Personality disorder Decision Tree

Decision Tree

Introduction

Personality disorders are characterized by inflexible and unhealthy thinking patterns, as well as unhealthy functioning and behaviors. People with personality disorders experience problems when it comes to the perception and relating to people and situations. This leads to significant problems and challenges in social activities, relationships, academics, and even work (Ekselius, 2018) Personality disorder Decision Tree. People with personality disorders might not be aware of their personality disorders because their way of thinking and behavior seems normal to them. They may even put the blame other individuals for their issues and problem. Personality disorders normally start during adolescence or early adulthood. There are various types of personality disorders. The 32-year-old client, in this case, the study presented with symptoms of being manipulative, exploitative, lack of remorse, blaming other people for her mistakes, irresponsibility, stealing, and often breaking the law Personality disorder Decision Tree. These behaviors started manifesting during the client’s childhood. The purpose of this paper is to identify the differential diagnosis for the client, evaluate the available treatments and finally present decisions about the diagnosis and treatment for the client.

Decision #1: Differential Diagnosis

The diagnosis for this client is an antisocial personality disorder. This decision was selected because the client manifests symptoms consistent with the symptoms outlined in DSM-5 diagnostic criteria for antisocial personality disorder. According to the DSM-5 diagnostic criteria, the characteristic symptoms of the antisocial personality disorder include disregarding and violating the law and rights of other people; manipulating and deceiving others; problems with maintaining interpersonal relationships; blaming other people for self-mistakes; irresponsible behaviors; and lack of remorse (Grenyer et al., 2018) Personality disorder Decision Tree. The client in the case study manifests symptoms such as disregarding the law; manipulative and exploitative behaviors; disregard for the law as indicated by imprisonment; blaming third-parties for her mistakes; delinquent behaviors such as stealing; lack of remorse; relationship behaviors; aggression; illegal possession of a gun; and recklessness as indicated by her inability to manage finances. Moreover, the behaviors started manifesting since childhood and hence confirming the diagnosis of antisocial personality disorder.

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Selecting antisocial personality disorder as the diagnosis for this client hoped that the correct diagnosis for the client was made. Therefore, this facilitates the right treatment for this client. The correct diagnosis ensures that there is no misdiagnosis and thus an individual receives treatment for the ailment (Singh et al., 2017).

Since the client exhibits symptoms of antisocial personality disorder as per the DSM-5 diagnostic criteria, there is no difference between the achieved outcome and the expected outcome Personality disorder Decision Tree.

Decision #2: Treatment Plan for Psychotherapy

The second decision is to refer the client to a psychologist for psychological testing. The reason for referring the client for psychological testing is to have her undergo a comprehensive assessment. The psychological assessment should include the administration of psychological tests to the client to objectively, comprehensively and consistently assess her behavior (Bornstein, 2015).  Therefore, the client will be administered with some clinical, behavioral and psychological assessment tools that will identify any cognitive problems, behavioral problems, or personality problems (Jadhakhan et al., 2019).

The expected outcome by referring the client for psychological testing is that the diagnosis (antisocial personality disorder) would be verified. Secondly, it is anticipated that the administration of psychological tests would identify other mental health conditions or comorbidities that could be contributing to the symptoms the client is manifesting (Jadhakhan et al., 2019) Personality disorder Decision Tree.

According to the findings from the comprehensive psychological battery test, the client exhibits symptoms of various personality disorders. However, the highest score was on the traits associated with antisocial personality disorder and this, therefore, is suggestive that the diagnosis for this client is an antisocial personality disorder. Therefore, there is no difference between the achieved outcome and the expected outcome. This is because as was expected, the psychological testing revealed that the client’s diagnosis was an antisocial personality disorder. Moreover, the psychological testing indicated a probability of other comorbidities for the client as demonstrated by the results showing that the client has symptoms of personality disorder Personality disorder Decision Tree. Evidence demonstrates that the majority of individuals with one personality disorder also manifest symptoms and signs of other personality disorders (Grenyer et al., 2018). This explains why the client manifests symptoms for multiple personality disorders, even though the score was highest for antisocial personality disorder.

Decision #3: Treatment Plan for Psychopharmacology

The third decision that was selected is to refer Rhoda to group-based cognitive behavior therapy. This decision was chosen because the group-based cognitive behavior therapy (G-CBT) has been demonstrated to be effective in improving symptoms and treating many personality disorders such as antisocial personality disorder. According to CBT, antisocial personality disorder results from the maladaptive beliefs as well as environmental factors that facilitate and promote the problematic behaviors associated with the disorder (Mancke et al, 2018). Additionally, the lack of the appropriate skills to adjust and respond suitably to situations is associated with the development of antisocial personality disorder. Therefore, the CBT utilizes different therapeutic techniques to change the negative thinking patterns and beliefs and thus eventually modify the behavior. Also, CBT equips people with the necessary skills to adapt, handle and respond suitably to situations (Mancke et al, 2018). More importantly, the CBT is a group-CBT and thus this will allow the client to interact with other members of the group (Mancke et al, 2018). This will improve the client’s social skills and thus improve her ability to maintain interpersonal relationships.

The selection of G-CBT for this client hoped that the behavioral deficits and symptoms the client is manifesting would greatly improve. The G-CBT will alter and modify the negative thinking pattern and maladaptive beliefs for this client. Additionally, a G-CBT will equip her with the essential social skills. G-CBT will lead to the client adopting a maladaptive thinking pattern and thus result in behavior change, and at the same time, the client will adopt the socially accepted behaviors (Mancke et al, 2018) Personality disorder Decision Tree.

Ethical Considerations

The first ethical consideration that the therapist should consider is informed consent. The PMHNP should obtain informed consent from the client before starting any assessment or treatment. The autonomy of the client should also be respected and therefore is she refuses any treatment, the PMHNP should accept the client’s decision. Thirdly, any information that the client reveals during the therapy including issues associated with breaking the law should be kept confidential and private (Warrender, 2017). Lastly, evidence shows that people with personality disorders may sometimes fail to respect the boundary issues and the therapeutic relationship. Therefore, the PMHNP should ensure that the client is educated about the expected boundaries during the treatment. Boundary issues common among people with personality disorders include irrational demands associated with the availability and accessibility of the therapist, irrationality, disrespect, and excessive phone calls to the therapist (Warrender, 2017). Therefore, it is the responsibility of the PMHNP to identify the honest needs of this client and maintain firm boundaries to ensure the provision of ethical and competent treatment. Personality disorder Decision Tree.

Conclusion

The diagnosis for this client was identified as an antisocial personality disorder. This decision was selected since the client reported and manifested symptoms associated with antisocial personality disorder according to the DSM-5 diagnostic criteria. The second decision that was chosen was to refer the client to a psychologist form comprehensive psychological testing to confirm or rule out the diagnosis of antisocial personality disorder and any other associated comorbidity. The final decision was to refer Rhoda to a G-CBT due to the intervention’s efficacy in the treatment of personality disorders. In conclusion, the ethical considerations during the treatment for this client involve autonomy, informed consent, as well as boundary issues Personality disorder Decision Tree.

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References

Bornstein R. (2015). Personality Assessment in the Diagnostic Manuals: On Mindfulness, Multiple Methods, and Test Score Discontinuities. J Pers Assess, 97(5), 446–455.

Ekselius L. (2018). Personality disorder: a disease in disguise. Upsala journal of medical sciences, 123(4), 194–204. https://doi.org/10.1080/03009734.2018.1526235.

Grenyer, B., Lewis, K. L., Fanaian, M., & Kotze, B. (2018). Treatment of personality disorder using a whole of service stepped care approach: A cluster randomized controlled trial. PloS one, 13(11), e0206472. https://doi.org/10.1371/journal.pone.0206472.

Jadhakhan, F., Lindner, O. C., Blakemore, A., & Guthrie, E. (2019). Prevalence of common mental health disorders in adults who are high or costly users of healthcare services: protocol for a systematic review and meta-analysis. BMJ Open, 9(9), e028295. https://doi.org/10.1136/bmjopen-2018-028295.

Mancke F, Schmitt R, Winter D, Inga N, Sabine H & Scmahl C. (2018). Assessing the marks of change: how psychotherapy alters the brain structure in women with borderline personality disorder. J Psychiatry Neurosci, 43(3), 171–181.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Singh, H., Schiff, G. D., Graber, M. L., Onakpoya, I., & Thompson, M. J. (2017). The global burden of diagnostic errors in primary care. BMJ quality & safety, 26(6), 484–494. https://doi.org/10.1136/bmjqs-2016-005401.

Warrender D. (2017). Borderline personality disorder and the ethics of risk management: The action/consequence model. Nursing Ethics, 25(7), 918-927. Personality disorder Decision Tree

Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
• Evaluate clients for treatment of mental health disorders
• Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
** Assigned in Week 3 and submitted in Week 4 Personality disorder Decision Tree
Examine Case 1: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
• Decision #1: Differential Diagnosis
o Which Decision did you select?
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
• Decision #2: Treatment Plan for Psychotherapy
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Personality disorder Decision Tree
o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
• Decision #3: Treatment Plan for Psychopharmacology
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
• Also include how ethical considerations might impact your treatment plan and communication with clients and their family.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement Personality disorder Decision Tree.
By Day 7

A woman with personality disorder Case #1 A woman with personality disorder SUBJECTIVE Rhonda is a 32-year-old Hispanic female who presents to your office for her initial appointment. When you ask what brought her to your office, she states: “I’m at the end of my rope, I don’t know what else to do.” She then bursts into tears. Rhonda explains that she has very few friends left, and everyone seems to have “abandoned” her. Rhonda explains that she goes out of her way to help other people, and to be nice to them, but this does not seem to help. Rhonda then stands up and begins to pace around your office at times using wild hand gestures to explain the circumstances that led up to her making the appointment with you. She describes the recent breakup with her boyfriend as traumatic and explains “when we first met, he was the best guy in the world. He treated me really well. But he just became a complete monster! Even though he broke off the relationship with me, I was glad to see it end. I hate his guts!” Rhonda explains that her current financial situation is also precarious. She states that she recently purchased an automobile, and is not certain how she is going to pay for it. She states that she had a car that was repossessed last year at that time, and that she borrowed some money from a friend to help pay for the car; the friend later turned around and accused her of theft. “It was my friend’s fault. She told me she would loan me the money and then backed out. I only took the money because she said she would loan it to me … people just can’t go back on their word like that when other people are counting on them.” Rhonda reports that she was “always in trouble” as a kid. She states that people were always picking on her, to which she adds: “the other kids my age were just stupid. They didn’t know how to have fun.” She says “I have always been impulsive, but it’s fun. Sometimes people can be such prudes … you only go around life once, so you have to make the best of it.” OBJECTIVE Rhonda is currently single. She has no children. Educationally, she had completed two semesters toward her bachelor of arts degree in fine arts. Rhonda currently works as a waitress at a local restaurant Personality disorder Decision Tree. She has held this job for about 2 weeks. Prior to this, Rhonda worked as a housekeeper for a local hotel chain. She states that she was fired from this job because her coworkers were jealous of her and “planted” evidence of her stealing from hotel patrons. She was also arrested for cashing checks under an alias, for which she spent 120 days in jail. Rhonda has a history of multiple incarcerations for offences ranging from larceny to possession of controlled substances to possession of an illegal firearm. She was also arrested several times for fighting and on at least one occasion, used a baseball bat to beat up a girl who she thought was trying to “set her up” with the police. MENTAL STATUS EXAM Rhonda is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. She reports her mood as “terrible!” Affect is labile and seems to change rapidly with the subject being discussed. Her eye contact is normal, but at times, she appears to stare at you. Rhonda is oriented to person, place, and time. She denies visual/auditory hallucinations, no overt paranoia or delusional thought processes noted. Rhonda denies any suicidal or homicidal ideation. Decision Point One BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO RHONDA? In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. Decision Point One Borderline Personality Disorder Decision Point Two BASED ON THIS DIAGNOSIS, SELECT YOUR CHOICE OF ACTIONS: Refer to psychologist for psychological testing Begin dialectical behavior therapy Begin treatment with Abilify 5 mg orally daily Decision Point One Histrionic Personality Disorder Decision Point Two BASED ON THIS DIAGNOSIS, SELECT YOUR CHOICE OF ACTIONS: Refer to psychologist for psychological testing Begin Seroquel 25 mg orally at bedtime Refer to group therapy for personality-disordered individuals Decision Point One Antisocial Personality Disorder Decision Point Two BASED ON THIS DIAGNOSIS, SELECT YOUR CHOICE OF ACTIONS: Refer to psychologist for psychological testing Begin Haldol 5 mg orally daily Refer for psychodynamic psychotherapy Borderline Personality Disorder Histrionic Personality Disorder Antisocial Personality Disorder Personality disorder Decision Tree

NURS 6501 COPD Case Study Analysis

COPD is a disease typified by reversible obstruction of airflow and defective inflammatory response within the lungs (Hatipoğlu, 2018). The defective inflammatory response within the lungs is an immune response to long-term exposure to toxins such as cigarette smoke. The amplified immunity response can result to chronic bronchitis characterized by mucous hypersecretion, emphysema characterized by tissue destruction; and defective mechanisms that cause inflammation of the small airway as well as fibrosis (bronchiolitis).​ The pathological changes cause elevated airflow resistance within the small airways, air trapping, amplified compliance of the lungs, in addition to progressive airflow obstruction (Newsome et al., 2018) NURS 6501 COPD Case Study Analysis. These pathogenic mechanisms lead to the pathological changes present in COPD. The pathological changes then lead to the physiological abnormalities present in COPD such as abnormalities in gas exchange; airflow obstruction; mucous hypersecretion; pulmonary hypertension; systemic effects; hyperinflation; and ciliary dysfunction (Newsome et al., 2018). These physiological abnormalities manifest as symptoms present in the patient such as breath shortness, a flattened diaphragm, thicker sputum, increased AP diameter among other symptoms and physical abnormalities (Hatipoğlu, 2018).

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The prevalence and incidence of COPD among black in America have remained lower when compared to white populations. COPD might be influenced by ethnic and racial factors. Likely differences in COPD between different ethnic and racial groups include biological and genetic variations; disparities when it comes to diagnosis and treatment; as well as increased exposure to tobacco smoke.  Gilkes et al (2016) established that the prevalence of COPD among the blacks and Asians is lower in comparison to the whites. In this study, Asians and blacks with COPD also had less severe symptoms where the white patients had severe breathlessness when compared to the Asians and black COPD patients (Gilkes et al., 2016). There is also a significant variation in the prevalence of COPD among Latinos when compared to Hispanics NURS 6501 COPD Case Study Analysis.

The variation of COPD among different races and ethnicities may be attributable to the smoking variations among different racial and ethnic groups (Diaz et al., 2018). Smoking prevalence is highest among Americans of Alaskan and Indian origin, while the lowest among Asians. Even though blacks have a higher likelihood of becoming smokers, they smoke a fewer number of cigarettes daily, and this can explain why the prevalence of COPD is lower among blacks when compared to the whites within the US. Asians tend to have a low smoking rate and this explains the low prevalence of COPD among the Asians (Gilkes et al., 2017) NURS 6501 COPD Case Study Analysis.

References

Diaz, A. A., Celli, B., & Celedón, J. C. (2018). Chronic Obstructive Pulmonary Disease in Hispanics. A 9-Year Update. American journal of respiratory and critical care medicine, 197(1), 15-21.

Gilkes, A., Ashworth, M., Schofield, P., Harries, T. H., Durbaba, S., Weston, C., & White, P. (2016). Does COPD risk vary by ethnicity? A retrospective cross-sectional study. International journal of chronic obstructive pulmonary disease, 11, 739–746. https://doi.org/10.2147/COPD.S96391.

Gilkes, A., Hull, S., Durbaba, S., Mathur R & White P. (2017). Ethnic differences in smoking intensity and COPD risk: an observational study in primary care. NPJ Prim Care Resp Med, 27(50).

Hatipoğlu U. (2018). Chronic obstructive pulmonary disease: More than meets the eye. Annals of thoracic medicine, 13(1), 1–6. https://doi.org/10.4103/atm.ATM_193_17.

Newsome, B. R., McDonnell, K., Hucks, J., & Dawson Estrada, R. (2018). Chronic Obstructive Pulmonary Disease: Clinical Implications for Patients With Lung Cancer. Clinical journal of oncology nursing, 22(2), 184–192. https://doi.org/10.1188/18.CJON.184-192.

Module 2 Assignment: Case Study Analysis
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other NURS 6501 COPD Case Study Analysis.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

Photo Credit: yodiyim – stock.adobe.com

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
By Day 7 of Week 4
Submit your Case Study Analysis Assignment by Day 7 of Week 4

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting NURS 6501 COPD Case Study Analysis.

Hello Class,

Welcome to Module two which comprises of week 3 and 4. The focus is on Cardiovascular and Respiratory Disorders. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various cardiovascular and respiratory diseases and disorders. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning. Please note that the knowledge check assessment is due by end of week three and the case study analysis assignment is due by end of week four. Here is the case study for this module:

45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields NURS 6501 COPD Case Study Analysis.

Rett syndrome Essay

Introduction

Rett syndrome is a rare developmental and genetic neurological disorder that affects the brain’s development. A child diagnosed with the syndrome will have progressive loss of speech and motor skills (Lyst & Bird, 2015). The disorder often affects females. A baby will appear to develop normally between the ages of 6 to 18 months before the acquired skills begin to deteriorate such as using hands, communicating, walking, or crawling.  Over time, a child will encounter difficulty in using muscles that control communication, coordination, and movement. A child may also have intellectual disability and episodes of seizures. Additionally, abnormal hand movements will manifest such as clapping and rubbing repetitively thus replacing purposeful use of hands (Lyst & Bird, 2015) Rett syndrome Essay.

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Symptoms

Communication abilities are lost: A child will lose their speech ability and is unable to make eye contact. A child will also not communicate in other ways. A child will lose interest on surroundings and toys. However, a child may gradually grain non-verbal communication skills and eye contact (Katz, Bird, Coenraads et al., 2016).

Loss of coordination and movement: Decreased control of hands and ability to walk or crawl will be observed. The loss of ability occurs very fast then slows down and becomes gradual. This is followed by spastic or rigid positioning or movement (Katz et al., 2016) Rett syndrome Essay.

Slowed growth: A child’s brain growth will slow soon after birth and hence, the head will appear smaller than it should. Growth delay in other parts of the body becomes evident as the child grows (Katz et al., 2016).

Abnormal hand and eye movement: The hand movement will be repetitive and may include rubbing, tapping, clapping, squeezing, and hand wringing. Unusual eye movement will be characterized by closing one eye at a time, crossed eyes, and intense staring (Katz et al., 2016).

Other Signs and Symptoms: As noted by Feldman, Banerjee, Sur (2016), other signs and symptoms include breathing problems including forced exhalation of air and saliva; increased agitation and irritability as a child gets older; loss of intellectual functioning; seizures, abnormal spine curvature; irregular heartbeat (which is life threatening); sleep disturbances such as irregular sleep patterns; feeding problems including chewing food, swallowing, and bowel function; fragile bones that are easily fractured; and cold hands and feet. Rett syndrome Essay.

Pathophysiology

Rett syndrome is as a result of the mutation of the methyl CpG binding protein 2 (MECP 2) gene (Chen, Chen, Lavery, et al., 2015). This gene is involved in the methyl-cytosine binding protein 2(MeCP2). This protein is necessary for development of the brain. It increases or decreases gene expression or alerts other genes on when to stop unique protein production. In Rett syndrome, the MECP2 gene functions abnormally with inadequate amounts or structurally abnormal protein amounts produced thus, causing gene expression of other genes to be abnormal as well.

Additionally, Pohodich & Zoghbi (2015) point out that Rett syndrome can also be caused by gene mutation or deletion of FOXG1 and CKL5 as well as other parts of MECP2 mutation which affect development of the brain in atypical Rett syndrome.

Diagnosis

Treatment Options

There is no known cure for Rett syndrome and hence, treatment includes symptoms management and multidisciplinary approach to the signs and symptoms. Leonard, Cobbs & Downs (2017) assert that a child should be enrolled in communication therapy, physical therapy, and occupational therapy. Drugs are administered for dysfunctional breathing, to control seizures, and for dealing with motor challenges. A child should be re-evaluated regularly for progression of scoliosis and for cardiac abnormalities monitoring.  Additionally, a child will need support and social services as well as special education programs. Lastly, a child will require nutritional support to aid in maintaining a healthy weight (Leonard, Cobbs, & Downs, 2017) Rett syndrome Essay.

As a parent, you will need social support for your child with Rett syndrome. It is not easy coping with a child with Retts hence; a support group will be an ideal place to share strategies and advice on coping.

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References

Chen, L., Chen, K., Lavery, L. A., Baker, S. A., Shaw, C. A., Li, W., & Zoghbi, H. Y. (2015). MeCP2 binds to non-CG methylated DNA as neurons mature, influencing transcription and the timing of onset for Rett syndrome. Proceedings of the National Academy of Sciences, 112(17), 5509-5514.

Feldman, D., Banerjee, A., & Sur, M. (2016). Developmental dynamics of Rett syndrome. Neural plasticity, 2016.

Katz, D. M., Bird, A., Coenraads, M., Gray, S. J., Menon, D. U., Philpot, B. D., & Tarquinio, D. C. (2016). Rett syndrome: crossing the threshold to clinical translation. Trends in neurosciences, 39(2), 100-113. Rett syndrome Essay

Leonard, H., Cobb, S., & Downs, J. (2017). Clinical and biological progress over 50 years in Rett syndrome. Nature Reviews Neurology, 13(1), 37.

Lyst, M. J., & Bird, A. (2015). Rett syndrome: a complex disorder with simple roots. Nature Reviews Genetics, 16(5), 261-275.

Pohodich, A. E., & Zoghbi, H. Y. (2015). Rett syndrome: disruption of epigenetic control of postnatal neurological functions. Human molecular genetics, 24(R1), R10-R16. Rett syndrome Essay

It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices. Rett syndrome Essay.
Students will:
Analyze signs and symptoms of neurodevelopmental disorders
Analyze the pathophysiology of neurodevelopmental disorders
Analyze diagnosis and treatment methods for neurodevelopmental disorders
Evaluate Parent Guides
Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:
Signs and symptoms
Pathophysiology
How the disorder is diagnosed
Treatment options
Provide a minimum of three academic references.

Rett syndrome Essay

For this Root-Cause Analysis and Safety Improvement Plan assessment, you will use a supplied template to conduct a root-cause analysis of a quality or safety issue in a health care setting of your choice and outline a plan to address the issue.
As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse\’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes Root-Cause Analysis and Safety Improvement Plan.

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As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Apply evidence-based and best-practice strategies to address a safety issue or sentinel event.
Create a feasible, evidence-based safety improvement plan. Root-Cause Analysis and Safety Improvement Plan.
Competency 2: Analyze factors that lead to patient safety risks.
Analyze the root cause of a patient safety issue or a specific sentinel event within an organization.
Competency 3: Identify organizational interventions to promote patient safety.
Identify existing organizational resources that could be leveraged to improve a plan.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
Professional Context
Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.
Scenario
For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:
The specific safety concern identified in your previous assessment Root-Cause Analysis and Safety Improvement Plan.
The Vila Health: Root-Cause Analysis and Safety Improvement Planning simulation.
One of the case studies from the previous assessment.
A personal practice experience in which a sentinel event occurred.
Instructions
The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.
Use the Root-Cause Analysis and Improvement Plan Template [DOCX] to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process Root-Cause Analysis and Safety Improvement Plan.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Analyze the root cause of a patient safety issue or a specific sentinel event in an organization.
Apply evidence-based and best-practice strategies to address the safety issue or sentinel event.
Create a feasible, evidence-based safety improvement plan.
Identify organizational resources that could be leveraged to improve your plan.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style Root-Cause Analysis and Safety Improvement Plan.