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NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

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NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

NURS 6052/5052 EB004 Critical Appraisal, Evaluation/Summary, and Synthesis of Evidence ExampleEB004 Critical Appraisal, Evaluation/Summary, and Synthesis of Evidence Assignment

NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Assignment Brief

Assignment Instructions Overview:

This assignment focuses on critically appraising peer-reviewed evidence to support evidence-based best practices within a clinical setting. Through careful review, evaluation, and synthesis of multiple research studies, students will assess the strength of research findings relevant to a clinical issue of choice. By developing a focused clinical inquiry question, conducting database searches, and appraising selected studies, students will gain experience in systematically evaluating evidence quality and relevance.

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Understanding Assignment Objectives:

The core objective of this assignment is to enable students to critically assess existing research for evidence-based practices that can improve clinical outcomes. Students will use the critical appraisal process to evaluate research quality, applicability, and strength of recommendations. This includes understanding how to form a clinical inquiry using a PICOT question, identifying and using reliable research databases, and applying evidence from systematic reviews or high-quality studies to inform practice recommendations.

The Student’s Role:

In this assignment, students act as critical appraisers of research, rigorously analyzing studies to determine their value and application in clinical practice. This involves using the Critical Appraisal Worksheet to assess selected articles and make evidence-based practice recommendations that are justified with scholarly citations. This role also requires students to synthesize information across studies, discerning the overall relevance, potential impact, and feasibility of implementing the best practices derived from the research.

Competencies Measured:

This assignment assesses key competencies in evidence-based practice (EBP) application, critical thinking, and information synthesis. The competencies evaluated include the ability to:

  • Formulate a PICOT question to guide clinical inquiries.
  • Conduct thorough literature searches in reputable databases.
  • Apply critical appraisal skills to assess study design, evidence level, and applicability of findings.
  • Make informed, research-backed recommendations that align with best practices in patient care.
  • Adhere to APA guidelines in summarizing and citing research findings.

Performance Task Components:

Part 1: Critical Appraisal of Research

  • Formulate a clinical inquiry based on a PICOT question.
  • Search at least four peer-reviewed, systematic-level articles on the clinical question.
  • Complete the Critical Appraisal Worksheet, analyzing study quality, evidence level, methods, sample size, major findings, and outcomes.

Part 2: Evidence-Based Best Practices

  • Based on the critical appraisal, identify and explain a best practice that emerges as effective and supported by research.
  • Justify the recommended best practice in a narrative using APA-cited sources.
  • Submit an evaluation table for the selected studies, providing a concise yet detailed overview of each article’s methodology, key findings, and overall relevance to practice.

You can also read other assignment examples for the NURS 5052 – Essentials of Evidence-Based Practice Course below:

NURS 6052/5052 EB001 Quadruple Aim and Evidence-Based Practice Assignment Example

NURS 6052/5052 EB001 Where in the World Is Evidence-Based Practice Discussion Example

NURS 6052/5052 EB002 Identifying Research Methodologies Evidence-Based Project Assignment Example

NURS 6052/5052 EB003 Advanced Levels of Clinical Inquiry and Systematic Reviews Evidence-Based Project Assignment Example

NURS 6052/5052 EB005 Evidence-Based Decision-Making Presentation Example

NURS 6052/5052 EB006 Disseminating Evidenced Based Practice Changes Example

NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Example

Evaluation Table for Evidence-Based Practice Project

Full APA formatted citation of selected article

Article #1 Article #2 Article #3 Article #4
Citation Fineout-Overholt, E., Melnyk, B. M., Stilwell, S., & Williamson, K. (2010). Evidence-based practice, step by step: A critical appraisal of the evidence: Part III. American Journal of Nursing, 110(11), 43–51. https://doi.org/10.1097/01.NAJ.0000388264.49427.f9 Fineout-Overholt, E., Melnyk, B. M., Stilwell, S., & Williamson, K. (2010). Evidence-based practice, step by step: A critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47-52. https://doi.org/10.1097/01.NAJ.0000383935.22721.c6 Buccheri, R., & Sharifi, C. (2017). Critical appraisal tools and reporting guidelines for evidence-based practice. Journal of the American Psychiatric Nurses Association, 23(6), 397–409. https://doi.org/10.1177/1078390317719326 Fineout-Overholt, E., Melnyk, B. M., Stilwell, S., & Williamson, K. (2010). Evidence-based practice, step by step: A critical appraisal of the evidence: Part II: Digging deeper–Examining the “keeper” studies. American Journal of Nursing, 110(9), 41–48. https://doi.org/10.1097/01.NAJ.0000387953.42912.6a

 

Evidence Level (I, II, or III)

 

Article #1 Article #2 Article #3 Article #4
Evidence Level II III III III

 

Conceptual Framework

Article #1 Article #2 Article #3 Article #4
Description The study builds upon the prior two parts of the series, focusing on evaluating the impact of Rapid Response Teams (RRTs) on ICU admissions and cardiac arrests. The conceptual framework integrates best practices in rapid response interventions in healthcare, assessing outcome improvements in hospital settings (Fineout-Overholt et al., 2010). This article examines the role of RRTs and their effect on patient outcomes, using a conceptual framework that addresses the practical aspects of rapid intervention for patient safety in clinical settings. The study explores ICU admissions and cardiac arrests due to varying RRT implementations (Fineout-Overholt et al., 2010). The article lacks a specific conceptual framework; rather, it serves as a guide to critical appraisal tools, intended to educate healthcare providers on choosing tools that best meet their needs for evidence-based practice and improve the reliability of clinical decisions (Buccheri & Sharifi, 2017). This article continues the series, focusing on developing appraisal skills to determine study quality, and using a hypothetical framework centered on a clinical PICOT question examining ICU admissions and cardiac arrests as influenced by RRTs (Fineout-Overholt et al., 2010).

 

Design/Method

 

Article #1 Article #2 Article #3 Article #4
Description The study design follows a quasi-experimental format, comparing hospitals with RRTs and those without them. Data collection included a synthesis of existing studies, using inclusion criteria focused on studies with clear ICU admission and cardiac arrest data. Exclusion criteria eliminated non-relevant or low-quality studies. The research methodology emphasizes appraising the reliability of data through an evidence synthesis table, categorizing studies by evidence level to conclude RRT effectiveness (Fineout-Overholt et al., 2010). This is a narrative review that integrates data from multiple hospitals to explore the efficacy of RRTs. Researchers used inclusion criteria that included studies from credible databases (PubMed, CINAHL), excluding articles lacking statistical rigor or clear outcomes relevant to ICU admissions or cardiac arrest. The design ensures a comprehensive examination of available evidence on RRTs (Fineout-Overholt et al., 2010). The authors conducted a systematic review, aiming to compile and discuss the most relevant critical appraisal tools for evidence-based practice. Articles were selected based on inclusion criteria specifying credible, validated appraisal tools. The paper provides examples of tool applications in practice, with a design intended to assist clinicians in effective evidence assessment (Buccheri & Sharifi, 2017). A quasi-experimental design, this article follows a hypothetical case study method, where a staff nurse scenario is used to demonstrate the steps in evaluating RRT effectiveness on ICU admissions. Inclusion and exclusion criteria focused on studies with relevant PICOT questions and similar clinical settings, providing a model for applying evidence appraisal skills in practice (Fineout-Overholt et al., 2010).

 

Sample/Setting

 

Article #1 Article #2 Article #3 Article #4
Description Sampled studies varied in hospital size (218-662 beds), covering teaching, acute care, community, and public hospitals. Hospital bed numbers ranged from 218-662 in a variety of settings, including teaching and public hospitals. Included 150 nurses from diverse settings. Focused on providing accessible tools for EBP (Buccheri & Sharifi, 2017). Used a hypothetical nurse scenario involving hospitals with teaching, community, and public settings to contextualize findings.

 

Major Variables Studied

Article #1 Article #2 Article #3 Article #4
Variables Independent: RRTs Dependent: ICU admissions and cardiac arrests Independent: RRTs Dependent: ICU admissions and cardiac arrests Independent: Critical appraisal tools Dependent: Evidence quality Independent: RRTs Dependent: ICU admissions and cardiac arrests

 

Measurement

Article #1 Article #2 Article #3 Article #4
Description Statistical analysis of ICU admissions and cardiac arrest rates, with P-values for significant results (p < 0.05). Studies were categorized by design. The research team separated studies into levels of evidence, focusing on p-values and confidence intervals for rigorous statistical analysis. Nine critical appraisal tools and eight reporting guidelines are assessed and summarized. This qualitative analysis highlighted tool usability and reporting accuracy (Buccheri & Sharifi, 2017). Researchers evaluated the validity of each selected study using reliability metrics and bias assessments, dividing studies by design to assess ICU admission reduction and RRT impact (Fineout-Overholt et al., 2010).

 

Data Analysis Statistical or Qualitative Findings

Article #1 Article #2 Article #3 Article #4
Findings Data indicated significant reductions in ICU admissions with RRT implementation (p < 0.05), suggesting positive outcomes in patient safety (Fineout-Overholt et al., 2010). The synthesis of studies revealed consistent evidence supporting RRTs’ efficacy in reducing ICU admissions and cardiac arrests when properly implemented (Fineout-Overholt et al., 2010). Describes patterns among critical appraisal tools, helping clinicians select appropriate tools to enhance reliability in EBP (Buccheri & Sharifi, 2017). Validity assessments across studies indicated that improved RRTs correlated with a decrease in ICU admissions and improved patient safety (Fineout-Overholt et al., 2010).

 

Findings and Recommendations

Article #1             Article #2 Article #3 Article #4
Summary Recommends the inclusion of RRTs in healthcare settings for improved patient outcomes. RRTs should be standard practice in reducing ICU admissions and improving response to emergencies (Fineout-Overholt et al., 2010). Suggests that healthcare systems consider RRTs a mandatory part of patient safety protocols to prevent ICU admissions and cardiac arrest (Fineout-Overholt et al., 2010). Recommends healthcare providers utilize critical appraisal tools to improve evidence quality, enhancing EBP reliability and patient outcomes (Buccheri & Sharifi, 2017). Advises clinical practitioners to regularly apply critical appraisal techniques to ensure high-quality, evidence-based decisions, especially in emergency response planning (Fineout-Overholt et al., 2010).

 

Part 2: Evidence-Based Best Practices

Recommended Best Practice: Implementation of Rapid Response Teams (RRTs) to Improve Patient Outcomes

Based on the critical appraisal of the selected articles, a clear best practice recommendation that emerges is the implementation of Rapid Response Teams (RRTs) in hospital settings. Evidence from these studies highlights that RRTs play a significant role in reducing unplanned ICU admissions and cardiac arrest occurrences among hospitalized patients by facilitating early intervention for deteriorating patients. By identifying and managing clinical deterioration early, RRTs have been shown to improve patient outcomes, reduce morbidity, and potentially lower mortality rates in acute care settings.

Justification for the Best Practice Recommendation

The research reviewed emphasizes the impact of RRTs on patient safety and outcomes. For instance, Fineout-Overholt et al. (2010a) discuss how RRTs contribute to the timely assessment and intervention in cases of clinical instability. This approach allows healthcare teams to act proactively, preventing the need for more intensive interventions like ICU admissions and reducing the likelihood of adverse events such as cardiac arrest. Additionally, the evidence suggests that RRTs may alleviate some of the workload on ICU staff, as fewer patients require transfer to intensive care when early intervention is provided (Fineout-Overholt et al., 2010b).

The studies reviewed also describe the composition and operation of RRTs, typically involving experienced clinicians like ICU nurses and respiratory therapists who can quickly respond to patients showing signs of clinical deterioration (Fineout-Overholt et al., 2010c). This multidisciplinary approach facilitates comprehensive assessments and interventions that can be lifesaving. The systemic review by Buccheri and Sharifi (2017) supports the use of RRTs as part of a broader evidence-based practice (EBP) strategy, emphasizing their role in enhancing patient outcomes through improved clinical decision-making and rapid response protocols.

Challenges and Considerations for Implementation

While the benefits of RRTs are evident, some limitations and challenges exist. Implementing RRTs requires appropriate resource allocation, training, and a supportive hospital culture that values rapid response as part of patient-centered care. Additionally, as Fineout-Overholt et al. (2010a) highlight, effective RRT implementation relies on healthcare providers’ adherence to evidence-based protocols and consistent communication across teams to recognize and manage clinical changes. Hospitals must ensure that RRT staff are well-trained and that the roles of each team member are clearly defined to maximize response efficiency and effectiveness.

Conclusion

In essence, implementing RRTs in hospitals is a highly recommended evidence-based practice that has been shown to improve patient outcomes by reducing ICU admissions and preventing adverse events like cardiac arrests. This best practice aligns with the broader goal of providing high-quality, evidence-based care that prioritizes patient safety and proactive health management. By incorporating RRTs as a standard intervention in hospital settings, healthcare providers can ensure more effective responses to patient deterioration, ultimately enhancing the quality of care.

References

Fineout-Overholt, E., Melnyk, B. M., Stilwell, S., & Williamson, K. (2010a). Evidence-based practice, step by step: A critical appraisal of the evidence: Part III. American Journal of Nursing, 110(11), 43–51. https://doi.org/10.1097/01.NAJ.0000388264.49427.f9

Fineout-Overholt, E., Melnyk, B. M., Stilwell, S., & Williamson, K. (2010b). Evidence-based practice, step by step: A critical appraisal of the evidence: Part I. American Journal of Nursing, 110(9), 47–52. https://doi.org/10.1097/01.NAJ.0000388264.49427.f9

Buccheri, R., & Sharifi, C. (2017). Critical appraisal tools and reporting guidelines for evidence-based practice. Worldviews on Evidence-Based Nursing, 14(6), 463–472. https://doi.org/10.1111/wvn.12258

Detailed Assessment Instructions for the NURS 6052/5052 EB004 Critical Appraisal Evaluation Summary and Synthesis of Evidence Assignment

Description

Overview

For this Performance Task Assessment, you will critically appraise peer-reviewed articles related to a clinical question or interest and based on the critical appraisal of the articles, recommend a best practice that emerges from the research.

Your response to this Assessment should:

  • Reflect the criteria provided in the rubric.
  • Adhere to the required assignment length.

This Assessment requires submission of two (2) documents, a completed Critical Appraisal Worksheet and an evidenced-based practice recommendation response. Save your files as EB004_appraisal_firstinitial_lastname (for example, EB004_appraisal_J_Smith) and EB004_EBP_firstinitial_lastname (for example, EB004_EBP_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Access the following to complete this Assessment:

Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Important Information on Interpreting the Assessment Rubric (click to expand)

Achievement vs. Mastery of the Competency

  • Mastery of this Competency means that 80% or more of the rows have been assessed as Exceeds Expectations and no rows have been assessed as Does Not Meet Expectations.
  • Achievement of this Competency means that all rows are assessed at Meets Expectations or above (but lower than the 80% threshold required for Mastery).

Assessment of Individual Rubric Rows

In order to achieve Meets Expectations for a particular row of the rubric, you must have adequately completed all criteria in that row. This means that you have addressed all required elements to the required level of quantity and/or quality.

In order to achieve Exceeds Expectations for a particular row of the rubric, you must have adequately completed all criteria in the row, and in addition, your response must reflect a depth and breadth of knowledge and expertise. Examples of this include—but are not limited to—the following:

  • You provide additional, specific, and/or particularly relevant examples to illustrate points made.
  • You seamlessly incorporate your original thoughts and diverse, credible, and relevant academic sources, when applicable, to express your viewpoint or develop a persuasive argument.
  • You demonstrate a deeper understanding of the subject that draws from discipline-specific knowledge and theory and incorporates the viewpoints of a diverse set of business and management thought leaders.
  • You draw additional connections between multiple, complex topics to support your explanations.
  • You are able to apply your knowledge in unique, creative, and/or innovative ways.
  • You thoroughly break down concepts into simpler parts and use your understanding of business to make connections.
  • Your analysis is insightful and original.
  • You design processes, products, and/or solutions that are creative, high-quality, and innovative.
  • You consider diverse perspectives and relevant social, ethical, and business-related issues when proposing new ideas or formulating judgments.

Rubric

Important Note: As a student taking this Competency, you agree that you may be required to submit your Assessment for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted Assessment materials will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such materials. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site.

Click each of the items below to complete this assessment

Part 1: Critical Appraisal of Research

  • Identify a clinical issue of interest that can form the basis of a clinical inquiry. (Note: You are required to focus on the same clinical issue of interest in the competencies EB002–EB006.)
  • Develop a PICOT question to address this clinical issue of interest.
  • Using the keywords from the PICOT question, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level.
  • Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Critical Appraisal Worksheet.
    • Be sure to include an evaluation table.

Part 2: Evidence-Based Best Practices

Based on your appraisal, recommend a best practice that emerges from the research you reviewed. In a 1- to 2-page narrative, address the following:

  • Explain the best practice that emerged, justifying your proposal with APA citations for the evidenced-based research that you reviewed.
  • Evaluation Table Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research
Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4
Evidence Level * (I, II, or III)
Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**
Design/Method Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).
Sample/Setting The number and characteristics of patients, attrition rate, etc.
Major Variables Studied List and define dependent and independent variables
Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done).
Data Analysis Statistical or Qualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data).
Findings and Recommendations General findings and recommendations of the research
Appraisal and Study Quality Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice?
Key findings
Outcomes
General Notes/Comments
  • *These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide · Level I Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis · Level II Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis · Level III Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis · Level IV Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence · Level V Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence **Note on Conceptual Framework · The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework · Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework. · As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.” · Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature. · Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.
    References The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26. Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework

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

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

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

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

Assignment Instructions Overview

This assignment involves assessing and diagnosing a patient with substance-related or addictive disorders using a video case study. Advanced practice nurses are tasked with evaluating a patient’s symptoms and background while remaining attentive to cultural, socioeconomic, and personal factors that may influence diagnosis and treatment. Each student’s goal is to apply clinical knowledge, critical thinking, and culturally sensitive approaches to determine an accurate diagnosis.

Understanding Assignment Objectives

The objective is to practice the clinical skills needed to accurately assess and diagnose substance-related disorders while incorporating patient history, mental status examination, and differential diagnoses. An essential focus is on integrating the patient’s cultural and social context into clinical judgments, which enhances the depth of assessment and ensures a patient-centered approach to diagnosis and treatment.

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The Student’s Role

In this assignment, students act as psychiatric-mental health nurse practitioners (PMHNPs) conducting a comprehensive psychiatric evaluation. Students should gather patient history, assess mental status, and consider cultural perspectives that shape each patient’s experiences and behaviors. Through this role, students apply their understanding of DSM-5 criteria, craft differential diagnoses, and hone their skills in adapting clinical approaches to individual patient backgrounds.

Competencies Measured

This assignment evaluates several core competencies, including:

  • Clinical assessment and diagnostic skills: Through structured psychiatric evaluations, students will demonstrate their ability to accurately identify and differentiate among possible substance-related and addictive disorders.
  • Cultural competency and sensitivity: Students will demonstrate their ability to integrate cultural understanding and insights into diagnostic processes, considering how cultural values and personal experiences influence symptom presentation.
  • Ethical and professional responsibility: Students are expected to consider legal and ethical aspects, such as confidentiality, informed consent, and culturally appropriate care practices.
  • Critical thinking and diagnostic reasoning: By formulating and prioritizing differential diagnoses based on DSM-5 criteria, students will exhibit their critical thinking process, which guides clinical decision-making.

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 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

Subjective

Chief Complaint and Symptomology

The patient, a 35-year-old male, presents with concerns about increased alcohol consumption and difficulty controlling his drinking. He reports consuming six to eight drinks daily for the past year, leading to multiple consequences, including conflicts at work and in his personal relationships. The patient acknowledges that he has tried to reduce his drinking but has repeatedly failed. Symptoms include cravings, increased tolerance, and occasional withdrawal symptoms, such as shakiness and irritability when abstaining.

History of Present Illness (HPI)

The patient describes his drinking patterns as progressively worsening over the past few years, especially following a stressful family event. He first began drinking socially in his late teens, but his usage increased over time. He reports a history of alcohol use in his family, specifically in his father, who struggled with alcoholism. The patient denies illicit drug use but occasionally uses nicotine. He has not previously sought treatment or counseling for substance use.

Past Psychiatric History

The patient denies any previous psychiatric diagnoses or treatments. He reports experiencing stress and mild depressive symptoms but has not received formal mental health care. He occasionally experiences sleep disturbances and low mood.

Family History

The patient reports a family history of alcohol use disorder in his father and maternal uncle. No family history of other mental illnesses is noted.

Social and Occupational History

The patient is employed full-time and lives with his partner. He describes his work environment as high-stress, contributing to his increased alcohol use as a coping mechanism. He maintains some social support through friends and family but mentions that alcohol often features prominently in his social gatherings.

Cultural Background

The patient identifies as part of a cultural group in which alcohol use is socially normalized, and abstinence is sometimes stigmatized. This may have contributed to his reluctance to seek treatment or reduce his consumption independently.

Interview Questions

  • How does alcohol fit into your social and family life?
  • Have you experienced any physical or mental symptoms when you have tried to reduce or stop drinking?
  • Do you feel that alcohol has impacted your work or relationships?
  • What challenges do you foresee if you were to pursue treatment or reduction in drinking?

Objective

Observations During Psychiatric Assessment

The patient appears well-groomed and maintains good eye contact. He is alert and oriented to person, place, and time. His speech is coherent and at a normal rate, though he appears tense when discussing his alcohol use. He demonstrates mild hand tremors and is somewhat fidgety, which may be related to mild withdrawal symptoms.

Mental Status Examination (MSE)

  • Appearance: Well-groomed, casually dressed.
  • Behavior: Cooperative but slightly anxious when discussing his drinking habits.
  • Speech: Normal rate and tone.
  • Mood/Affect: Reports feeling anxious and guilty about his drinking; affect is congruent with mood.
  • Thought Process: Logical and coherent.
  • Thought Content: No delusions, hallucinations, or suicidal ideation noted.
  • Cognitive Functioning: Intact, alert, and oriented.
  • Insight and Judgment: Limited insight into the need for professional help; judgment impaired related to alcohol use.

Assessment

Differential Diagnoses

  1. Alcohol Use Disorder (AUD) (Primary Diagnosis): According to DSM-5, AUD is characterized by problematic alcohol use leading to significant impairment or distress. The patient meets several criteria for AUD, including increased tolerance, unsuccessful attempts to cut down, cravings, and persistent use despite interpersonal problems (American Psychiatric Association, 2013). These criteria strongly support AUD as the primary diagnosis.
  2. Adjustment Disorder with Depressed Mood: Adjustment disorder could be considered due to the patient’s reported stress and mild depressive symptoms following a significant life event. However, these symptoms appear to be secondary to the patient’s alcohol use, as they exacerbate with drinking patterns rather than standalone depressive symptoms. DSM-5 criteria for adjustment disorder do not fully align with the patient’s experience, ruling this out as the primary condition (First, 2013).
  3. Generalized Anxiety Disorder (GAD): The patient exhibits some anxiety symptoms, possibly related to withdrawal or as a consequence of stress from his substance use. GAD could be considered if symptoms were persistent and independent of alcohol use. However, anxiety symptoms seem situational and secondary to AUD, which is not consistent with a primary GAD diagnosis (First, 2013).

Primary Diagnosis Justification

The patient’s symptoms, including increased tolerance, cravings, and functional impairment, align with the DSM-5 criteria for Alcohol Use Disorder. The critical-thinking process prioritized AUD over other differentials, as it fully explains his symptoms, while other conditions are secondary and do not independently fulfill DSM-5 criteria (American Psychiatric Association, 2013).

Reflection Notes

Session Reflection

If this session were conducted again, additional culturally sensitive questions could improve the rapport, exploring how the patient’s cultural background influences his perspectives on drinking and treatment. Additionally, using motivational interviewing could encourage the patient to consider change without feeling judged.

Legal and Ethical Considerations

Confidentiality is paramount, but as a PMHNP, there is also a duty to address potential risks, such as workplace safety if drinking is impairing his job performance. The stigma within his cultural background around abstinence and treatment could present a barrier, which the PMHNP should approach empathetically and non-judgmentally.

Health Promotion and Disease Prevention

Emphasizing harm-reduction techniques, such as reducing alcohol consumption gradually or substituting with non-alcoholic beverages, could help manage cravings and withdrawal symptoms. Encouraging lifestyle changes, such as regular exercise and stress management techniques, could reduce the patient’s reliance on alcohol for stress relief. Socioeconomic and cultural factors should also be addressed to ensure access to support networks and resources that align with his values and norms.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

First, M. B. (2013). DSM-5 and paraphilic disorders. Journal of the American Academy of Psychiatry and the Law Online, 41(2), 191-202.

Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. Guilford press.

Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American Journal of Health Promotion, 12(1), 38-48.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.

Detailed Assessment Instructions for the NRNP 6635 Week 8: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders Example

Assignment: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

An important consideration when working with patients is their cultural background. Understanding an individual’s culture and personal experiences provides insight into who the person is and where he or she may progress in the future. Culture helps to establish a sense of identity, as well as to set values, behaviors, and purpose for individuals within a society. Culture may also contribute to a divide between specific interpretations of cultural behavior and societal norms. What one culture may deem as appropriate another culture may find inappropriate. As a result, it is important for advanced practice nurses to remain aware of cultural considerations and interpretations of behavior for diagnosis, especially with reference to substance-related disorders. At the same time, PMHNPs must balance their professional and legal responsibilities for assessment and diagnosis with such cultural considerations and interpretations.

For this Assignment, you will practice assessing and diagnosing a patient in a case study who is experiencing a substance-related or addictive disorder. With this and all cases, remember to consider the patient’s cultural background.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • 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 8

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate 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 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.).
  • Minimums 5 references

https://ezp.waldenulibrary.org/login?qurl=https://video.alexanderstreet.com/watch/training-title-82?account_id=14872&usage_group_id=95102

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Can deception – pretending something is true when it is not – sometimes have good results

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Can deception – pretending something is true when it is not – sometimes have good results?

Can deception – pretending something is true when it is not – sometimes have good results

Definition of Deception

Deception is the act of deliberately misleading or deceiving someone, usually by conveying false information or withholding important information. It can take many forms, including lying, exaggerating, or omitting important details. Deception can be intentional or unintentional, and it can be used for a variety of purposes, both good and bad.

There are two kinds of pretending. There is the bad kind, as when a person falsely promises to be your friend. But there is also a good kind, where the pretense eventually turns into the real thing. For example, when you are not feeling particularly friendly, the best thing you can do, very often, is to act in a friendly manner. In a few minutes, you may freely be feeling friendlier.

Deception, or pretending that something is true when it is not, is generally considered to be unethical and harmful. However, there are some situations where deception may have good results. For example, in certain circumstances, deception can be used to protect people from harm, to avoid hurting someone’s feelings, or to achieve a greater good.

Why Deception is Generally Considered Unethical

Deception is generally considered to be unethical for several reasons. First, it can undermine trust between people and damage relationships. If someone discovers that they have been deceived, they may feel betrayed and be less likely to trust the person who deceived them in the future. Second, deception can be harmful, especially if it leads to someone making a decision that is not in their best interests. Finally, deception can be seen as a violation of moral or ethical principles, since it involves deliberately misleading someone in order to achieve a desired outcome.

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Examples of Situations Where Deception Might Have Good Results

While deception is generally considered unethical, there are some situations where it might have good results. Here are a few examples:

White Lies

One of the most common examples of deception that might have good results is the use of white lies. A white lie is a minor or harmless falsehood that is told to avoid hurting someone’s feelings or causing conflict. For example, if someone asks if you like their new haircut, and you don’t, it might be better to tell a small lie and say that you do, rather than cause them to feel self-conscious or upset. While this type of deception is not always necessary, it can be used to preserve relationships and avoid unnecessary conflict.

Undercover Police Work

Another example of deception that might have good results is the use of undercover police work. Undercover police officers often use deception to gather information and prevent criminal activity. By pretending to be someone they are not, they can gain the trust of criminals and gather evidence that can be used to arrest them. While this type of deception can be controversial, it is sometimes seen as necessary to protect society from harm.

Military Operations

Deception has also been used in military operations to achieve the greater good. For example, during the D-Day invasion in World War II, the Allies used deception tactics to mislead the Germans about the location and timing of the invasion. By doing so, they were able to achieve victory and help end the war. While this type of deception can have significant consequences, it is sometimes seen as necessary to achieve the greater good.

Healthcare

Finally, deception is sometimes used in healthcare to help patients feel better. For example, doctors and nurses may tell patients that a medication will taste good even if it doesn’t, or tell a child that a shot won’t hurt. While these types of deceptions are small, they can help patients feel more comfortable and relaxed, which can aid in their recovery.

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Use of Deception as a Tool in Research and Conducting Experiments

Deception is used in research in order to prevent participants from behaving in an expected way. For example, if participants know they are being observed about how angry something makes them, they may behave with more anger since that is what the study is about Or they may want to seem as though they do not easily anger and try to show no anger at all.

Deception can be a helpful tool in conducting experiments

The use of deception in research has been a topic of controversy and ethical debate for many years. While some argue that deception is necessary to obtain valid results, others argue that it violates the fundamental principles of informed consent and respect for persons. In this discussion, we will explore when and how much deception is acceptable in research, and when a researcher has taken deception too far.

When Deception is Acceptable

Deception may be considered acceptable in research when it is necessary to obtain valid results that cannot be obtained through other means. For example, if a researcher wants to study the effects of stress on decision-making, they may need to induce stress in the participants without letting them know the true purpose of the study. This type of deception can be justified if the potential benefits of the research outweigh the risks to the participants.

Another situation where deception may be acceptable is when it is used to protect the privacy or safety of the participants. For example, if a researcher is studying a stigmatized behavior, such as drug use or sexual activity, they may need to deceive the participants about the true nature of the study in order to protect their privacy. This type of deception can be justified if the potential harm to the participants from being identified outweighs the risks of deception.

How Much Deception is Acceptable

When deception is deemed necessary in research, it is important to consider how much deception is acceptable. Generally, the principle of minimal deception should be followed, meaning that only the minimum amount of deception necessary to obtain valid results should be used. Researchers should avoid deceiving participants about matters that are not directly related to the research question, and they should provide a full debriefing to participants at the end of the study, explaining the true purpose of the research and the reasons for the deception.

When a Researcher Has Taken Deception Too Far

There are several situations where a researcher may be considered to have taken deception too far. One situation is when the deception causes harm or distress to the participants. For example, if a researcher deceives participants into believing that they have a life-threatening illness in order to study their reactions, this would be considered unethical and potentially harmful.

Another situation where a researcher may have taken deception too far is when the deception undermines the trust between the researcher and the participants. If participants feel that they cannot trust the researcher, they may be less likely to participate in future studies, which could harm the field of research as a whole.

Finally, a researcher may be considered to have taken deception too far if they do not provide a full debriefing to the participants at the end of the study. Participants have a right to know the true purpose of the research and the reasons for any deception, and failing to provide this information violates their right to informed consent.

Conclusion

Deception can be a helpful tool in conducting experiments when it is necessary to obtain valid results that cannot be obtained through other means. However, when using deception, researchers must consider how much deception is acceptable and ensure that they do not take deception too far, causing harm or undermining the trust between the researcher and the participants. Ultimately, the ethical principles of informed consent and respect for persons must guide decisions about the use of deception in research.

FAQs on deception – pretending something is true when it is not

Can deception be used for good?

Deception is often seen as a negative trait, but there are situations where it can be used for good. For example, doctors may use deception to help their patients feel more comfortable during medical procedures or to avoid causing them undue stress. In a legal context, undercover police officers may use deception to gather evidence against criminal organizations. Similarly, intelligence agencies may use deception to protect national security.

Can deception have good results?

Deception can sometimes have positive results, such as when it is used to prevent harm or to achieve a greater good. For example, a person may deceive someone else to prevent them from making a harmful decision or to achieve a goal that will benefit others. However, the morality of such actions depends on the circumstances and the motivations behind them.

Can deception be good?

The moral value of deception depends on the context and the motivations behind it. The deception that is used to prevent harm or to achieve a greater good may be seen as morally justifiable. On the other hand, a deception that is used to manipulate or exploit others is generally considered morally wrong.

Can deception be satire?

Satire can sometimes involve deception, such as when a writer or performer pretends to be someone else in order to mock or criticize a particular individual or group. However, the purpose of satire is not to deceive or manipulate others for personal gain, but rather to comment on social or political issues.

When can deception be good for you?

Deception may be seen as morally justifiable in certain situations, such as when it is used to protect oneself or others from harm. For example, a person may deceive an abusive partner to escape a dangerous situation, or a parent may deceive their child to protect them from a traumatic experience.

How can deception be used to effect positive change?

Deception can be used to effect positive change by exposing wrongdoing or promoting social justice. For example, investigative journalists may use deception to uncover corruption or unethical practices in government or business, or activists may use deception to draw attention to a particular cause or issue.

Can deception be justified?

Whether or not deception can be justified depends on the situation and the motivations behind it. The deception that is used to prevent harm or to achieve a greater good may be seen as morally justifiable, while deception that is used to manipulate or exploit others is generally considered morally wrong.

Can deception when using children in research be justified?

Deception in research involving children is generally discouraged, but there may be circumstances where it is necessary or justifiable. For example, if the research involves a sensitive topic that may be distressing to children, researchers may use deception to protect their emotional well-being.

How can deception be used for personal gain?

Deception used for personal gain is generally considered morally wrong. It involves manipulating or exploiting others in order to achieve one’s own goals or desires. Such actions can damage relationships and erode trust and may have long-term negative consequences.

Can deception be used for entertainment?

Deception can be used for entertainment, such as in magic shows or practical jokes. However, it is important to ensure that the deception does not harm or offend others and that it is done with their consent.

Can deception be used in advertising?

Deception in advertising is generally seen as unethical, as it involves manipulating or misleading consumers in order to sell products or services. However, some forms of exaggeration or hyperbole in advertising may be considered acceptable if they do not misrepresent the product or service being advertised.

Can deception be used in personal relationships?

Deception in personal relationships, such as lying to a partner or friend, is generally considered morally wrong as it undermines trust and can lead to emotional harm. However, there may be situations where deception is used to protect someone’s feelings or to avoid conflict.

Can deception be used in negotiations?

Deception may be used in negotiations, such as in business or political settings, in order to gain an advantage or to secure a better deal. However, the use of deception can damage relationships and erode trust and may lead to negative long-term consequences.

Can deception be used in self-defense?

Deception may be used in self-defense to protect oneself from harm. For example, a person may use deception to distract an attacker or to escape a dangerous situation. However, the use of deception should be proportionate to the threat and should not cause harm to others.

Can deception be used in art?

Deception can be used in art, such as in performance art or conceptual art, to challenge perceptions and to provoke thought. However, the use of deception in art should not harm or exploit others and should be done with the audience’s consent.

Can deception be used in politics?

Deception in politics, such as lying or spreading false information, is generally seen as unethical and can erode trust in democratic institutions. However, politicians may use deception in some situations, such as in diplomatic negotiations, where it is seen as necessary to protect national interests.

Final Remarks on deception – pretending something is true when it is not

While deception is generally considered to be unethical and harmful, there are some situations where it might have good results. It is important to weigh the potential benefits and harms of deception in each individual situation and to consider alternative approaches before resorting to deception. When deception is used, it should be used sparingly and with caution, and the potential consequences should be carefully considered.

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How do import duties and exchange rates affect the location decision in a supply chain?

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How do import duties and exchange rates affect the location decision in a supply chain?

How do import duties and exchange rates affect the location decision in a supply chain

Import duties and exchange rates affect the location decision in a supply chain because both items are costs that can decide the efficiency of the supply chain. Import duties can be tariffs that are charged to the company to do business within a country or region. If a country has high tariffs, then companies either focus on serving a local market or opening a warehouse within the country. Both solutions affect the supply chain strategic planning. However, some countries also have tax incentives or free trade zones, which are also important to note when deciding on a location because of the benefits that could come from trading within another country or expanding the business into a foreign market. Exchange rates affect the location decision of the supply chain because the fluctuations within the exchange rates have a significant impact on the profits within the supply chain. Depending on the exchange rate companies can decide if it would be more beneficial to have warehouses overseas or in-state.

Understanding the Concept of Import Duties and Exchange Rates

Import duties and exchange rates are two critical factors in international trade that can significantly affect the costs of goods and services. Import duties are taxes imposed on imported goods by the government of the destination country, and they increase the price of the products, making them less competitive in the market. Exchange rates, on the other hand, refer to the value of one currency compared to another. The fluctuations in exchange rates can affect the cost of goods and services in a supply chain. Companies must carefully consider these factors when making decisions related to their supply chain, such as choosing a location for manufacturing or sourcing materials from a particular supplier. Understanding the concept of import duties and exchange rates is crucial for businesses operating in the global marketplace, as it can help them make informed decisions that help them remain competitive and profitable.

How Import Duties Impact Supply Chain Location Decisions

Import duties: Import duties are taxes that a government levies on goods imported into a country. These duties can vary depending on the type of product and the country of origin. Higher import duties can increase the cost of importing goods, which can impact the location decision in a supply chain. Companies may choose to locate their production facilities in countries with lower import duties to reduce costs. Alternatively, they may decide to source materials locally to avoid import duties altogether. Import duties can also impact the choice of transportation mode, with companies opting for modes that minimize the impact of import duties, such as air freight or intermodal transportation.

How Exchange Rates Impact Supply Chain Location Decisions

Exchange rates: Exchange rates determine the value of one currency in relation to another. Fluctuations in exchange rates can impact the cost of goods and services in different countries, which can influence the location decision in a supply chain. A strong domestic currency can make it more expensive to produce goods locally, while a weaker currency can make it cheaper to produce goods for export. Companies may choose to locate their production facilities in countries with weaker currencies to take advantage of lower costs. Alternatively, they may decide to source materials and finished goods from countries with stronger currencies to take advantage of lower prices.

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Example of Import Duties and Exchange Rates Affect the Location Decision in a Supply Chain

In this instance, let us consider the hypothetical case of a US-based electronics company that manufactures smartphones. The company has two options for its supply chain operations: either manufacturing the components in the US and assembling them in Mexico or setting up the entire supply chain in Mexico.

If the company chooses to assemble the components in Mexico, it can take advantage of the lower labor costs and import duties on the finished products. However, the company will have to pay import duties on the components it imports from the US. The import duties increase the cost of production, and the company may have to increase the price of its products, making them less competitive.

Exchange rates also affect the cost of production. If the exchange rate between the US dollar and the Mexican peso is unfavorable, the company will have to spend more US dollars to purchase the same amount of pesos to pay for labor and other expenses in Mexico. The unfavorable exchange rate will make the overall cost of production higher, making it less attractive to manufacture in Mexico.

On the other hand, if the company decides to set up the entire supply chain in Mexico, it will benefit from lower labor costs, reduced import duties, and a favorable exchange rate. The company will be able to produce smartphones at a lower cost, making them more competitive in the market.

Reasons for Including a Foreign Location in the Supply Chain

  • Access to lower labor costs: Foreign locations often have lower labor costs, which can help reduce the overall cost of production. For example, many companies choose to manufacture in China due to its low labor costs.
  • Access to raw materials: Some foreign locations may have access to raw materials that are not readily available in the home country. This can help reduce transportation costs and ensure a consistent supply of raw materials.
  • Access to new markets: A foreign location may offer access to new markets, helping a company expand its customer base and increase sales.
  • Access to government incentives: Some foreign governments offer incentives to foreign companies to set up operations in their country. This can include tax breaks, subsidies, and other benefits.
  • Diversification: Setting up a supply chain in a foreign location can help diversify a company’s operations and reduce dependence on a single market or supplier.

Reasons to Avoid a Foreign Location in the Supply Chain

  • Political instability: Political instability in a foreign location can pose significant risks to a company’s operations. This can include political unrest, civil wars, and changes in government policies.
  • Economic instability: Economic instability in a foreign location can also pose significant risks to a company’s operations. This can include currency fluctuations, inflation, and recession.
  • Legal and regulatory issues: Foreign locations may have different legal and regulatory frameworks than the home country. This can create compliance issues and increase the risk of legal disputes.
  • Cultural differences: Cultural differences can create communication barriers and make it difficult to establish effective relationships with suppliers, employees, and customers in a foreign location.
  • Quality control issues: Ensuring consistent quality control across a global supply chain can be challenging. This can be particularly difficult in a foreign location where there may be language barriers and cultural differences.

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How does a rise in transportation costs affect global supply chain networks?

Transportation costs affect global supply chain networks because the movement of products is crucial to the efficiency of the supply chain. If a firm is unable to maintain an efficient and effective means of transporting products throughout the supply chain the entire chain will collapse.

A rise in transportation costs can have a significant impact on global supply chain networks. When transportation costs increase, it becomes more expensive to transport goods across long distances, which can lead to several outcomes:

  • Increase in the cost of goods: Companies may need to increase the prices of their products to cover the additional transportation costs, making them less competitive in the market.
  • Shift in sourcing strategy: Companies may need to shift their sourcing strategy to find suppliers closer to their manufacturing facilities or distribution centers to reduce transportation costs.
  • Change in logistics infrastructure: Companies may need to invest in new logistics infrastructure, such as warehouses, distribution centers, and transportation networks, to reduce transportation costs.
  • Shift in supply chain location: Companies may need to re-evaluate their supply chain location decisions and consider moving their operations to locations that are closer to their customers or suppliers.
  • Increased lead times: Increased transportation costs may result in longer lead times for the delivery of goods, which can negatively impact customer satisfaction and increase inventory carrying costs.

To mitigate the impact of rising transportation costs, companies can take several measures:

  • Optimization of transportation routes: Companies can optimize their transportation routes to reduce distance and minimize transportation costs.
  • Use of alternative modes of transportation: Companies can explore the use of alternative modes of transportation, such as rail, sea, or air, to reduce transportation costs.
  • Collaboration with suppliers: Companies can work with their suppliers to develop collaborative transportation strategies that can help reduce transportation costs for both parties.
  • Investment in technology: Companies can invest in technology such as real-time tracking and transportation management systems that can help optimize transportation routes and reduce costs.
  • Diversification of suppliers: Companies can diversify their supplier base to reduce their dependence on a single supplier and avoid disruption caused by transportation costs or other factors.

What are the main reasons why offshoring fails? What are the risks & how are they mitigated? What are the major opportunities & how are they captured?

Offshoring is a common business practice where a company moves some of its operations to a foreign location to take advantage of lower labor costs, access to new markets, or other benefits. However, offshoring can also come with risks that can cause it to fail. Below are some of the main reasons why offshoring fails, the risks associated with offshoring, and the opportunities that can be captured:

Reasons Why Offshoring Fails:

  • Communication barriers: Communication barriers such as language, cultural differences, and time zone differences can make it challenging to establish effective communication between the company and its offshore team.
  • Quality control issues: Ensuring consistent quality control across a global supply chain can be difficult, especially if there are language barriers and cultural differences.
  • Legal and regulatory issues: Different countries have different legal and regulatory frameworks, and compliance can be a challenge.
  • Political instability: Political instability in a foreign country can pose significant risks to a company’s operations, including political unrest, civil wars, and changes in government policies.
  • Economic instability: Economic instability in a foreign country can also pose significant risks to a company’s operations, including currency fluctuations, inflation, and recession.

Risks Associated with Offshoring and Mitigation:

  • Cultural differences: To mitigate the risks associated with cultural differences, companies should conduct cross-cultural training for their employees to ensure they understand and appreciate the cultural differences in the foreign country.
  • Communication barriers: To mitigate the risks associated with communication barriers, companies can use technology such as video conferencing to facilitate communication between the company and its offshore team.
  • Legal and regulatory issues: To mitigate the risks associated with legal and regulatory issues, companies should conduct due diligence to ensure they understand the legal and regulatory framework of the foreign country.
  • Quality control issues: To mitigate the risks associated with quality control issues, companies can use quality control systems and processes that are standardized across their global supply chain.
  • Political and economic instability: To mitigate the risks associated with political and economic instability, companies can diversify their operations across multiple countries and regions to reduce their dependence on a single market or supplier.

Opportunities and Capturing Them:

  • Access to lower labor costs: Offshoring can provide companies with access to lower labor costs, which can help reduce the overall cost of production and increase profitability.
  • Access to new markets: Offshoring can provide companies with access to new markets, which can help expand their customer base and increase sales.
  • Access to new talent: Offshoring can provide companies with access to new talent and skills that may not be readily available in the home country.
  • Diversification: Offshoring can help companies diversify their operations and reduce their dependence on a single market or supplier.

To capture these opportunities, companies must conduct thorough research and analysis before deciding to offshore their operations. They must also develop a robust offshoring strategy that considers the risks and opportunities associated with offshoring, as well as the necessary mitigation measures. Companies must also be willing to adapt their strategy as the business environment changes, including the legal and regulatory framework of the foreign country.

Final Remarks on Import Duties and Exchange Rates Affect the Location Decision in a Supply Chain

In conclusion, import duties and exchange rates are crucial factors in determining the location decision in a supply chain. Import duties are taxes imposed on imported goods by the destination country’s government. Exchange rates, on the other hand, refer to the value of one currency compared to another. The fluctuations in exchange rates can affect the cost of goods and services in a supply chain. Companies must consider these factors while evaluating the costs and benefits of setting up their supply chain operations in a particular location. By doing so, companies can ensure that they make informed decisions that help them remain competitive in the market.

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Compare and Contrast the Terms Product Idea, Product Concept, and Product Image

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Compare and Contrast the Terms Product Idea, Product Concept, and Product Image

Compare and Contrast the Terms Product Idea Product Concept and Product Image

Product idea, product concept, and product image are three terms that are used in the new product development process. The new product development process is a series of steps that companies follow to bring a new product to market.

While all three terms are related to new product development, they differ in their level of detail and focus.

The product idea is a general notion or thought about a potential new product; the Product concept is a more detailed version of the idea that includes information about features and benefits; Product image refers to how consumers perceive the final version of the product or brand based on its design, packaging, branding, and advertising. Companies need to focus on all three aspects during the new product development process to ensure they create products that meet customer needs and expectations.

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Product Idea:

Definition of Product Idea

The product idea is the initial stage in the development process of a product. It is a basic concept that identifies a potential product or service that meets a customer’s needs. The idea can come from a variety of sources, such as customer feedback, market research, or brainstorming sessions. The main purpose of a product idea is to identify a need in the market and to create a solution for that need.

Product ideas can be expressed in a variety of ways, such as a brief description or a rough sketch. The goal is to capture the essence of the product idea so that it can be developed further in the product development process.

Sources of Product Idea

Internal sources:

  • Research and development
  • Engineering
  • Sales
  • Design

External sources:

  • Customer feedback
  • Market research
  • Trends

 Importance of Product Idea

A good product idea is essential for the success of a product. It helps companies to identify consumer needs and create a product that meets those needs. A well-developed product idea can save time and resources by focusing efforts on the right product and target market.

Product Concept:

Definition of Product Concept

A product concept is a more refined version of a product idea. It involves developing a clear understanding of the product’s features, benefits, and target market. This is typically done through market research, customer feedback, and competitor analysis.

A product concept also includes identifying the unique selling proposition (USP) of the product, which sets it apart from similar products in the market. The USP is what makes the product stand out and provides a competitive advantage.

The product concept is a more detailed and concrete version of the product idea. It provides a clear understanding of what the product will be, who it is for, and how it will be marketed.

The product concept is a marketing strategy that focuses on the quality, performance, and features of a product. Companies that believe in the product concept focus on developing high-quality products that offer unique and innovative features to the consumer.

Characteristics of Product Concept

  • Focus on Quality
  • Focus on Performance
  • Focus on Features
  • Unique and Innovative

Importance of Product Concept

The product concept is essential in creating a competitive advantage for a company. By focusing on quality, performance, and features, companies can differentiate themselves from competitors and attract customers who value those characteristics.

Product Image:

Definition of Product Image

A product image refers to the overall perception that customers have of a product or brand. This perception is formed based on the product’s design, packaging, advertising, and other marketing activities. A strong product image can help a brand stand out in a crowded market, build customer loyalty, and increase sales.

The product image is developed through the product’s design, packaging, advertising, and other marketing activities. It is a reflection of the brand’s values, identity, and personality.

While the product idea and product concept are focused on the product itself, the product image is focused on the brand and how it is perceived by customers. The product image is critical for building brand recognition and customer loyalty, which can lead to increased sales and revenue.

Factors that Influence Product Image

  • Brand Name
  • Packaging
  • Advertising
  • Price
  • Reputation

Importance of Product Image

The product image is crucial in building a brand and creating customer loyalty. A positive product image can increase sales and customer loyalty, while a negative product image can damage a company’s reputation and lead to a decline in sales.

You can find more paper writing tips and examples, such as understanding how to get better at writing papers, in another article.

Comparison and Contrast: product idea, product concept, and product image

Product idea, product concept, and product image are three distinct stages in the product development process. While the product idea is the starting point, the product concept and product image are more refined versions that help in developing a clear understanding of the product’s features, benefits, and target market.

The product idea is the basic concept that identifies a potential product or service that meets a customer’s needs. The product concept is a more detailed and concrete version of the product idea that provides a clear understanding of what the product will be, who it is for, and how it will be marketed. The product image is the overall perception that customers have of a product or brand, which is developed through the product’s design, packaging, advertising, and other marketing activities.

While the product idea and product concept are focused on the product itself, the product image is focused on the brand and how it is perceived by customers. A strong product image can help in building brand recognition and customer loyalty, which can lead to increased sales and revenue.

Additional points of comparison and contrast between product idea, product concept, and product image:

  • Development Stage: The product idea is the first stage in the product development process, while the product concept and product image are later stages.
  • Focus: Product idea and product concept focus on the product itself and its features, benefits, and target market. Product image, however, focuses on the brand and its perception in the minds of customers.
  • Purpose: The purpose of the product idea is to identify a need in the market and to create a solution for that need. The purpose of the product concept is to develop a clear understanding of the product’s features, benefits, and target market. The purpose of the product image is to build brand recognition and customer loyalty.
  • Level of Detail: The product idea is a basic concept that may be expressed in a brief description or a rough sketch. The product concept is a more detailed and concrete version of the product idea that includes a clear understanding of the product’s features, benefits, and target market. The product image is developed through the product’s design, packaging, advertising, and other marketing activities.
  • Marketing: The product idea and product concept are important for developing the product, while the product image is important for marketing the product.
  • Competition: The product idea and product concept may be influenced by competitor analysis, while the product image is developed in response to the competitive landscape.
  • Impact on Sales: While all three stages are important for developing and marketing a successful product, a strong product image can have a significant impact on sales and revenue. A strong product image can help a brand stand out in a crowded market, build customer loyalty, and increase sales.

Final Remarks on Product Idea Product Concept and Product Image Comparison and Contrast

Overall, product idea, product concept, and product image are all important stages in the product development and marketing process. Each stage provides a unique perspective on the product and its market, and each contributes to the overall success of the product.

A good product idea is essential in identifying consumer needs and creating a product that meets those needs. The product concept helps companies to differentiate themselves from competitors and create a competitive advantage.

Finally, the product image is crucial in building a brand and creating customer loyalty. Understanding the differences between these terms is crucial for companies to successfully launch a product and build a strong brand.

Our Professionals Can Help You with Product Idea, Product Concept, and Product Image Paper Writing

Our professional writers have expertise in the field of new product development and can provide guidance on how to compare and contrast these terms effectively.

They can also assist with research, writing, editing, and proofreading to ensure that the final product meets academic standards.

It is important to choose a reputable paper writing service that employs qualified writers with expertise in the field of new product development.

By seeking assignment help from experts, students can improve their understanding of these concepts and achieve better grades on their assignments.

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How to Write a Research Paper Quickly And Efficiently

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How to Write a Research Paper Quickly And Efficiently

How to Write A Research Paper Step By Step Guide & Tips

Research paper writing is meant to assess how well a student can apply the knowledge he or she has acquired. Students need to know how to write a research paper that will fetch them good grades. It is vital for students to know how to write a research paper of any type as early as possible so as to prepare them for the grueling task of writing their thesis when they finally get to their final year.

So, what is a Research Paper?

A research paper is any written assignment that calls for extensive background research on a certain topic. Unlike essays, which are typically more subjective and written from the author’s perspective, research papers are grounded in objective evidence. To write a research paper, you must choose a topic, form an opinion about it, learn as much as you can about it, and then use that knowledge to back up your arguments. Simply put, a research paper entails an academic assignment that provides analysis, interpretation, and argument based on in-depth independent research on a particular topic.

Understanding How to Write a Research Paper

In order to know how to write a research paper well, students must keep in mind the format of the research paper. Typically, a research paper should consist of an abstract, introduction, problem statement, methods used to carry out the research, data collection methods, data analysis, and interpretation and recommendations as well as a proposal for areas of further research in the same field. It is necessary to know how to write a research paper with an abstract that clearly defines what the paper purposes to discuss in brief.

The researcher also needs to know how to write a research paper whose introduction will not be too long to pre-empt the content of the entire paper and not too short to fail to capture the gist of the research paper. The methods used to collect data should be well explained since they tend to differ from one research paper to another.

Getting Familiar with Writing Outstanding Research Papers

Knowing how to write a research paper that will be appealing to your lecturer is an arduous task that requires a lot of dexterity, especially when it comes to sticking to your problem statement. Problem definition is the most critical aspect that needs to be mastered for you to know how to write a research paper that will easily sail through the lecturer’s scrutiny. In order to convince your professor that you indeed know how to write a research paper, you need to demonstrate conciseness, objectivity, and peculiarity by avoiding clichés. Furthermore, a research paper in which a student has nicely summarized the results and concluded in line with his set problem statement clearly indicates that he knows how to write a research paper well.

A research paper devoid of these important qualities will not deliver its purpose to the intended audience. There are cases where students, in one way or another, do not know how to write a research paper that will get them their desired grade. For many years, such students have been approaching ReliablePapers.com for expert advice and assistance, and to date, none has ever raised an issue.

Get Expert Research Paper Writing Assistance

Often, when working on their research papers, students feel helpless and stuck. Luckily, you don’t have to feel this way, because we have established one of the best paper writing services that will assist you with all your research paper writing needs.

We always meet your expectations and leave no stone unturned to make sure you get a unique, original paper that isn’t copied from anywhere else. We will also ensure that we deliver the paper to you in time for you to meet the deadlines. We shall be waiting for you to put in your order at any time so we can do a research paper that will leave you smiling all the way to your graduation.

Now, for those students who feel that they are ready to go ahead and write their research papers, we have produced a detailed guideline on how to write a research paper with valuable tips and examples below.

How to Write a Research Paper Sections

One of the most challenging aspects of preparing a research paper is determining what to write. Our research paper writing services can alleviate your workload and ensure that your research paper is formatted correctly.

This article walks you through the nitty-gritty of writing an academic research paper. The introduction, the outline, the citations, the evidence, and the conclusion are all parts of a research paper that we will discuss.

Use the following suggestions as a starting point for your work, but remember that writing a research paper is rarely a simple and straightforward process and that you should be prepared to make adjustments as necessary.

Let’s now look at how to write the common sections of a research paper.

How to Write a Research Paper Title Section

Articles with catchy, informative titles tend to get more clicks when you’re trying to find a study on a specific topic in the vast ocean of academic literature. On the other hand, even if your research paper’s contents are intriguing, it will likely be overlooked if the title isn’t descriptive. It’s clear from this that a catchy title is crucial while writing your own research paper.

Here are some tips that will help you craft a research paper title that will make your paper stand out.

  • Make it clear and concise: The title should clearly and succinctly convey the main topic and focus of the research paper.
  • Summarizes the main idea or ideas of your study: It is important that the title of your research project accurately reflect (a) the purpose of the research, (b) its approach, (c) its sample, and (d) its findings.
  • Use keywords: Include important keywords related to the research topic in the title. This will make it easier for readers and search engines to find your paper and also make it easy to locate in the future.
  • Be specific: Be specific about the subject matter and the research question or hypothesis being addressed.
  • Use proper grammar and punctuation: The title should be grammatically correct and properly punctuated.
  • Keep it short: A good title should be brief and to the point, typically no more than 12-15 words.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Consider your audience: Keep in mind who your audience is and what they may be searching for when writing your title.
  • Revise and Edit: Make sure to revise and edit the title multiple times to ensure that it is clear and effective.

How to Write a Research Paper Abstract Section

An abstract is a brief summary of a research paper that provides an overview of the paper’s main findings and conclusions. It is typically no more than 250-300 words and should be self-contained, meaning that it should be understandable on its own without the need to refer to the paper.

Here are some tips for writing a research paper abstract:

  • Be concise: Keep the abstract short and to the point, focusing on the main findings and conclusions of the paper.
  • State the research question or problem: Clearly state the research question or problem that the paper addresses.
  • Summarize the main findings: Summarize the main findings and conclusions of the paper in a few sentences.
  • Use proper grammar and punctuation: The abstract should be grammatically correct and properly punctuated.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Identify the main methods and materials: Identify the main methods and materials used in the research and include the key outcomes and results.
  • Use keywords: Include relevant keywords that will help readers and search engines find the paper.
  • Proofread and edit: Make sure to proofread and edit the abstract multiple times to ensure that it is clear, accurate and error-free

It’s also important to format the abstract section according to the guidelines of the specific style guide you’re using (such as APA, MLA, or Chicago).

It is also important to note that the abstract should be written last after the entire paper is complete, this way it can be a summary of the entire work.

How to Write a Research Paper Introduction Section

The introduction of a research paper is one of the most important sections as it sets the stage for the rest of the paper and provides context for the research question or problem being addressed.

Here are some tips for writing a research paper introduction:

  • Start with a hook: Begin the introduction with a statement or question that will grab the reader’s attention and make them want to continue reading.
  • Provide background information: Provide the necessary background information on the topic to help the reader understand the significance of the research.
  • State the research question or problem: Clearly state the research question or problem that the paper addresses.
  • Explain the significance of the research: Explain why the research is important and what contributions it will make to the field.
  • Outline the structure of the paper: Give a brief overview of the structure of the paper, highlighting the main sections and subtopics that will be covered.
  • Use proper grammar and punctuation: The introduction should be grammatically correct and properly punctuated.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Preview the main findings: Preview the main findings and conclusions of the paper, but do not give away all the details.
  • Be concise: Keep the introduction short and to the point, focusing on the main ideas and research question.

Typically, the introduction establishes the broad overarching subject, provides some basic background information, and then discusses the specific research issue. It explains why the topic was chosen for investigation and describes the paper’s objective and focuses.

How to Write a Research Paper Literature Review Section

A literature review is a critical evaluation of the existing research on a specific topic. It is an important section of a research paper as it provides the context and background information for the research question or problem being addressed.

Here are some tips for writing a research paper literature review:

  • Organize the literature: Organize the literature in a logical and coherent manner, grouping together similar studies or themes.
  • Identify gaps in the literature: Identify gaps in the existing research and explain how your research will fill those gaps.
  • Evaluate the quality of the literature: Evaluate the quality of the existing research, including the methods used, the sample size, and the conclusions drawn.
  • Synthesize the literature: Synthesize the information from the literature and connect it to the research question or problem being addressed.
  • Use proper grammar and punctuation: The literature review should be grammatically correct and properly punctuated.
  • Avoid plagiarism: Make sure to properly cite all sources using the appropriate citation style.
  • Use headings and subheadings: Use headings and subheadings to help organize the literature review and make it easier to read.
  • Be critical: Be critical in your evaluation of the literature, highlighting both the strengths and weaknesses of the studies.
  • Be concise: Keep the literature review short and to the point, focusing on the most relevant and important studies.

The goal of a literature review is to find the most important theories and findings that have been put forward by different people who can help with your research. When someone is getting information, they need to ensure that they only get it from credible sources, like academic books or government websites such as PubMed, CDC among others.

How to Write a Research Paper Research Methodology Section

The research methodology section of a research paper describes the methods and procedures used to conduct the research. It is an important section of a research paper as it provides the reader with a detailed understanding of how the research was conducted and how the data was collected.

Here are some tips for writing a research paper methodology section:

  • Be clear and specific: Clearly and specifically describe the methods and procedures used in the research.
  • Provide details about the research design: Explain the research design, including the type of study (e.g. experimental, observational), the sample size, and the data collection methods.
  • Describe the data analysis: Describe the methods used to analyze the data, including any statistical tests that were performed.
  • Use proper grammar and punctuation: The methodology section should be grammatically correct and properly punctuated.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Cite references: Cite any references used in the methodology section, including any instruments or tools used to collect data.
  • Provide limitations: Describe any limitations or constraints of the research, including any potential sources of bias or error.
  • Be transparent: Be transparent about the research methods and procedures used, as this will help to increase the credibility and reliability of the research.
  • Be consistent: Be consistent in the use of terminology and methods throughout the paper.

The writer must include the actual research design and procedures used to conduct the study in this part. The goal is for the reader to be able to reproduce the research and verify the findings using the methodology and strategies described in this section.

How to Write a Research Paper Results Section

The results section of a research paper presents the findings of the research study in a clear and concise manner. It is an important section of a research paper as it provides the reader with the evidence that supports the conclusions and recommendations of the study.

Here are some tips for writing a research paper results section:

  • Be clear and specific: Clearly and specifically present the results of the research study, using tables, figures, and text as appropriate.
  • Use appropriate statistics: Use appropriate statistics to summarize and analyze the data, and be sure to report the results in a clear and concise manner.
  • Use proper grammar and punctuation: The results section should be grammatically correct and properly punctuated.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Cite references: Cite any references used in the results section, including any statistical tests that were performed.
  • Be concise: Keep the results section short and to the point, focusing on the most important and relevant findings.
  • Be transparent: Be transparent about the data and methods used, as this will help to increase the credibility and reliability of the research.
  • Avoid interpretation: The results section should be focused on presenting the data without any interpretation; this will be done in the discussion section.
  • Be consistent: Be consistent in the use of terminology and methods throughout the paper.

This part depends on the previous section. The results portion of quantitative research is formatted differently than qualitative research, which employs a whole different manner of presenting findings. This section is directly related to the research problem and analysis of the researcher’s results. The researcher may use graphs and tables to illustrate the results and findings more effectively if there is an abundance of data or calculations.

How to Write a Research Paper Discussion or Conclusion Section

The discussion or conclusion section of a research paper is where the author interprets the results of the study and puts them in the context of the existing literature. It is an important section of a research paper as it provides the reader with the insights and implications of the research findings.

Here are some tips for writing a research paper discussion or conclusion section:

  • Summarize the main findings: Summarize the main findings of the research study, highlighting the most important and relevant results.
  • Interpret the results: Interpret the results of the study, explaining what they mean and how they relate to the research question or problem.
  • Discuss the implications: Discuss the implications of the research findings, including any practical applications or recommendations for future research.
  • Put the results in context: Put the results of the study in the context of the existing literature, highlighting how the study contributes to the field.
  • Use proper grammar and punctuation: The discussion or conclusion section should be grammatically correct and properly punctuated.
  • Avoid using jargon: Avoid using specialized language or jargon that may not be understood by a general audience.
  • Cite references: Cite any references used in the discussion or conclusion section, including any previous research that relates to the study.
  • Be concise: Keep the discussion or conclusion section short and to the point, focusing on the most important and relevant findings.
  • Be transparent: Be transparent about the limitations of the study and what can be improved in future research.

While the “results” section talks about the findings, this section discusses their significance in great detail. The results are interpreted and checked to see if they are true or not, and their effects are talked about. Previous research that was mentioned in the literature review has something to do with the results. One can also talk about any problems or cautions that come up with the findings here. Any ideas for future research can also be added here.

How to Write a Research Paper References or Bibliography Section

The references or bibliography section of a research paper is a list of the sources cited in the paper. It is an important section of a research paper as it allows the reader to locate and verify the sources used in the study.

Here are some tips for writing a research paper references or bibliography section:

  • Follow the specific style guide: Use the appropriate citation style for your field, such as APA, MLA, or Chicago.
  • Be consistent: Be consistent in the format of the references or bibliography throughout the paper.
  • Include all sources cited: Include all sources cited in the paper, including books, journal articles, websites, and any other sources.
  • Double-check the accuracy: Double-check the accuracy of the information provided in the references or bibliography, including the author’s name, title, publication date, and page numbers.
  • Alphabetize the references: Alphabetize the references or bibliography by the author’s last name or the title of the work.
  • Include all relevant information: Include all relevant information for each source, such as the author, title, publisher, publication date, and page numbers.
  • Use proper grammar and punctuation: The references or bibliography section should be grammatically correct and properly punctuated.
  • Be selective: Be selective about the sources you include in the references or bibliography section, only include sources that are directly relevant to the research.
  • Proofreading: Proofread the references or bibliography section multiple times to ensure that it is accurate and error-free.

NOTE: A research paper can also comprise an Acknowledgments section at the beginning of the paper or at the end of the article.

How to Write a Research Paper Acknowledgments Section

The acknowledgments section of a research paper is typically a brief section at the beginning of the paper in which the author thanks and acknowledges those who have contributed to the research and/or the writing of the paper. To write an acknowledgments section, the following steps can be helpful:

  1. Begin by listing the people who have directly contributed to your research, such as your advisor, collaborators, and any research assistants or technicians who have helped with data collection or analysis.
  2. Thank any funding agencies or organizations that provided financial support for your research.
  3. Acknowledge any institutions or organizations that provided resources or facilities for your research, such as laboratories or libraries.
  4. Thank any individuals or groups who provided support or assistance during the research and writing process, such as friends, family, or writing groups.
  5. Keep the acknowledgments section concise and to the point.
  6. Be sincere and specific in your thanks, and avoid using overly formal or flowery language.

It’s also important to note that it is a common practice to thank people in the order of importance, usually starting with the most important one.

Now that you have all the fundamental info ready, it is time to start writing your research paper.

Writing a research paper in college is basically the same as cooking. Your materials are your ingredients, and you must discover a way to prepare and cook them to create a delectable dinner (finished paper).

You can find more research paper writing tips and examples, such as understanding how to get better at writing papers, and how to write a marketing research paper ideas.

Basic Steps for Writing an Outstanding Research Paper

No matter your area of expertise, the following steps will guide you in crafting a stellar research paper. Whether you’re delving into nursing, marketing, business management, or any other discipline, these proven strategies will help you ace your assignment. Dive in and discover the secrets to success in your research journey.

After choosing your sources and forming a structure for your research paper with an outline, all that’s left to do is fill in the spaces. Many writers get stuck at this point, but if you’ve developed a strong thesis, picked excellent sources, and planned a strategy for bringing it all together, the rest is a piece of cake! Follow these steps:

Step one: Structure your research paper using an outline.

  1. Your outline comprises the fundamental framework that will guide you as you begin writing your paper.
  2. The skeleton of your body is your outline. Each number in your plan corresponds to a portion of the final research paper. It’s just a matter of adding the text now.

Consider the following questions when writing your outline:

    • What is the topic?
    • Why is it significant?
    • What background material is relevant?
    • What is my thesis or purpose statement?
    • What organizational plan will best support my purpose?

The outline contains all of the ideas; all that is required are details, conjunctions, and transitions. Once you get started, adding these pieces is very simple. You know what has to be written; now sit down and write.

Step two: Write your introduction.

  1. Your thesis statement should be introduced in the introduction to your research paper.
  2. An introduction tickles your reader’s interest. Writing an excellent introduction is essential for writing a persuasive research paper, and mastery of this critical portion is only one of the many reasons ReliablePapers is the best place to buy your research paper online.
  3. Begin with a hook. Your first sentence should grab the reader’s interest.
  4. Give the hook some context or a bit of description. But don’t get too carried away. You have the entire paper to devote to specifics.
  5. The thesis statement should conclude the introduction by explaining what you plan to investigate or describe. The thesis is the hook’s reward and establishes why the reader should continue reading.

Step three: Write the main body

Your research paper’s body is where you’ll spend most of your writing time. The main body of a research paper is where the author presents and discusses the findings of the study. To write the main body of a research paper, the following steps can be helpful:

  1. Use your outline as a flexible guide to build your essay around the points you want to make, and be careful not to let your sources organize your paper. Instead of just reporting what your sources say, integrate them into your discussion by summarizing, analyzing, explaining, and evaluating what they have to say.
  2. Organize the main body into clear and logical sections: Depending on the length and complexity of the study, the main body may be divided into several sections such as Literature Review, Methods, Results, and Discussion. Make sure that each section has a clear and specific focus, and that the information is presented in a logical and coherent manner.
  3. Use evidence to support your claims: The evidence you give to prove your thesis is presented in the body of the research paper. This must be organized so that it flows logically from one point to the next, and thoughts flow effortlessly into one another. Use data, statistics, and other forms of evidence to support the claims and conclusions of your study. Be sure to cite your sources correctly and include a list of references at the end of the paper.
  4. Be objective and critical: The main body of the research paper should be written in an objective and critical manner, avoiding biased or overly speculative language.
  5. Be concise and to the point: Avoid including irrelevant or insignificant details in the main body of the paper. Instead, focus on presenting the most important and relevant information.
  6. Use appropriate figures, tables, and graphs: To present the data and results in a clear and organized way, it’s helpful to use tables, figures, and graphs. Make sure that they are labeled and captioned correctly, and that they support the text and the results of the study.
  7. Revise and proofread the main body: Make sure that the main body is well-written, free of errors, and consistent with the rest of the paper.

Writers frequently struggle here, not with the presentation of evidence but with its structure. Structuring a research paper’s ideas significantly improves its efficacy, which is why many students choose to pay for research papers to be done by a professional.

It’s also important to note that the main body should clearly and directly answer the research question and support the thesis statement. It should be written in an objective and evidence-based manner and be easy to follow.

Step four:  Write the Conclusion

The conclusion is the last section of a research paper and is used to summarize the main findings and conclusions of the research. To write a strong conclusion, the following steps can be helpful:

  1. Restate the main research question or problem and summarize the main findings of the research.
  2. Discuss the implications of the research and its findings for the field of study.
  3. Provide a brief overview of the main limitations of the research and any suggestions for future research.
  4. Conclude by summarizing the main points of the paper and reiterating the significance and importance of the research.
  5. Keep the conclusion concise and to the point. Avoid introducing new information or arguments in the conclusion.
  6. Avoid ending with a question.
  7. The conclusion should be a logical consequence of the research, and it should be consistent with the entire paper.

It’s important to note that the conclusion is a summary of the research, not a new discussion. As such, the conclusion should be consistent with the introduction and the rest of the paper. It should also support the thesis statement and the research question, and answer the question of the research. It’s also a good practice to avoid using “I” and “We” in the conclusion and use more formal language.

Step five: Citing your Sources

  1. An annotated bibliography may be required depending on the structure of your research paper.
  2. A research paper’s citation style can influence how it is organized. Some styles need an annotated bibliography, which briefly explains the significance of each source chosen for the research. Each citation method has its requirements, and each demands a particular format. MLA is commonly used in literature, Chicago, or Turabian in history, while APA is widely used in social sciences. When you buy your research paper from Reliablepapers, you are also paying for an academic-style expert.

Step six: Review and revise your paper.

  1. Check your paper for language and spelling issues and that your research and citations are proper.
  2. Revision is essential! The project is just half-finished once the writing is completed. Revision and rewriting distinguish an excellent research paper from a genuinely great one. Only via review can errors be found, missing information be added, and concepts that don’t seem to work be replaced. Everything in writing improves with revision. It is not the result of terrible writing; instead, it results from outstanding writing.
  3. The revision step of the writing process is critical to the success of a research paper. Review and revise your essay with a friend, peer, or professional. Reliablepapers.com not only offers custom writing services, but it is also the ideal site to get research paper editing services.

Valuable Tips on How to Write a Research Paper

Writing a research paper can be a challenging task, but it doesn’t have to be. Here are some valuable tips to help you write an outstanding research paper:

  1. Start early: Giving yourself plenty of time to research and write your paper will help you avoid unnecessary stress and ensure that you have enough time to properly develop your ideas.
  2. Choose a topic you are interested in: It will be easier to write a paper if you are interested in the topic. Make sure to choose a topic that is both interesting and relevant to your field of study.
  3. Conduct thorough research: Make sure to gather a wide range of sources, including books, articles, and online resources. Take detailed notes as you read and make sure to keep track of all sources, so you can easily cite them in your paper.
  4. Develop a clear thesis: Your thesis should be a clear, concise statement of the main point of your paper. It should be specific and arguable and should guide the rest of your paper, and help you stay focused on the main topic of your paper
  5. Create an outline: A well-organized outline can help you stay on track as you write your paper and ensure that your ideas are presented in a logical and coherent manner.
  6. Write a clear introduction: Your introduction should provide background information on your topic and state your thesis. It should also grab the reader’s attention and motivate them to keep reading.
  7. Use evidence to support your arguments: Make sure to use evidence from your research to support your arguments. Cite your sources correctly and always use quotations sparingly.
  8. Write a strong conclusion: Your conclusion should summarize the main points of your paper and restate your thesis. It should also provide some insights into the implications of your research.
  9. Revise and proofread: Make sure to revise your paper for clarity, coherence, and accuracy. Proofreading is also essential to ensure that your paper is free of errors.
  10. Do not plagiarize: Ensure that your paper is original and avoid any kind of plagiarism.
  11. Seek feedback: Lastly, it is important to seek feedback and review from others, you can ask your peers, professors, or experts in the field to review your paper and provide constructive feedback to improve your research.

Mistakes to Avoid when Writing a Research Paper

  • Not having a clear research question or problem: Make sure to have a clear and specific research question or problem that guides your research and writing.
  • Not having a clear structure and organization: Organize the paper in a logical and coherent structure, including an introduction, literature review, methodology, results, and conclusion.
  • Not providing sufficient background information: Provide enough background information to give the reader context and understanding of the research question or problem.
  • Not reviewing the literature thoroughly: Review the literature related to your research question or problem thoroughly and critically to provide context and background information.
  • Not using appropriate methodology: Choose a methodology that is appropriate for your research question or problem and explain it in detail in the methodology section.
  • Not collecting and analyzing data properly: Collect and analyze the data according to the methodology chosen, and present it in a clear and organized manner. Analyze the data and findings in depth, not just listing them in the paper, and make sure you include your own analysis and interpretation of the information.
  • Not drawing valid conclusions and not staying objective: Draw valid conclusions based on the data and evidence presented in the paper, and avoid overgeneralizing, bias, or making unsupported claims.
  • Not providing sufficient evidence: Provide enough evidence to support the claims and conclusions made in the paper.
  • Not following proper citation and referencing guidelines: Properly cite and reference all sources used in the research paper, and follow the citation style specified by the instructor to avoid plagiarism.
  • Not discussing the limitations and implications of the study: Discuss the limitations of the study and the implications of the findings for future research or practical applications.
  • Not proofreading and editing: Make sure to proofread and edit the paper for grammar, spelling, and punctuation errors.
  • Not getting feedback: Seek feedback from peers, professors, or professionals in the field before submitting your paper.
  • Not being open to revisions: Be open to revisions and suggestions from reviewers and instructors, and take them into account in improving the paper.
  • Not being timely: Meet all deadlines, including submission deadlines and revision deadlines, to ensure that the paper is completed in a timely manner.

FAQs on How to Write a Research Paper

What is a research paper?

A research paper is a written document that presents the results of an investigation on a particular topic. It typically includes a literature review, a methodology section, and an analysis of data.

What is the purpose of a research paper?

The purpose of a research paper is to share knowledge and information about a particular subject with others. It is often used to disseminate the results of academic or scientific research, to propose new theories or hypotheses, and to provide an overview of existing knowledge on a topic.

What are the steps to writing a research paper?

The steps to writing a research paper include:

    • -Choosing a topic
    • -Conducting a literature review
    • -Developing a research question or thesis statement
    • -Designing a research methodology
    • -Collecting and analyzing data
    • -Writing the paper
    • -Revising and editing the paper
    • -Proofreading the paper

How do I choose a topic for my research paper?

When choosing a topic for your research paper, it is important to select a topic that you are interested in and that is relevant to your field of study. Additionally, it is important to consider the availability of resources and the feasibility of conducting research on the topic.

How do I conduct a literature review for my research paper?

A literature review is a survey of the existing literature on a particular topic. To conduct a literature review, you will need to:

    • -Identify key terms and concepts related to your research topic
    • -Search for and retrieve relevant articles, books, and other sources
    • -Read and summarize the main findings and conclusions of the sources
    • -Critically evaluate the quality and relevance of the sources

How do I develop a research question or thesis statement for my research paper?

A research question or thesis statement is a statement of the main idea or argument that you will be exploring in your research paper. To develop a research question or thesis statement, you will need to:

    • -Consider the main concepts and ideas that you have identified in your literature review
    • -Formulate a question or statement that captures the main idea of your research

How do I design a research methodology for my research paper?

Designing a research methodology involves deciding on the methods you will use to collect and analyze data for your research paper. This may include:

    • -Experimental or observational methods
    • -Quantitative or qualitative data collection
    • -Sample selection and size

How do I collect and analyze data for my research paper?

Data collection and analysis are the next steps after you have designed your research methodology. This may include:

    • -Collecting data through surveys, experiments, or other methods
    • -Organizing and coding the data for analysis
    • -Analyzing the data using statistical or qualitative methods

How do I write my research paper?

Writing the research paper involves:

    • -Organizing your data and results
    • -Writing the introduction, literature review, methodology, results, and discussion sections of your paper
    • -Using appropriate citation style
    • -Making sure that your paper is well-written and effectively communicates your findings

How do I revise and edit my research paper?

Revising and editing the research paper includes:

    • -Checking for errors in grammar, punctuation, and spelling
    • -Checking for consistency in format and style
    • -Checking for logical flow and coherence
    • -Ensuring that all sources are cited correctly
    • -Ensuring that the paper meets the requirements of the assignment or publication

By following these tips, you can write a successful research paper. Remember to stay organized, stay focused and stay curious. Writing a research paper can be a challenging task but with the right mindset and approach, it can also be an enjoyable and rewarding experience.

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

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

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

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

Assignment Instructions Overview

This assignment focuses on assessing and diagnosing patients with neurocognitive and neurodevelopmental disorders. Neurodevelopmental disorders, which typically manifest during childhood, include conditions like ADHD, autism spectrum disorder, and intellectual disabilities. Neurocognitive disorders, such as Alzheimer’s and vascular dementia, represent a decline in previous cognitive abilities and may emerge later in life. Students will use a case study from a video to assess a patient, develop differential diagnoses, and create a comprehensive psychiatric evaluation using DSM-5-TR guidelines.

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Understanding Assignment Objectives

The primary goal of this assignment is to apply theoretical knowledge to real-world cases of neurocognitive and neurodevelopmental disorders. Students will analyze the patient’s symptoms, gather relevant medical history, and perform mental status examinations. Based on these findings, they will explore potential differential diagnoses and identify a primary diagnosis using DSM-5-TR criteria. Critical thinking is emphasized in ruling out other conditions and justifying diagnostic decisions.

The Student’s Role

Students will assume the role of a psychiatric nurse practitioner tasked with performing a thorough evaluation. This includes engaging with the patient’s subjective experience, observing objective behaviors, conducting a mental status exam, and providing evidence-based differential diagnoses. Students will reflect on the session and incorporate legal, ethical, and health promotion considerations in their treatment plans.

Competencies Measured

This assignment will assess the student’s ability to:

  • Evaluate neurocognitive and neurodevelopmental symptoms and presentations.
  • Perform a comprehensive psychiatric assessment, utilizing diagnostic tools.
  • Differentiate between various disorders using DSM-5-TR criteria.
  • Formulate accurate primary diagnoses with supporting evidence.
  • Apply ethical considerations and critical thinking in patient care planning.

 

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

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

Introduction

Neurocognitive and neurodevelopmental disorders are complex conditions that require careful assessment and differentiation to ensure proper diagnosis and management. Neurodevelopmental disorders often present in childhood and can persist into adulthood, encompassing conditions like attention deficit hyperactivity disorder (ADHD) and autism spectrum disorders (ASD). In contrast, neurocognitive disorders represent a decline from previous functioning due to conditions like Alzheimer’s disease, brain injury, or stroke. This paper will provide a comprehensive psychiatric evaluation of Harold Brown, a 60-year-old male presenting with potential neurocognitive symptoms. The assessment will explore his clinical presentation, differential diagnosis, and develop a treatment plan based on evidence and DSM-5-TR criteria.

Subjective Data

Chief Complaint:

Harold Brown reports mild difficulty with attention and short-term memory, particularly when recalling recent events. He has expressed concerns about these issues affecting his daily activities, although he continues to work part-time as an engineer. He denies significant interference with basic functioning but mentions occasional lapses in attention and memory at work and in social settings. He was encouraged by his brother to seek evaluation after noticing a pattern of forgetfulness and distraction.

History of Present Illness (HPI):

Mr. Brown states that his symptoms began approximately 18 months ago and have gradually worsened. He reports difficulty maintaining focus during long tasks and trouble recalling names or recent conversations. He denies any abrupt changes in memory, mood disturbances, or significant changes in his personality. He describes himself as independent, though he acknowledges his brother’s concerns regarding his recent forgetfulness. His symptoms do not seem to vary based on time of day or specific activities. He denies any head trauma, seizures, or major medical illnesses contributing to his cognitive difficulties.

Medical History:

  • Hypertension: Controlled with Cozaar (Losartan) 100mg daily
  • Hypertriglyceridemia: Managed with fenofibrate 160mg daily
  • Benign Prostatic Hyperplasia (BPH): Managed with tamsulosin 0.4mg at bedtime
  • Angina: Taking aspirin 81mg daily

Medications:

  • Cozaar (Losartan) 100mg daily
  • Fenofibrate 160mg daily
  • Tamsulosin 0.4mg at bedtime
  • Aspirin 81mg daily

Allergies:

Allergic to Dilaudid.

Family History:

His father had hypertension and passed away at the age of 75 due to complications from a stroke. His mother died of Alzheimer’s disease at the age of 80. He has one younger brother, who is in good health.

Social History:

Mr. Brown lives alone, has never married, and has no children. He casually dates and reports a healthy social life. He enjoys having a scotch and cigar on weekends. He denies any history of drug use. He continues to work part-time and maintains good relationships with his colleagues and family members.

Developmental History:

No developmental delays or learning difficulties reported in childhood or adolescence.

Objective Data

General Appearance and Behavior:

Mr. Brown presents as a well-groomed, alert, and oriented male who appears his stated age. He is cooperative and maintains good eye contact throughout the interview. No abnormal movements or signs of agitation were observed. His speech was fluent and coherent, with normal rate and rhythm.

Vital Signs:

  • Temperature: 98.8°F
  • Pulse: 74 bpm
  • Respiration: 18 breaths/min
  • Blood Pressure: 134/70 mmHg
  • Height: 5’10”
  • Weight: 170 lbs

Neurological/Cognitive Observations:

  • Montreal Cognitive Assessment (MoCA): Score of 28/30, indicating mild cognitive impairment. Notable difficulty was observed in the attention and delayed recall sections of the test.
  • Attention Deficit: He had trouble sustaining attention during long tasks, such as performing serial 7s.
  • Memory: Delayed recall was impaired, as he struggled to remember words presented earlier during the MoCA. Immediate memory, however, remained intact.

Mental Status Examination (MSE)

Appearance:

Well-groomed, appropriately dressed for the weather and occasion.

Behavior:

Cooperative, calm, and maintains appropriate eye contact throughout the interview.

Speech:

Normal rate, volume, and tone, with no evidence of aphasia.

Mood:

Euthymic. He denies experiencing low mood or anxiety.

Affect:

Appropriate and full range.

Thought Process:

Logical, coherent, and goal-directed. No evidence of thought blocking or tangential thinking.

Thought Content:

Denies any hallucinations, delusions, or paranoia. No suicidal or homicidal ideation.

Cognition:

Oriented to person, place, time, and situation. Mild impairment observed in delayed recall and sustained attention.

Insight and Judgment:

Good. He demonstrates understanding of his symptoms and the need for evaluation.

Assessment and Differential Diagnoses

Based on the patient’s history, clinical presentation, and mental status examination, the following differential diagnoses are considered:

  1. Mild Neurocognitive Disorder due to Alzheimer’s Disease

Supporting Evidence: His family history of Alzheimer’s (mother) and his subtle cognitive decline over the last 18 months support this diagnosis. His MOCA score of 28/30 with difficulty in attention and delayed recall aligns with mild neurocognitive disorder, which is often an early sign of Alzheimer’s disease. The DSM-5-TR criteria for mild neurocognitive disorder (memory impairment and cognitive decline without significant impairment of daily functioning) fit the presentation.

  1. Vascular Cognitive Impairment

Supporting Evidence: Mr. Brown has a history of hypertension, a major risk factor for vascular dementia. Cognitive impairments such as attention deficits and executive function difficulties are consistent with vascular cognitive impairment. However, the lack of a history of stroke or other clear vascular events makes this less likely.

  1. Major Depressive Disorder with Cognitive Impairment

Supporting Evidence: Depression can sometimes present as cognitive impairment in older adults. Mr. Brown does not report any mood changes or depressive symptoms, but mild cognitive impairment can sometimes be misdiagnosed as early Alzheimer’s disease in the context of mood disorders. The absence of significant mood changes, however, rules this out as the primary diagnosis.

Primary Diagnosis:

The most likely diagnosis is Mild Neurocognitive Disorder due to Alzheimer’s Disease, given the gradual onset, specific memory and attention deficits, and family history.

Plan and Recommendations

Pharmacological Treatment:

Initiate cholinesterase inhibitors such as donepezil (5mg daily) to slow cognitive decline. Consider an NMDA receptor antagonist like memantine if cognitive decline progresses.

Non-Pharmacological Interventions:

Cognitive Behavioral Therapy (CBT): To assist with adapting to cognitive changes and reducing anxiety around his symptoms.

Cognitive Training and Memory Exercises: Regular cognitive exercises, such as puzzles or memory games, may help slow further cognitive decline.

Lifestyle Modifications: Encourage regular physical exercise, a heart-healthy diet (such as the Mediterranean diet), and social engagement to reduce cognitive decline risk.

Follow-up:

Monitor the patient every 3 months for changes in cognitive functioning and reassess the treatment plan. Discuss potential lifestyle changes and engage family members in the care plan.

Reflection

What I Would Do Differently:

If I were to conduct this session again, I would explore more thoroughly Mr. Brown’s daily life and work challenges to assess the extent to which his cognitive decline affects his functional capacity. I would also probe further into his emotional responses to his cognitive changes, as denial or minimization of symptoms can sometimes obscure significant distress.

Legal and Ethical Considerations:

Given Mr. Brown’s independence, it’s essential to discuss future planning, such as advance directives, while he still has the cognitive capacity to make informed decisions. His family history of Alzheimer’s suggests the need for discussions around eventual caregiving needs.

Health Promotion and Disease Prevention:

Education on managing hypertension and hyperlipidemia is crucial to reduce further vascular risks. Continued control of these conditions may help slow cognitive decline. Additionally, promoting brain-healthy habits, such as regular exercise, a nutritious diet, and cognitive activities, will be emphasized.

Conclusion

The evaluation of Harold Brown’s cognitive functioning demonstrates the complexity of diagnosing neurocognitive disorders. While mild cognitive impairment is present, the primary diagnosis of mild neurocognitive disorder due to Alzheimer’s disease is supported by his clinical presentation, family history, and DSM-5-TR criteria. Through careful assessment and early intervention, Mr. Brown’s cognitive decline can be managed with appropriate treatment and lifestyle modifications.

Detailed Assessment Instructions for the NRNP 6635 Week 6: Neurocognitive, Neurodevelopmental, Eating, and Somatic Symptom-Related Disorders Assignment

Description

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Photo Credit: Getty Images

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2022). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others.

For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder.

TO PREPARE:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • 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 10

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate 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-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.
  • 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.).
  • Required Readings (click to expand/reduce)

American Psychiatric Association. (2022). Neurocognitive disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?u…https://dsm.psychiatryonline.org/doi/full/10.1176/…

American Psychiatric Association. (2022). Neurodevelopmental disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?u…https://dsm.psychiatryonline.org/doi/full/10.1176/…

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

    • Chapter 21, Neurocognitive Disorders
    • Chapter 31, Child Psychiatry

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

 

Required Media (click to expand/reduce)

Classroom Productions. (Producer). (2016). Neurocognitive disorders [Video]. Walden University.

Classroom Productions. (Producer). (2016). Neurodevelopmental disorders [Video]. Walden University.

MedEasy. (2016). Progressive neurocognitive disorders. | USMLE & COMLEX[Video]. YouTube.

 

 

Video Case Selections for Assignment (click to expand/reduce) Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2017). Training title 48 [Video]. https://go.openathens.net/redirector/waldenu.edu?u…

Symptom Media. (Producer). (2017). Training title 50 [Video]. https://go.openathens.net/redirector/waldenu.edu?u…

Document: Case History Reports

Week 10 Neurocognitive and Neurodevelopmental Disorders Training Title 48
Name: Sarah Higgins
Gender: female
Age: 11 years old
T- 97.4 P- 58 R 14 98/62 Ht 4’5 Wt 65lbs
Background: no history of treatment, developmental milestones met on time, vaccinations up to date. Sleeps 9-10hrs/night, meals are difficult as she has hard time sitting for meals, she does get proper nutrition per PCP. she has a younger brother. lives with her parents in Washington,
D.C. No hx of head trauma.
Symptom Media. (Producer). (2017). Training title 48 [Video]. https://video-alexanderstreet- com.ezp.waldenulibrary.org/watch/training-title-48
Training Title 50
Name: Harold Brown
Gender: male
Age:60 years old
T- 98.8 P- 74 R 18 134/70 Ht 5’10 Wt 170lbs Background:
Has bachelor’s degree in engineering. He dates casually, never married, no children. Has one younger brother. Sleeps 7 hours, appetite good. Denied legal issues; MOCA 28/30 difficulty with attention and delayed recall; ASRS-5 21/24; denied hx of drug use; enjoys one scotch drink on the weekends with a cigar. Allergies Dilaudid; history HTN blood pressure controlled with Cozaar 100mg daily, angina prescribed ASA 81mg po daily, valsartan 80mg daily. Hypertriglyceridemia prescribed fenofibrate 160mg daily, has BPH prescribed tamsulosin 0.4mg po bedtime.
Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreet- com.ezp.waldenulibrary.org/watch/training-title-50

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

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

NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation ExampleNRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation; Midterm Clinical Evaluation

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

Assignment Instructions Overview:

This assignment requires students to conduct a comprehensive psychiatric evaluation of a patient they have encountered in the last five weeks of their practicum. Using the provided template, the student must document the evaluation and present the case in a recorded video. The video should include the chief complaint, the history of present illness, and pertinent medical and psychiatric history, among other elements. Students should submit the written evaluation alongside the signed pages from their preceptor.

Understanding Assignment Objectives:

The objective of this assignment is to demonstrate the ability to assess a patient’s psychiatric health comprehensively. Students will apply their knowledge from the Learning Resources to analyze a patient case, develop a working diagnosis, and present a differential diagnosis. This assignment connects real-life practicum experience with academic learning, fostering critical thinking in psychiatric evaluation and diagnosis.

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The Student’s Role:

The student acts as the primary evaluator, documenting the patient’s case thoroughly, presenting clinical findings, and showcasing their diagnostic reasoning skills. The student must demonstrate professionalism, clinical competence, and the ability to synthesize patient information while adhering to ethical standards, including maintaining patient confidentiality as per HIPAA regulations.

Competencies Measured:

This assignment measures several competencies, including the ability to conduct a thorough psychiatric evaluation, utilize critical thinking for diagnosis, present cases professionally, and develop a comprehensive care plan. Students are also expected to apply scholarly resources to support their diagnostic and treatment decisions, reinforcing evidence-based practice.

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 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 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Example

Chief Complaint (CC):

  • A 36-year-old male presenting with restlessness, agitation, disorganized speech, impaired cognition, and periodic delusions.

History of Present Illness (HPI):

  • Symptoms have fluctuated over three weeks with episodes of restlessness alternating with lack of motivation and withdrawal. Delusions and hallucinations have persisted for four weeks.

Past Psychiatric History:

  • Diagnosed with bipolar disorder 10 years ago and schizophrenia at age 30. Non-adherence to medication is a noted issue.
  • History of one hospitalization following a suicide attempt.
  • Previous and current medications are detailed, including issues experienced with fluphenazine.

Substance Use History:

  • History of binge drinking, cigarette, and cannabis use since his undergraduate years. Still smokes cigarettes and drinks alcohol occasionally.

Family Psychiatric/Substance Use History:

  • Schizophrenia in the paternal grandfather and a family history of substance use (cigarette smoking, alcohol).

Psychosocial History:

  • Married with one child, working as a software engineer. History of violent behavior leading to arrest and imprisonment.

Medical History:

  • History of head injuries from violent behavior and a minor car accident, as well as past hospitalization for malaria.

Current Medications:

  • Sodium valproate, sertraline, alprazolam, and aripiprazole.

Allergies:

  • None.

Reproductive History:

  • Heterosexual, married with one child, sexually active with occasional withdrawal during symptom flares.

Review of Systems (ROS):

  • General: Weight gain.
  • HEENT: Normal.
  • Skin: Warm, normal turgor.
  • Cardiovascular: Normal BP and heart rate.
  • Respiratory: Normal.
  • Gastrointestinal: Normal.
  • Neurological: Tingling in limbs and difficulty moving feet.
  • Musculoskeletal: Stiffness in lower extremities.
  • Other systems are unremarkable.

Diagnostic Results:

  • Head CT scan showed no physical injury.
  • Blood tests revealed positive for alcohol, cigarette, and cannabis use.

Mental Status Examination:

  • Appropriately dressed, aware of time and occasion.
  • Admitted to suicidal ideation.

Differential Diagnoses:

  • Schizophrenia, Bipolar Disorder, Major Depressive Disorder.
  • Schizophrenia is diagnosed based on DSM-5 criteria.

Reflections:

  • The diagnosis of schizophrenia requires careful assessment, supported by symptom clusters and appropriate diagnostics. The case reinforced the need for a compassionate approach to psychiatric care, emphasizing public education on modifiable risk factors like substance abuse.

Detailed Assessment Instructions for the NRNP 6635 Week 5: Comprehensive Psychiatric Evaluation and Patient Case Presentation Assignment

Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation 

Photo Credit: Pexels

Comprehensive psychiatric evaluations are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

For this Assignment, you will document information about a patient that you examined during the last 5 weeks, using the Comprehensive Psychiatric Evaluation Template provided. You will then use this note to develop and record a case presentation for this patient.

To Prepare

  • Select a patient that you examined during the last 5 weeks. Review prior resources on the disorder this patient has. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
  • Conduct a Comprehensive Psychiatric Evaluation on this patient using the template provided in the Learning Resources. There is also a completed exemplar document in the Learning Resources so that you can see an example of the types of information a completed evaluation document should contain. All psychiatric evaluations must be signed, and each page must be initialed by your Preceptor. When you submit your document, you should include the complete Comprehensive Psychiatric Evaluation as a Word document, as well as a PDF/images of each page that is initialed and signed by your Preceptor. You must submit your document using SafeAssign.Please Note:Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
  • Develop a video case presentation, based on your progress note of this patient, that includes chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
  • Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.
  • Ensure that you have the appropriate lighting and equipment to record the presentation.

Assignment

Record yourself presenting the complex case for your clinical patient. In your presentation:

  • Dress professionally with a lab coat and present yourself in a professional manner.
  • Display your photo ID at the start of the video when you introduce yourself.
  • Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
  • Present the full case. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
  • Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.

Be succinct in your presentation, and do not exceed 8 minutes. Address the following:

  • Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning?
  • Objective: What observations did you make during the interview and review of systems?
  • Assessment:What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis, and why?
  • Reflection notes:What would you do differently in a similar patient evaluation?

By Day 7

Submit your Video and Comprehensive Psychiatric Evaluation. You must submit two (2) files for the evaluation, including a Word document and scanned PDF/images of each page that is initialed and signed by your Preceptor.

Learning Resources

Required Readings (click to expand/reduce)

HSoft Corporation. (2020). Meditrek: Home. https://edu.meditrek.com/Default.html  Note: Use this website to log into Meditrek to report your clinical hours and patient encounters.

HYPERLINK “https://class.content.laureate.net/1e563a49109e04e68af6cce117ed2d58.doc” \o “Comprehensive Psychiatric Evaluation Template”

Document: Comprehensive Psychiatric Evaluation Template (Word document)

HYPERLINK “https://class.content.laureate.net/feb2627c3a7610b39580d603c1c9a879.doc” \o “Comprehensive Psychiatric Evaluation Exemplar”

Document: Comprehensive Psychiatric Evaluation Exemplar (Word document)

Recommended Resources

American Psychiatric Association. (2013). Disruptive, impulse-control, and conduct disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm15

American Psychiatric Association. (2013). Dissociative disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm08

 

American Psychiatric Association. (2013). Somatic symptom and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm09

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

 

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/son/formsanddocuments

HYPERLINK “https://academicguides.waldenu.edu/fieldexperience/son/home” \o “College of Nursing” \t “_blank”

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

HYPERLINK “https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation” \o “Student practicum resources: NP student ” \t “_blank”

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

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

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

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

NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Brief

Assignment Instructions Overview:

This assignment focuses on developing the skills necessary for assessing and diagnosing anxiety disorders, post-traumatic stress disorder (PTSD), and obsessive-compulsive disorder (OCD). Students are required to conduct a thorough psychiatric evaluation using a comprehensive approach. The evaluation should include both subjective and objective data, along with critical-thinking steps that guide diagnostic decision-making based on DSM-5 criteria.

The goal is to apply clinical knowledge and diagnostic tools to assess the severity, duration, and impact of symptoms, as well as differentiate between possible diagnoses.

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Understanding Assignment Objectives:

The main objectives of this assignment are to:

  • Evaluate patients presenting with symptoms of anxiety, PTSD, and OCD.
  • Use DSM-5 criteria to guide diagnostic decisions.
  • Develop a differential diagnosis process by comparing symptoms and identifying the most accurate primary diagnosis.
  • Apply ethical considerations and health promotion strategies during patient evaluation.
  • Through this assignment, students will gain experience in recognizing various anxiety-related disorders and trauma-related conditions while practicing the art of patient-centered care.

The Student’s Role:

Students are expected to assume the role of a healthcare provider conducting a psychiatric assessment. This involves gathering a comprehensive history, performing mental status examinations, and documenting observations. Students will need to consider the patient’s background, experiences, and presenting symptoms when determining a differential diagnosis and developing an appropriate care plan.

The role also includes reflecting on the patient interaction, considering alternative approaches, and addressing any legal, ethical, or cultural factors that could influence diagnosis and treatment.

Competencies Measured:

This assignment will assess the following competencies:

  • Clinical Evaluation: Ability to gather detailed subjective and objective data from patient history and psychiatric assessments.
  • Diagnostic Reasoning: Application of DSM-5 criteria to identify and rule out potential mental health disorders.
  • Critical Thinking: Development of a structured thought process in diagnosing anxiety disorders, PTSD, and OCD, supported by evidence-based practice.
  • Ethical Considerations: Understanding of the legal and ethical dimensions of mental health treatment, including consent, confidentiality, and culturally competent care.
  • Health Promotion: Integration of health promotion strategies into patient care, considering factors like age, ethnicity, and socioeconomic status that may impact diagnosis and treatment planning.

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 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders 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 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Example

Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD

Subjective:

Chief Complaint (CC):

The patient reports that he “cannot handle negative situations.”

History of Present Illness (HPI):

Sergeant Berry Sullivan, a 27-year-old male, has presented for a mental health evaluation following an eight-year service in the military, during which he completed three extended tours in various war zones. He describes a challenging transition to civilian life after his military discharge, which occurred less than a year ago. During his service, Mr. Sullivan was exposed to multiple traumatic events, though he has refrained from providing detailed descriptions of these incidents. He reports that his symptoms, including an inability to cope with negative situations, have progressively worsened since leaving active duty. He denies experiencing flashbacks or nightmares, but notes feelings of irritability and hypervigilance. Additionally, he discloses a troubled childhood marked by an abusive, alcoholic father. Despite these stressors, he has never engaged in substance use due to his father’s alcoholism. Mr. Sullivan denies any prior history of psychiatric disorders, stating that he has never experienced anxiety, PTSD, or major depressive disorder (MDD) symptoms before his recent struggles.

Past Psychiatric History:

General Statement:

The patient was raised in a low-income family with an abusive, alcoholic father. After high school, he joined the military, where he served for eight years, experiencing combat in multiple war zones. He has no documented psychiatric history, but mentions that his paternal grandfather also served in the military and suffered from depression.

 

Hospitalizations:

No history of psychiatric hospitalizations or mental health treatment.

Medication Trials:

Mr. Sullivan has not undergone any medication trials for mental health conditions.

Psychotherapy or Previous Psychiatric Diagnosis:

The patient denies having previously received any form of psychotherapy or psychiatric diagnosis.

Substance Use History:

Mr. Sullivan has abstained from alcohol and illicit drugs throughout his life due to his father’s severe alcoholism.

Family Psychiatric/Substance Use History:

Paternal History:

The patient’s father is an alcoholic and exhibited abusive behavior during his childhood. His paternal grandfather, also a military veteran, reportedly suffered from depression but never sought professional help.

Psychosocial History:

Mr. Sullivan was raised in a low-income household, and his upbringing was deeply affected by his father’s alcoholism and abuse. His mother remains in good health, but his father suffers from diabetes, liver cirrhosis, and hypertension (HTN). Mr. Sullivan has two siblings, an older sister and a younger brother. He lives with his fiancée and expresses a desire to have children in the future. He is currently unemployed and finding it difficult to adjust to civilian life, contributing to his increased stress and anxiety.

Medical History:

Current Medications:

Mr. Sullivan takes medication for asthma, a condition exacerbated by seasonal allergies, which he attributes to his time in the military.

Allergies:

The patient denies any known allergies.

Reproductive History (Hx):

Mr. Sullivan is not currently a parent, but he and his fiancée hope to have children.

Review of Systems (ROS):

General:

The patient is alert and oriented, with an appropriate appearance and demeanor for the interview. He does not appear to be in any acute distress.

HEENT (Head, Eyes, Ears, Nose, Throat):

No reports of trauma or injury.

Skin:

No rashes or skin irritations.

Cardiovascular:

Denies chest pain or discomfort, no evidence of edema in extremities.

Respiratory:

Reports shortness of breath and occasional difficulty breathing, which he attributes to his asthma and military-related allergies.

Gastrointestinal:

The patient has experienced occasional nausea and vomiting.

Genitourinary:

Denies any genitourinary symptoms, including abnormal urination.

Neurological:

No reported neurological symptoms such as numbness or tingling.

Musculoskeletal:

Denies joint or muscle pain, and no visible signs of swelling or discomfort.

Hematologic:

No history of unusual bruising, bleeding, or blood disorders.

Lymphatic:

Denies enlarged lymph nodes.

Endocrinologic:

No symptoms of polyuria, polydipsia, or polyphagia.

Objective:

Physical Examination:

Temperature (T): 98.8°F

Pulse (P): 86 beats per minute

Respiratory Rate (R): 18 breaths per minute

Blood Pressure (BP): 122/78 mmHg

Height (Ht): 5’8”

Weight (Wt): 160 lbs

Diagnostic Results:

A comprehensive psychiatric assessment is recommended, including standardized tools for evaluating depression, anxiety, and PTSD. Blood work should also be conducted to assess thyroid function (thyroid-stimulating hormone) and rule out any underlying medical conditions that could contribute to psychiatric symptoms.

Assessment:

Mental Status Examination (MSE):

Appearance: The patient appeared well-groomed, with appropriate hygiene for the situation.

Eye Contact: Eye contact was fair throughout the interview.

Speech: Speech was clear and normal in tone, rhythm, and volume.

Behavior: Cooperative and calm demeanor.

Psychomotor Activity: No evidence of involuntary movements.

Mood: Reported feeling “depressed.”

Thought Process: Thought processes were logical, goal-directed, and organized.

Thought Content: No delusions or evidence of psychosis. Denied suicidal ideation.

Perception: No hallucinations were reported or observed.

Cognition: The patient was alert and oriented to person, place, time, and situation.

Memory: Both short-term and long-term memory appeared intact based on the patient’s recollection of events.

Insight: Insight into his condition appeared fair.

Judgment: Judgment was assessed as fair.

Differential Diagnoses:

Post-Traumatic Stress Disorder (PTSD):

Mr. Sullivan exhibits several hallmark symptoms of PTSD, including hypervigilance, irritability, and difficulty adjusting to civilian life following traumatic combat experiences. His military history suggests prolonged exposure to traumatic events, making PTSD a highly likely diagnosis. PTSD is defined by the DSM-5 as occurring after exposure to actual or threatened death, serious injury, or sexual violence, either directly or indirectly. Symptoms may include intrusive memories, avoidance behaviors, negative mood changes, and hyperarousal.

Generalized Anxiety Disorder (GAD):

Anxiety disorders are common among veterans, especially those transitioning back into civilian life. Mr. Sullivan has reported difficulty coping with negative situations and has shown signs of persistent worry, which could indicate generalized anxiety disorder. According to the DSM-5, GAD is characterized by excessive worry about various events or activities for at least six months, along with symptoms such as restlessness, fatigue, difficulty concentrating, irritability, and muscle tension.

Major Depressive Disorder (MDD):

Mr. Sullivan’s report of a depressed mood, feelings of hopelessness, and loss of interest in activities could suggest a diagnosis of MDD. According to the DSM-5, MDD is characterized by a two-week period of pervasive low mood and anhedonia, with associated symptoms like changes in appetite, sleep disturbances, fatigue, and difficulty concentrating.

Reflection:

In reflecting on this case, I would ensure a more thorough exploration of Mr. Sullivan’s emotional responses to his traumatic experiences, particularly focusing on any potential avoidance behaviors or emotional numbing. Additionally, I would ask more specific questions about his daily functioning and relationships, which could provide further insight into the severity of his PTSD symptoms. Legal and ethical considerations include the importance of addressing the stigma associated with mental health in military populations and ensuring that the patient feels supported in seeking treatment. Culturally sensitive care is also essential, considering the patient’s background and military service.

References

Bryant, R. A. (2019). Post‐traumatic stress disorder: A state‐of‐the‐art review of evidence and challenges. World Psychiatry, 18(3), 259-269.

Chin, D. L., & Zeber, J. E. (2020). Mental health outcomes among military service members after severe injury in combat and TBI. Military Medicine, 185(5-6), e711-e718.

Koyuncu, A., İnce, E., Ertekin, E., & Tükel, R. (2019). Comorbidity in social anxiety disorder: Diagnostic and therapeutic challenges. Drugs in Context, 8.

Smith, G. P., & Hartelius, G. (2020). Resolution of dissociated ego states relieves flashback-related symptoms in combat-related PTSD: A brief mindfulness-based intervention. Military Psychology, 32(2), 135-148.

Waitzkin, H., Cruz, M., Shuey, B., Smithers, D., Muncy, L., & Noble, M. (2018). Military personnel who seek health and mental health services outside the military. Military Medicine, 183(5-6), e192-e200.

Detailed Assessment Instructions for the NRNP 6635 Week 4: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Paper Assignment

Assignment: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD

Description

Fear,” according to the DSM-5, “is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (APA, 2013). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although their causes and severity differ. Trauma-related disorders may also, but not necessarily, contain fear and anxiety symptoms, but their primary distinguishing criterion is exposure to a traumatic event. Trauma can occur at any point in life. It might not surprise you to discover that traumatic events are likely to have a greater effect on children than on adults. Early-life traumatic experiences, such as childhood sexual abuse, may influence the physiology of the developing brain. Later in life, there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease.

Photo Credit: Hill Street Studios / Blend Images / Getty Images

For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the DSM-5 criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with DSM-5 criteria. 

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related 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 4

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate 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 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.).

https://ezp.waldenulibrary.org/login?qurl=https://video.alexanderstreet.com/watch/training-title-21?account_id=14872&usage_group_id=95102

<iframe src=”https://ezp.waldenulibrary.org/login?qurl=https://video.alexanderstreet.com/embed/training-title-21?account_id=14872&usage_group_id=95102″ width=”640″ height=”390″ frameborder=”0″ allow=”encrypted-media” allowfullscreen></iframe>

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

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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 Paper ExampleNRNP 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

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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