. This encompasses the selection of appropriate interventions and the ability to monitor patient outcomes.
• Professional development: Students are also evaluated on their ability to set realistic, measurable goals for continuous improvement, demonstrating a commitment to lifelong learning in their nursing practice.

NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Paper Example

Introduction

Advanced practice nurses, including Psychiatric-Mental Health Nurse Practitioners (PMHNPs), require a strong foundation of clinical skills to provide quality care. Clinical training allows PMHNPs to develop essential skills in patient assessment, diagnosis, and treatment of mental health conditions. Regular self-assessment helps identify strengths and areas needing improvement, enhancing clinical proficiency. Developing goals based on these self-assessments aligns with improving professional practice (Kleinpell et al., 2018). This self-assessment focuses on evaluating current competencies, identifying growth opportunities, and establishing objectives for further development during the practicum experience.

You can also read other assignment examples for the NRNP 6635 – Psychopathology and Diagnostic Reasoning Course below:

NRNP 6635 Week 1: Competencies of Advanced Nursing Practice Paper Example

NRNP 6635 Week 2: Practicum Experience Plan (PEP) Paper Example

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders Paper Example

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Example

NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

Clinical Skills Self-Assessment

The PMHNP Clinical Skills Self-Assessment form evaluates competency in various areas of psychiatric practice, ranging from comprehensive psychiatric evaluations to psychotherapeutic treatment planning.

• Comprehensive Psychiatric Evaluation Skills I rate myself as confident in recognizing the clinical signs and symptoms of psychiatric illness, which is fundamental for making accurate diagnoses. However, I am mostly confident in differentiating between pathophysiological and psychopathological conditions, indicating a need for further knowledge and practice in this area. Performing and interpreting mental status examinations is a skill where I am still developing, needing supervision for confidence, while psychosocial assessments and family psychiatric histories are areas where I am more experienced.
• Diagnostic Reasoning My current ability to develop and prioritize differential diagnoses is at a beginning level. This reflects a need for more focused practice in applying the DSM-5 criteria and formulating diagnoses based on comprehensive assessments. Understanding the nuances between normal and abnormal psychological changes in different age groups is another area where improvement is necessary (Price & Reichert, 2017).
• Psychotherapeutic Treatment Planning Psychotherapeutic planning is essential in patient care, and I currently need to further enhance my skills in providing psychoeducation and promoting disease prevention techniques to clients and their caregivers. Although I am confident in some aspects, more practice is needed in selecting and implementing appropriate treatment strategies based on individualized patient assessments.

Summary of Strengths

One of my main strengths is my ability to deliver patient-centered care, enabling effective communication and empathetic interactions with patients from diverse backgrounds. This skill allows me to gather comprehensive patient histories and perform thorough assessments. I also have strong professional skills, maintaining boundaries, fostering therapeutic relationships, and collaborating effectively with multidisciplinary teams. My ability to document clinical findings accurately has proven valuable in creating detailed patient records and forming clinical judgments, particularly when diagnostic tests are unavailable (Chambers & Ryder, 2018).

Opportunities for Improvement

One key area for improvement is mastering the diagnostic reasoning process, particularly the development of differential diagnoses and the interpretation of mental status examinations. Increasing proficiency in these areas is crucial for accurate and efficient patient evaluation. Another area of growth is conducting comprehensive assessments in complex cases involving hostile or cognitively impaired patients. Further training and exposure to such challenging scenarios will enhance my confidence and skill set (Phillips, 2020).

Goals and Objectives for Practicum

Based on this self-assessment, I have set the following goals for my practicum experience:

• Goal 1: Improve diagnostic reasoning skills
  • Objective 1: Recognize and interpret clinical signs of various psychiatric disorders.
  • Objective 2: Develop and prioritize differential diagnoses using DSM-5 criteria.
  • Objective 3: Apply knowledge of psychopathology to evaluate patients accurately.
• Goal 2: Enhance mental status examination competency
  • Objective 1: Perform and interpret mental status exams independently.
  • Objective 2: Differentiate between normal and abnormal psychological symptoms across different age groups.
  • Objective 3: Use evidence-based assessment techniques to inform treatment plans.
• Goal 3: Develop psychotherapeutic treatment planning skills
  • Objective 1: Provide tailored psychoeducation to patients and caregivers.
  • Objective 2: Apply health promotion strategies and preventive techniques effectively.
  • Objective 3: Select and implement appropriate psychotherapeutic interventions based on patient assessments.

Conclusion

The clinical self-assessment provides valuable insights into current competencies and areas for growth, which form the foundation for setting clear, achievable goals for professional development during the practicum. By focusing on diagnostic reasoning, mental status examination, and psychotherapeutic planning, I aim to advance my clinical skills and provide high-quality, evidence-based care to patients with mental health disorders.

References

Chambers, C., & Ryder, E. (2018). Compassion and caring in nursing. Routledge.

Kleinpell, R., Cook, M. L., & Padden, D. L. (2018). American Association of Nurse Practitioners National Nurse Practitioner sample survey: Update on acute care nurse practitioner practice. Journal of the American Association of Nurse Practitioners, 30(3), 140-149.

Phillips, K. (2020). Mental illness is not anyone’s fault: A review of NAMI, the National Alliance on Mental Illness. Journal of Consumer Health on the Internet, 24(1), 75-81.

Price, S., & Reichert, C. (2017). The importance of continuing professional development to career satisfaction and patient care: Meeting the needs of novice to mid-to late-career nurses throughout their career span. Administrative Sciences, 7(2), 17.

Detailed Assessment Instructions for the NRNP 6635 Week 1 Assignment 2: Clinical Skills Self-Assessment Assignment

Assignment 2: Clinical Skills Self-Assessment

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing.  

The Psychiatric-Mental Health Nurse Practitioner (PMHNP) Clinical Skills List and Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experiences.

Just as you did in PRAC 6635, for this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind.

Instructions Assignment

1. Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

• Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.  
• Based on your ratings, summarize your strengths and opportunities for improvement.   
• Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.  
• Use at least 3 references.

2. Please review the Self-Assessment for the previous class NRNP – 6635 (See attachment), so you don’t repeat the strengths and opportunities for improvement and the goals  

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