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Assignment 12: Clinical and counseling psychology

Assignment 12: Clinical and counseling psychology

Prior to beginning work on this assignment, read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,” American Psychological Association (2014) “Guidelines for Prevention in Psychology,” Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.

In your review, include the following headings, and address the required content.

Assignment 12: Clinical and counseling psychology – Assessment

Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology” and at least one additional peer-reviewed article from the University of Arizona Global Campus Library.

• Compare the assessments currently in use by clinical and counseling psychologists.
• Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

Assignment 12: Clinical and counseling psychology – Clinical work

Support this section using a minimum of three peer-reviewed articles from the University of Arizona Global Campus Library. The recommended articles for this week may be useful in generating your response.

• Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
• Provide a historical context and identify the major theorists for each perspective.
• Assess the trends in psychotherapy integration.
• List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
• Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

Assignment 12: Clinical and counseling psychology – Prevention

Review the “Guidelines for Prevention in Psychology” (American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

• Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.

Assignment 12: Clinical and counseling psychology – The Literature Review

Must be 7 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).

ORDER THROUGH BOUTESSAY

Assignment 12: Clinical and counseling psychology Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment 4 Abdominal Discomfort Assessment Esther Park

Assignment 4 Abdominal Discomfort Assessment Esther Park: Assignment Instructions:

For this 4-5 pages assignment, you will conduct a focused health history and physical assessment based upon your Practice Experience work in Shadow Health. Particularly, you will complete a focused assessment on Esther, an elderly patient who is complaining of abdominal discomfort. Please submit your summary documentation in MS Word. Use the submission parameters and rubric below to guide you in completion of this written assignment.

Assignment 4 Abdominal Discomfort Assessment Esther Park Submission Parameters:

For this written assignment, please use the following guidelines and criteria. Also, please refer to the rubric for point allocation and assignment expectations. The expected length of the paper is approximately 4-5 pages, which does not include the cover page and reference page(s).

• Introduction (including purpose statement)
• Focus of the assessment

Describe the focus of this particular assessment on the patient complaining of abdominal discomfort.

• Subjective Component

Describe the ROS, PMH, and other relevant data in this section.

• Objective Component

Describe the physical examination findings including techniques of examination. Documented evidence to support clinical reasoning. Describe the list of differential diagnoses

• Plan of care
  

  Describe the plan of care individualized to findings, life-span stage of development with culturally specific considerations for each focused area of assessment.

• Conclusion
• References (use primary and/or reliable electronic sources)

In regards to APA format, please use the following as a guide:

• Include a cover page and running head (this is not part of the 4-5 pages limit)
• Include transitions in your paper (i.e. headings or subheadings)
• Use in-text references throughout the paper
• Use double space, 12 point Times New Roman fonta
• Apply appropriate spelling, grammar, and organization
• Include a reference list (this is not part of the 4-5 pages limit)
• Attempt to use primary sources only. That said, you may cite reliable electronic sources (i.e. NCSBN, AANP)

Assignment 4 Abdominal Discomfort Assessment Esther Park Competency

18 16 0
Points Earned

Focus of the Assessment is identified with Special Considerations including:

Documented Focused Health History

• Documentation clearly shows student has completed a focused assessment with identified special considerations including a well-documented focused health history.
• Documentation supports the student has completed the focused assessment with minimal identification of special concerns. The focused health history is documented.
• Documentation supports the student has completed the focused assessment without identification of special concerns. The focused health history is documented and lacks depth and specificity of weekly topic.
• Documentation supports the student attempted to complete the focused assessment without identification of special concerns. The focused health history is briefly documented and lacks depth and specificity of weekly topic.
• Documented Physical Examination Findings including Techniques of Examination
• Documentation clearly shows student has completed the physical examination and accurately describes the techniques of examination for the week.
• Documentation supports the student has completed the physical examination and describes the techniques of examination for the week.
• Documentation supports student completed some of the physical examination for the focused assessment of the week. Documentation is accurate but lacks depth.
• No evidence that the student is applying read concepts of advanced focused physical assessment. Documentation lacks depth and may lack coherence for understandability of tasks completed in this week.
• Documented Evidence to Support Clinical Reasoning with External Course Resources
• Discourse clearly shows the student has studied the topic and has given thought to the focused assessed topic and documentation for the week.
• Discourse supports the student has studied the topic and has given thought to the focused assessment topic and documentation for the week.
• Discourse supports student studied some of the topic for the focused assessment topic this week. Discourse is accurate but lacks depth.
• No evidence that that student has read or studied the topic.
  Discourse lacks depth. May be presented in a rambling manner.
  Content is inaccurate &/or is unclear. Assignment 4: Abdominal Discomfort Assessment Esther Park

Individualized Plan of Care Based Upon Clinical Findings

• Accurately presents an individualized plan of care based upon clinical findings.
• Presents an individualized plan of care based upon clinical findings. Some minor omissions are noted.
• Presents a plan of care that is not individualized based upon the clinical findings.
• A plan of care is not presented or the plan of care presented lacks demonstration of competency or is irrelevant to the clinical findings.

Developmentally and Culturally Specific

• Accurately documents a developmentally and culturally specific assessment and plan of care for the selected patient.
• Documents a developmentally and culturally specific assessment and plan of care.
• Presents a developmentally and culturally specific assessment or plan of care and one or both are not based upon the selected patient.
• A developmentally and culturally specific assessment and plan of care are not presented or based upon the selected patient’s findings.

Demonstration of Compliance with Ethical and Legal Standards of Professional Nursing Practice

• Compliance with the ethical and legal standards of professional nursing practice is explicitly stated in the documentation of the focused physical assessment.
• Compliance with the ethical and legal standards of professional nursing practice is stated in the documentation.
• Compliance with the ethical and legal standards of professional nursing practice is briefly implied in the documentation of the focused physical assessment or inaccuracies are evidenced in the written assessment.
• Compliance with the ethical and legal standards of professional nursing practice is not included in the documentation of the focused physical assessment.

Grammar, Spelling, and Punctuation APA Format

• APA Format, grammar, punctuation and spelling is accurate with errors.
• APA Format, grammar, punctuation and spelling is accurate with less than two types of errors.
• APA Format, grammar, punctuation and spelling is accurate with five or fewer types of errors.
• APA Format, grammar, punctuation and spelling is accurate with more than five types of errors.

COMMENTS:

TOTAL:  /100

• Focused Exam: Abdominal Pain Results | Turned In
• Health Assess – Spring 1 2020, 322301
• Return to Assignment (/assignments/289775/)

Your Results

Reopen (/assignment_attempts/6077725/reopen

Lab Pass (/assignment attempts/6077725/lab_pass.p

Overview Transcript

Objective Data Collection: 21 of 21 (100%)

Subjective Data Collection

Objective Data Collection

• Correct
• Partially correct
• Incorrect
• Missed

Education & Empathy Documentation

• Inspected head and face 1 of 1 point

Care Plan

Skull Symmetry (1/3 point)

• Symmetric
• Asymmetric

Facial Feature Symmetry (1/3 point)

• Symmetric
• Asymmetric

Appearance (1/3 point)

• Not visible
• Abnormal findings
• Flushed appearance
• Rash or lesion
• Skin growths (freckles, moles, or birth mark)
• Excessive hair growth
• Evidence of skin trauma (scar, laceration, or bruising)

Inspected nasal mucosa 1 of 1 point

Inspected mouth 1 of 1 point

Oral Mucosa (1/1 point)

• Moist and pink
• Dry appearance
• Redness

Inspected abdomen 1 of 1 point

Symmetry (1/3 point)

• Symmetric
• Asymmetric

Contour (1/3 point)

• Flat
• Rounded
• Protuberant
• Hollowed

Appearance (1/3 point)

• No visible
• Abnormal findings
• Rash
• Striae

https://www.coursehero.com/file/54630935B/Euslgthinegr-aPraoruknsd-Aubmdboilmicuinsal-Pain-ObjectiveData-Shadow-Healthpdf/

• Distension
• Visible masses (warts, cysts, or tumors)
• Freckles, birthmark, or discoloration
• Excessive hair growth Scarring
• Laceration, lesion, or wound Bruising
• Redness
• Jaundice
• Prominent veins

Inspected for edema in lower extremities 1 of 1 point

Right: Edema (1/4 point)

• No edema
• Pitting
• Non-pitting

Right: Severity Of Edema (1/4 point)

• No edema
• 1+ Slight pitting
• 2+ Deeper pit, disappears in 10 to 15 seconds
• 3+ Noticeably deep pit that lasts more than a minute 4+ Very deep pit that lasts 2 to 5 minutes

Left: Edema (1/4 point)

• No edema
• Pitting
• Non-pitting

Left: Severity Of Edema (1/4 point)

• No edema
• 1+ Slight pitting
• 2+ Deeper pit, disappears in 10 to 15 seconds
• 3+ Noticeably deep pit that lasts more than a minute 4+ Very deep pit that lasts 2 to 5 minutes

Auscultated heart sounds 1 of 1 point

Heart Sounds (1/2 point)

• S1 and S2 audible
• S1, S2, and S3 audible S1, S2, and S4 audible
• S1, S2, S3, and S4 audible

Extra Heart Sounds (1/2 point)

• No extra sounds
• Gallops
• Murmur
• Friction rub
• Valve clicks

Auscultated breath sounds 1 of 1 point

Breath Sounds (1/3 point)

• Present in all areas
• Diminished in some areas
• Absent in some areas

Adventitious Sounds (1/3 point)

• No adventitious sounds
• Wheezing
• Fine crackles
• Stridor
• Rhonchi Rales

Location (1/3 point)

• All areas clear
• Adventitious sounds in anterior right upper lobe Adventitious sounds in anterior right middle lobe
• Adventitious sounds in anterior right lower lobe Adventitious sounds in anterior left upper lobe
• Adventitious sounds in anterior left lower lobe
• Adventitious sounds in posterior right upper lobe Adventitious sounds in posterior right lower lobe
• Adventitious sounds in posterior left upper lobe Adventitious sounds in posterior left lower lobe

Auscultated abdominal aorta 1 of 1 point

https://www.coursehero.com/file/54630935/Esther-Parks-Abdominal-Pain-ObjectiveData-Shadow-Healthpdf/

Sound (1/1 point)

• No bruit
• Bruit

Auscultated bowel sounds 1 of 1 point

Bowel Sounds (1/2 point)

• Absent
• Hypoactive
• Normoactive
• Hyperactive

Location Of Non Normoactive Bowel Sounds (1/2 point)

• All quadrants normoactive
• Right upper quadrant
• Right lower quadrant
• Left upper quadrant
• Left lower quadrant

Auscultated abdominal arteries 1 of 1 point

Right: Renal (1/6 point)

• No bruit
• Bruit

Right: Iliac (1/6 point)

• No bruit
• Bruit

Right: Femoral (1/6 point)

• No bruit
• Bruit

Left: Renal (1/6 point)

• No bruit
• Bruit

Left: Iliac (1/6 point)

• No bruit
• Bruit

Left: Femoral (1/6 point)

• No bruit
• Bruit

Percussed abdomen 1 of 1 point

Observations (1/1 point)

• All areas generally tympanic
• Some areas dull, some tympanic
• Some areas resonant

Percussed CVA tenderness 1 of 1 point

Patient Reaction (1/1 point)

• Did not react
• Pain reaction

Percussed spleen 1 of 1 point

Spleen (1/1 point)

• Tympany
• Dullness

Percussed liver 1 of 1 point

Liver Span (1/1 point)

• Smaller than 6 cm
• Between 6 and 12 cm
• Greater than 12 cm

Palpated abdomen – light 1 of 1 point

Tenderness (1/3 point) Location Of Tenderness (1/3 point)

https://www.coursehero.com/file/54630935N/Eosnteherer-pPoarrtekds-Abdominal-Pain-ObjectiveData-Shadow-Healthpdf/

• No quadrants tender
• Tenderness reported

Observations (1/3 point)

• No additional observations
• Masses

Guarding Distension

• Right upper quadrant
• Right lower quadrant
• Left upper quadrant
• Left lower quadrant

Palpated abdomen – deep 1 of 1 point

Presence Of Unexpected Mass (1/2 point)

• No palpable mass
• Palpable mass

Location Of Mass (1/2 point)

• No palpable mass
• Right upper quadrant
• Right lower quadrant
• Left upper quadrant
• Left lower quadrant
• Around umbilicus

Palpated liver 1 of 1 point

Detection (1/1 point)

• Not palpable
• Palpable

Palpated spleen 1 of 1 point

Detection (1/1 point)

• Not palpable
• Palpable

Palpated bladder 1 of 1 point

Detection (1/1 point)

• Not palpable
• Palpable

Palpated kidneys 1 of 1 point

Right (1/2 point)

• Palpable
• Not palpable

Left (1/2 point)

• Palpable
• Not palpable

Tested skin turgor 1 of 1 point

Observations (1/1 point)

• No tenting
• Tenting

Assignment 12: SOAP Note and Patient Case

Assignment 12: SOAP Note and Patient Case

Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP 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 three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.

To Prepare for Assignment 12: SOAP Note and Patient Case

• Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
• Select a patient of any age (either a child or an adult) that you examined during the last 3 weeks.
• Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.

Please Note:

• All SOAP notes must be signed, and each page must be initialed by your Preceptor. Note: Electronic signatures are not accepted.

When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor.

You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy.

Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record.

Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
Ensure that you have the appropriate lighting and equipment to record the presentation.

Assignment 12: SOAP Note and Patient Case – The Assignment

Record yourself presenting the complex case study 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 complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
• 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. Specifically address the following for the patient, using your SOAP note as a guide:

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 their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms.

Plan:

What was your plan for psychotherapy? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.

Also be sure to include at least one health promotion activity and one patient education strategy.

Reflection notes:

What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be.

ORDER THROUGH BOUTESSAY

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Example
CC (chief complaint): Depression and anxiety, challenges with body image, motivation, and social withdrawal.

HPI: Patient reports ongoing struggles with depression and anxiety, recently exacerbated by new job challenges and body image concerns. Initiated therapy and is exploring medication optimization, including genetic testing.

Past Psychiatric History:

• General Statement: History of premenstrual dysphoric disorder, generalized anxiety disorder, OCD unspecified, binge eating disorder, major depressive disorder, recurrent episodes with anxious distress, and ADHD, attentive type.
• Caregivers (if applicable): None.
• Hospitalizations: Outpatient in 2011 at Rockford House in Delaware.
• Medication trials: Past medications include Lexapro, Zoloft, Wellbutrin, Xanax, Adderall, Adderall XR, Propranolol, Silexan. Current medications include Prozac, Adzenys, Hydroxyzine, Wellbutrin XL, Dupixent, Wegovy.
• Psychotherapy or Previous Psychiatric Diagnosis: Ongoing therapy sessions, previously diagnosed with aforementioned disorders.

Substance Current Use and History: Denies drug and alcohol abuse, except for social drinking.

Family Psychiatric/Substance Use History: Father with DM, HTN, hypothyroid; mother with HTN; sister on Lexapro with weight gain.

Psychosocial History: Lives alone. Enjoys activities like working out, gym, yoga, and beach visits. Denies tobacco use, no history of STDs.

Medical History:

• Current Medications: Prozac 40mg, Adzenys 18.8mg, Hydroxyzine 10mg, Wellbutrin XL 150mg, Dupixent, Wegovy, fish oil, Vit D, Zinc with Vit C, MVI.
• Allergies: Cecor, latex.
• Reproductive Hx: Regular menstrual cycles without significant issues.

ROS:

• GENERAL: No appetite or significant weight changes, generally alert.
• HEENT: Normocephalic, no visual or auditory complaints.
• SKIN: Clear, no rashes or lesions.
• CARDIOVASCULAR: Denies chest pain, palpitations.
• RESPIRATORY: Clear breath sounds, no dyspnea.
• GASTROINTESTINAL: Normal bowel habits, no abdominal pain or discomfort.
• GENITOURINARY: No urinary complaints or dysfunctions.
• NEUROLOGICAL: No history of seizures, headaches, or syncope.
• MUSCULOSKELETAL: Full range of motion, no joint pain or swelling.
• HEMATOLOGIC: No history of anemia or bleeding disorders.
• LYMPHATICS: No lymphadenopathy.
• ENDOCRINOLOGIC: History of PCOS.

Physical exam:

• General Appearance: Well-groomed, no acute distress.
• Vital Signs: Within normal limits.
• Neurological: Alert, oriented, cranial nerves intact.
• Cardiovascular: Regular rhythm, no murmurs.
• Respiratory: Clear to auscultation bilaterally.
• Abdominal: Soft, non-tender, no organomegaly.
• Musculoskeletal: Normal strength and tone, no deformities.

Diagnostic results:

• Blood work pending.
• Gene site testing being considered for medication optimization.

Assessment Mental Status Examination: Kempt appearance, alert, cooperative behavior, limited focus, intact memory, low mood, adequate sleep, calm gross motor activity, normal gait, no tremors, oriented, appropriate eye contact, normal rate of speech, congruent affect, logical thought process, no delusions, fair insight and judgment.

Differential Diagnoses:

1. F33.1 Major Depressive Disorder, Recurrent Episode, with Anxious Distress: The patient’s ongoing struggles with depression, including feelings of low mood, lack of motivation, social withdrawal, and numbness, align with this diagnosis. The presence of anxiety symptoms alongside depression further supports the specification of “with anxious distress (Marx et al., 2023).
2. F41.1 Generalized Anxiety Disorder: The patient’s experiences of anxiety, particularly in the context of new job challenges and body image concerns, suggest this disorder. Symptoms like worry and feeling on edge are characteristic of generalized anxiety disorder (Nilsson et al., 2019).
3. F32.81 Premenstrual Dysphoric Disorder (PMDD): Considering the patient’s history of mood and anxiety symptoms potentially correlating with menstrual cycles, PMDD might be a relevant diagnosis. This condition involves more severe emotional and physical symptoms than typical premenstrual syndrome (PMS) (Carlini et al., 2020).
4. F42.9 Obsessive-Compulsive Disorder, Unspecified: The patient’s prior diagnosis and potential ongoing symptoms of OCD, although not detailed in the current history, indicate that this diagnosis should be considered. OCD involves unwanted, persistent thoughts (obsessions) and/or repetitive behaviors (compulsions). (Stein et al., 2019)
5. F90.0 Attention Deficit Hyperactivity Disorder, Inattentive Type: The patient’s history of ADHD and current challenges with focus and concentration suggest the continuing relevance of this diagnosis. Inattentive type ADHD is characterized by difficulties with attention, organization, and follow-through (Cortese, 2020).
6. F50.81 Binge Eating Disorder: This diagnosis could be pertinent, given the patient’s history of binge eating disorder. Current symptoms need to be evaluated to confirm if this disorder is still active.

Reflections:

Reflecting on the learning experiences of this quarter, the comprehensive case study of a patient with complex psychiatric needs stands out as a pivotal element of my educational journey. This case has served as a practical application of theoretical knowledge, bridging the gap between textbook learning and real-world clinical scenarios. It emphasized the importance of a thorough understanding of various psychiatric conditions, including Major Depressive Disorder, Generalized Anxiety Disorder, and Attention Deficit Hyperactivity Disorder, among others.

The patient’s case was particularly enlightening in understanding the intricacies of psychiatric comorbidities. Dealing with multiple diagnoses within a single patient highlighted the necessity of a holistic approach in mental health care, where different disorders often interplay and impact one another. This aspect of the learning has deepened my appreciation for comprehensive patient assessments, considering not just the presenting symptoms but also the broader psychosocial context.

One of the most significant learnings from this quarter has been the importance of detailed patient history in forming an accurate diagnosis and effective treatment plan. The patient’s past experiences, responses to various medications, and personal lifestyle choices all played a crucial role in shaping her current mental health status. This reinforced the value of patient-centered care, where understanding and integrating the patient’s preferences, concerns, and unique life circumstances are as crucial as clinical expertise.

Additionally, this quarter has brought into focus the importance of psychotherapy in treating mental health conditions. The patient’s proactive approach to finding a suitable therapist and her engagement in therapy sessions underscored the role of psychotherapeutic interventions in conjunction with pharmacotherapy. The case also served as a reminder of the impact of life transitions and stressors on mental health. The patient’s challenges with body image and recent job change were stark examples of how external factors can exacerbate existing mental health conditions, emphasizing the need for adaptive and responsive treatment plans.

Moreover, working through the process of developing differential diagnoses for this patient was a rigorous exercise in critical thinking and clinical reasoning. It required a careful analysis of the patient’s symptoms, a deep understanding of how various conditions manifest, and an ability to discern the subtleties of different psychiatric disorders. Lastly, this experience highlighted the significance of multidisciplinary collaboration in mental health care. The patient’s situation, involving a primary care provider for her polycystic ovary syndrome and the potential coordination with genetic testing specialists, illustrated the interconnectedness of various health care domains in managing complex cases.

Assignment 12: SOAP Note and Patient Case References

Carlini, S. V., & Deligiannidis, K. M. (2020). Evidence-based treatment of premenstrual dysphoric disorder: A concise review. The Journal Of Clinical Psychiatry, 81(2), 6789. https://www.psychiatrist.com/jcp/evidence-based-treatment-of-pmdd/

Cortese, S. (2020). Pharmacologic treatment of attention deficit–hyperactivity disorder. New England Journal of Medicine, 383(11), 1050–1056. https://www.nejm.org/doi/full/10.1056/NEJMra1917069

Marx, W., Penninx, B. W., Solmi, M., Furukawa, T. A., Firth, J., Carvalho, A. F., & Berk, M. (2023). Major depressive disorder. Nature Reviews Disease Primers, 9(1), 44. https://doi.org/10.1038/s41572-023-00454-1

Nilsson, J., Sigström, R., Östling, S., Waern, M., & Skoog, I. (2019). Changes in the expression of worries, anxiety, and generalized anxiety disorder with increasing age: A population study of 70 to 85?year?olds. International Journal of Geriatric Psychiatry, 34(2), 249-257. https://doi.org/10.1002/gps.5012

Stein, D. J., Costa, D. L., Lochner, C., Miguel, E. C., Reddy, Y. J., Shavitt, R. G., & Simpson, H. B. (2019). Obsessive–compulsive disorder. Nature reviews Disease primers, 5(1), 52. https://doi.org/10.1038/s41572-019-0102-3

Also Read: NURS 6003 Academic Success And Professional Development Plan Part 1

Assignment 8: Operations-based Company

Assignment 8: Operations-based Company

Find an operations-based company you are familiar with and research its use of suppliers. First, look at what companies have already reported on and try not to duplicate what someone else has analyzed.

• Then research whether your chosen company makes any of its products or does it outsource all or most of its components and finished products. Where does it source, internationally or domestically?
• See if you can get a macro-picture to report to the class regarding this company’s products and how it uses a supply chain to source components and finished products.
• Product manufacturing companies you are familiar with are a good place to start. However, fit’sinding a company that maybe no one has heard much about is also interesting.
• Once you have found a company you are interested in reporting on for this Discussion, describe its company’s supply chain network.

Finally, see if you can identify the company’s primary risks with its source. The response must be 250 + words.

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Assignment 8: Operations-based company Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment 6: Origin of emotional and psychological issues.

Assignment 6: Origin of emotional and psychological issues.

S02 Introduction to Psychology II

Objectives:(1) Identify anxiety disorders.

(2) Describe the origin of emotional and psychological issues.

Part A

Susan, a college student, is anxious whenever she must speak. Her anxiety motivates her to prepare meticulously and rehearse material again and again. Is Susan’s reaction normal, or does she have an anxiety disorder? Explain two (2) criteria you used in arriving at your answer.

Part B

In recent years, several best-selling books have argued that most emotional problems can be traced to an unhappy or traumatic childhood (an abusive or dysfunctional family, “toxic” parents, and suppression of the “inner child”). What are two (2) possible benefits of focusing on childhood as the time when emotional problems originate, and what are two (2) possible drawbacks

Part C

Suppose a member of your family has become increasingly depressed in recent months, and it’s apparent that the person needs treatment. You’re chosen to look into the options and to make decisions about the treatment. Based on information in Chapter 16, how might you proceed? Provide two (2) supporting facts to justify your plan of action.

ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Also Read:

Health care policy Assignment 6

Emergency Response Planning Assignment 6

Assignment 6: Perceiving and Believing

NUR 513 Week 6 Quiz Assignment

Assignment 9: Foreign health care system

Assignment 9: Foreign health care system

Choose a country other than the United States and research its health care system.

Provide an overview of your selected country’s health care system and ANSWER all the questions below:

Describe any foreign health care system by answering the following questions:

• How do the citizens of the country access health care?
• How do the citizens of the country pay for health care?
• What is the quality of the health care they receive? Are there unique services provided?
• How is technology used within the system to benefit patients and health outcomes?
• What are at least one pro and one con of your chosen country’s system?

Identify at least two examples of similarities between your selected country and theS. health care system.

Differentiate between S. health care and your chosen country’s health care system by sharing at least two differences.

You must use a government resources from your chosen country and the textbook ONLY Batnitzky, A., Hayes, D., & Vinall, P. E. (2018). The U.S. healthcare system: An introduction. Retrieved from https://content.ashford.edu

• Chapter 8: Public Health and Policy
• Chapter 9: Healthcare Research
• Chapter 10: Healthcare and Technology
• Chapter 11: International Systems in Healthcare

ONLY your research and response. Wikipedia is not an acceptable source for any discussion or assignment. You may also want to review What Is CRAAP? A Guide to Evaluating Web Sources.

DUE 2/1/19 @8AM EASTERN STANDARD TIME ZONE

ATTACH TURNITIN REPORT WITH ANSWER

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Assignment 9: Foreign health care system Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Assignment 9: Do You Have Emotional Intelligence?

Assignment 9: Do You Have Emotional Intelligence?

• Think back on a time you were angry or upset about something at the clinical site. How did you react?
• Describe a time when understanding someone else’s perspective helped you understand them better.
• What motivates you when you have a job to do that you may not particularly enjoy doing?

ORDER THROUGH BOUTESSAY

A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

• Grid View
• List View

ProficientCompetentNoviceUnacceptableSelf EvaluationPoints: 6.6 (33.00%) Student does a thorough evaluation of emotional weaknesses and formulates two or more strategies for coping with negative feelings. Feedback:Points: 5.94 (29.70%) Student adequately evaluates emotional weakness(es) and formulates at least one strategy for coping with negative feelings. Feedback:Points: 5.28 (26.40%) Student does a poor job of self evaluation and/or gives no ideas for coping with negative feelings. Feedback:Points: 0 (0.00%) Student does not evaluate weakness or give strategy for coping. Feedback:Understanding OthersPoints: 6.8 (34.00%) Student clearly articulates an understanding of others’ views and how they relate to stronger, improved communication. Feedback:Points: 6.12 (30.60%) Student somewhat articulates an understanding of others’ views and how they relate to better communication. Feedback:Points: 5.44 (27.20%) Student vaguely mentions others’ views and how they relate to communication. Feedback:Points: 0 (0.00%) Student does not demonstrate understanding of others’ viewpoints nor communication. Feedback:Self MotivationPoints: 6.6 (33.00%) Student lists two or more examples of self-motivational strategies to develop higher emotional intelligence. Feedback:Points: 5.94 (29.70%) Student lists at least one example of self-motivational strategies to develop higher emotional intelligence. Feedback:Points: 5.28 (26.40%) Student lists no examples of self-motivational strategies to develop higher emotional intelligence. Feedback:Points: 0 (0.00%) Student does not link motivational strategies to self. Feedback:

 

Show Descriptions

Show Feedback

Self Evaluation–

Levels of Achievement:

Proficient 6.6 (33.00%) points

• Student does a thorough evaluation of emotional weaknesses and formulates two or more strategies for coping with negative feelings.

Competent 5.94 (29.70%) points

• Student adequately evaluates emotional weakness(es) and formulates at least one strategy for coping with negative feelings.

Novice 5.28 (26.40%) points

• Student does a poor job of self evaluation and/or gives no ideas for coping with negative feelings.

Unacceptable 0 (0.00%) points

• Student does not evaluate weakness or give strategy for coping. Feedback:

Understanding Others–

Levels of Achievement:

Proficient 6.8 (34.00%) points

• Student clearly articulates an understanding of others’ views and how they relate to stronger, improved communication.

Competent 6.12 (30.60%) points

• Student somewhat articulates an understanding of others’ views and how they relate to better communication.

Novice 5.44 (27.20%) points

• Student vaguely mentions others’ views and how they relate to communication.

Unacceptable 0 (0.00%) points

• Student does not demonstrate understanding of others’ viewpoints nor communication.

Feedback:

Also Read:

Assignment: Evidence-Based Project, Part 2

NUR 4775 Applications in Evidence-Based Practice for BSNs Chapter 12-14 Quiz

Purposes of this DQ that the couple resides in a community

PSY 222 New Hampshire University Social Justice in the United States Discussion

PSY 612 Theoretical Orientation Paper

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

Module 6 | Part 4: Finalizing the Plan Sample

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) and second-preferred specialty. I have also developed a justification for my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I could become a member of this organization.

The results of my efforts are below.

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

My primary area of interest within the nursing profession is Psychiatric Mental Health Nurse Practitioner (PMHNP). The chosen specialty of comparison is the family nurse practitioner (FNP). PMHNP is a subspecialty of nursing concerned with the assessment, diagnosis, and management of mental health issues in patients of all ages.

PMHNPs provide holistic mental health treatment by coordinating efforts between patients, families, and other medical professionals (Delaney & Vanderhoef, 2019). Psychological and mental health illnesses, such as anxiety, depression, and schizophrenia, are just some of the many that PMHNP graduates are equipped to diagnose and treat. They could do their jobs anywhere from private practices to mental health clinics to hospitals.

Family nurse practitioners, on the other hand, treat patients of all ages and focus on disease prevention, wellness promotion, and the management of both acute and chronic conditions. FNPs have the knowledge and experience to evaluate patients, prescribe medications, order and interpret diagnostic tests, and determine treatment regimens (Owens, 2019). They also teach people how to take better care of themselves and how to prevent illness. Graduates of FNP schools are qualified to find employment in a wide range of medical facilities, including those providing primary care, outpatient care, and urgent care as well.

The emphasis/focus of each field is a key distinction between them. The main role of an FNP in care contrasts with the specialty care role of a PMHNP. PMHNPs and FNPs deal with distinctively different types of patients. FNPs treat patients of all ages who have a wide range of acute and chronic medical disorders, while PMHNPs focus primarily on those with mental health issues (Hodges et al., 2019). The context in which they do their work is also distinctive, contributing to another difference. Both PMHNPs and FNPs can practice in a variety of settings, including inpatient and outpatient care facilities. I can state that one’s personal preferences and professional aspirations should guide their decision between the two fields of study.

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

For a variety of reasons, I decided to pursue a career as a Psychiatric Mental Health Nurse Practitioner (PMHNP). To begin, I feel strongly that mental health deserves the same attention as physical health. By becoming a PMHNP, I will be able to deal with people of all ages and give them the full range of services they need for their mental health (Kverno & Fenton, 2021). Secondly, I hope to have a positive impact by assisting people and families who are dealing with mental health issues because there is a rising need for mental health providers in our community.

Finally, my colleagues in this week’s Discussion Forum provided insightful criticism, drawing on their experiences and perspectives as PMHNPs to offer suggestions for improvement. Their advice strengthened my resolve, and I came away from our conversation with a deeper appreciation for the work of PMHNPs and the difference they can make in patients’ lives. I am confident that focusing on PMHNP is the best route for me, and I look forward to beginning this journey to promote better mental health for all.

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

The American Nurses Association (ANA) has a Psychiatric-Mental Health Nursing Professional Organization that serves as a network for PMHNPs and other mental health nurses. Registered nurses (RNs) in the United States are represented by the American Nurses Association, and the Psychiatric Mental Health Nurses’ Programme is a subset of the ANA dedicated to improving the field of psychiatric-mental health nursing via practice and education. To become a member of the organization, the person needs to be a current member of the ANA to join the Psychiatric Mental Health Nurses’ Programme (Foster et al., 2019). 

Members of the ANA must be registered nurses who are currently licensed to practice in the United States or one of its territories. Anyone who has already joined the ANA and paid the membership cost can also join the PMHNP. The American Nurses Association offers its members the chance to stay abreast of the newest research and advancements in the field of psychiatric-mental health nursing through continuing education courses, professional networking events, and newsletters (Bradshaw et al., 2021). One of the benefits of membership is the opportunity to take part in lobbying initiatives to expand the field of psychiatric-mental health nursing and raise public awareness of mental health issues.

References

Bradshaw, M., Gericke, H., Coetzee, B. J., Stallard, P., Human, S., & Loades, M. (2021). Universal school-based mental health programs in low-and middle-income countries: a systematic review and narrative synthesis. Preventive Medicine, 143, 106317. https://doi.org/10.1016/j.ypmed.2020.106317

Delaney, K. R., & Vanderhoef, D. (2019). The psychiatric mental health advanced practice registered nurse workforce: Charting the future. Journal of the American Psychiatric Nurses Association, 25(1), 11-18. https://journals.sagepub.com/doi/pdf/10.1177/1078390318806571

Foster, K., Roche, M., Delgado, C., Cuzzillo, C., Giandinoto, J. A., & Furness, T. (2019). Resilience and mental health nursing: An integrative review of international literature. International Journal of mental health nursing, 28(1), 71-85. https://doi.org/10.1111/inm.12548

Hodges, A. L., Konicki, A. J., Talley, M. H., Bordelon, C. J., Holland, A. C., & Galin, F. S. (2019). Competency-based education in transitioning nurse practitioner students from education into practice. Journal of the American Association of Nurse Practitioners, 31(11), 675–682. 

Kverno, K. S., & Fenton, A. (2021). Specialization within a specialty: Advanced practice psychiatric nursing pathways for the greatest good. Journal of psychosocial nursing and mental health services, 59(10), 13-18. https://doi.org/10.3928/02793695-20210513-02

Owens, R. A. (2019). Nurse practitioner role transition and identity development in rural health care settings: a scoping review. Nursing Education Perspectives, 40(3), 157–161. https://doi.org/10.1097/01.nep.0000000000000455

Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.

Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.

Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.

To Prepare:

• Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
• Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
• Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
• Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

The Assignment:

Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

• With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
• Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
• Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template.

By Day 5 of Week 11

Submit your final draft of Parts 1-4 of your Academic Success and Professional Development Plan.

Assignment: Academic Success and Professional Development Plan Part 5: Professional Development

In this week’s Discussion you were introduced to the concept of an academic portfolio to begin building your own brand. Portfolios have value that go beyond brand-building however. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component: a portfolio for your academic and professional efforts.

To Prepare:

• Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

• Using the Academic Success and Professional Development Plan Template in which you began to work on in Week 1, and have continued working on through this course, in Part 5, you will create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off of the Academic Success and Professional Development Plan Template.

By Day 7

Submit Part 5.

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

Submission and Grading Information

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

• Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 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 “WK5Assgn+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.

Week 6: Standards of Practice

Laureate Education, Inc. (Executive Producer). (2018). Standards of Practice [Video file]. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2018). The Walden Journey to a Masters in Nursing: Standards of Practice [Video file]. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2018). The Walden Journey to a Masters in Nursing: Final Thoughts [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

• Analyze difficulties in determining nursing specializations (D)
• Compare nursing specialties (A)
• Justify selection of MSN specialization (A)
• Analyze nursing specialization professional organization engagement strategies (A)
• Create Academic Success and Professional Development Plans(A)

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Assignment Building a Professional Identity HLT 610

Assignment Building a Professional Identity HLT 610

Assignment Building a Professional Identity HLT 610 Details:

In 500-750 words, describe the components necessary to create an effective professional identity and explain why professional networks are essential for professional development.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric before the beginning of the assignment to become familiar with the assignment criteria and expectations for the successful completion of the assignment.

HLT 610 UP Components to Create an Effective Professional Identity Discussion

In 500-750 words, describe the components necessary to create an effective professional identity and explain why professional networks are essential for professional development.

• Use at least 2 references
• Prepare this assignment according to the APA guidelines. APA style 7. An abstract is not required.
• This assignment uses a grading rubric it is attached.

Assignment Building a Professional Identity HLT 610

HLT 610 UP Advantages and Disadvantages of Social Networking Discussion

In a 500-750 words, discuss the advantages and disadvantages of social networking and how it can be used in career development.

• Include specific examples of social media in your discussion.
• Prepare this assignment according to the APA Style 7 guidelines.
• This assignment uses a grading rubric. Which is attached

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Advanced Levels of Clinical Inquiry and Systematic Reviews Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

CLICK HERE TO ORDER YOUR Assignment: Advanced Levels of Clinical Inquiry and Systematic Reviews

To Prepare for Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four peer-reviewed articles you selected.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews RESOURCES

https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58. Retrieved from https://journals.lww.com/ajnonline/fulltext/2009/11000/Evidence_Based_Practice__Step_by_Step__Igniting_a.28.aspx

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/05000/Evidence_Based_Practice,_Step_by_Step__Searching.24.aspx

DISCUSSION POST WITH MY ORIGINAL PICOT QUESTION .

A PICOt question will yield the most relevant and best evidence from a search of existing literature (Melnyk & Fineout-Overholt, 2019, p. 17). PICOt stand for the following;

P– Population, Problem, or patient

I– Intervention/Exposure

C– Comparative Intervention/Exposure

O- Outcome

T– Time

PICOt approach will provide an initial basis for mutual understanding, communication, and direction to help answer clinical study questions(Riva, Malik, Burnie, Endicott, & Busse, 2012).

When formulating my PICOt question, I first wrote down my general question Does music therapy help with outbursts on the Senior Behavioral Health Unit. Then by using the PICOt formula, I was able to rewrite my question to:

In Geriatric patients over 50 years old with Dementia and behavioral outbursts (P) does music therapy (I) reduce behavioral outbursts (O) compared to no music therapy (C) in two weeks (t)?

For my question, I decided to use PsycArticles and PsycINFO since my questions are psych related. My results were the following:

• PsycINFO
• Behavioral Outbursts & Music Therapy – 0 results
• Dementia & Music Therapy- 281 results
• Dementia & Music Therapy & 2 weeks- 9 results
• Geriatric & Music Therapy- 153 results
• Geriatric & Music Therapy & Behavioral outbursts- 0 results
• Geriatric & Dementia & Music Therapy- 67 results
• Geriatric & Dementia & Outbursts- 0 results

ARTICLES

• Behavioral Outbursts & Music Therapy- 0 results
• Dementia & Music Therapy- 4 results
• Dementia & Music Therapy & 2 weeks- 0 results
• Geriatric & Music Therapy- 3 results
• Geriatric & Music Therapy & Behavioral outbursts- 0 results
• Geriatric & Dementia & Music Therapy- 3 results
• Geriatric & Dementia & Outbursts- 0 results

The number of results decreased after I added more words and interchanged words. I had better results with PsycINFO than I did with PsycARTICLES. To increase the rigor and effectiveness, one needs to consider all areas of the PICOt question. One can also relook at their PICOt question to make sure it is correctly worded, does it need to be reworded, and are you missing a part of the question. Once you relook at your question a new search can be completed. This is something I will be utilizing throughout my nursing career now.

Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews Rubric

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 ExcellentGoodFairPoorPart 3: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: ·   Identify and briefly describe your chosen clinical issue of interest. ·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. ·   Provide APA citations of the four peer-reviewed articles you selected. ·   Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.81 (81%) – 90 (90%)The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.  The presentation clearly and accurately describes in detail the developed PICO(T) question Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews. The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. The presentation includes specific and relevant examples that fully support the research. The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.72 (72%) – 80 (80%)The presentation accurately identifies and describes the chosen clinical issue of interest.  The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation accurately identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.  The presentation includes relevant examples that support the research presented.  The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.63 (63%) – 71 (71%)The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest.  The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.  The presentation inaccurately or vaguely identifies at least four research databases used to conduct a search for the peer-reviewed articles selected.  The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.  The presentation includes inaccurate or vague examples to support the research presented Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.0 (0%) – 62 (62%)The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing. The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing. The presentation inaccurately and vaguely identifies less than four research databases used to conduct a search for the peer-reviewed articles selected or is missing. The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing. The presentation includes inaccurate and vague examples to support the research presented or is missing. The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.Written Expression and Formatting—Paragraph Development and Organization:  Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.  A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.   Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.   Purpose, introduction, and conclusion of the assignment is vague or off topic.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.  No purpose statement, introduction, or conclusion are provided.Written Expression and Formatting—English Writing Standards:  Correct grammar, mechanics, and proper punctuation.5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors Assignment Advanced Levels of Clinical Inquiry and Systematic Reviews.4 (4%) – 4 (4%)Contains a few (one or two) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (three or four) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Total Points: 100

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