Assignment 2: Week 2 Practicum Journal: Safe Prescribing

Students will:

Analyze roles of the Drug Enforcement Administration

Analyze PMHNP responsibilities when issued a DEA number

Analyze DEA number application procedures

Analyze state requirements for safe prescribing and prescription monitoring

Analyze PMHNP responsibilities for safe prescribing and prescription monitoring

Analyze Schedule II-V drug levels

To prepare for this Practicum Journal: Review the Learning Resources.

In 3 pages:

Describe the role of the Drug Enforcement Administration (DEA) as it pertains to the PMHNP.

Explain your responsibilities when having a DEA number.

Explain how you apply for a DEA number.

Explain your state’s requirements for a safe prescribing and prescription monitoring program.

Explain your responsibility as a PMHNP to follow these requirements.

Provide an example of a drug you may prescribe from each of the Schedule II-V drug levels.

Required Readings

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.

· Chapter 8, “Mood Disorders” (pp. 347–386)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

· Chapter 12, “Psychotherapy of Mood Disorders”

· Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder”

Note: You will access this textbook from the Walden Library databases.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

· “Depressive Disorders”

· Major Depressive Disorder

· Persistent Depressive Disorder (dysthymia)

· Premenstrual Dysphoric Disorder

· Substance/Medication-Induced Depressive Disorder

· Depressive Disorder Due to Another Medical Condition

· Other Specified Depressive Disorder

· Unspecified Depressive Disorder

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Note: All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Depression	Premenstrual dysphoric disorder	Seasonal affective disorder (MDD with Seasonal Variation)
agomelatine amisulpride amitriptyline amoxapine amphetamine (d) amphetamine (d,l) aripiprazole (adjunct) asenapine atomoxetine bupropion buspirone (adjunct) citalopram clomipramine cyamemazine desipramine desvenlafaxine dothiepin paroxetine phenelzine protriptyline	quetiapine (adjunct) reboxetine selegiline sertindole sertraline sulpiride tianeptine tranylcypromine triiodothyronine trazodone trimipramine venlafaxine vilazodone vortioxetine doxepin duloxetine escitalopram fluoxetine flupenthixol fluvoxamine	iloperidone imipramine isocarboxazid ketamine lisdexamfetamine lithium (adjunct) l-methylfolate (adjunct) lofepramine lurasidone maprotiline methylphenidate (d) methylphenidate (d,l) mianserin milnacipran mirtazapine moclobemide modafinil (adjunct) nefazodone nortriptyline olanzapine	citalopram desvenlafaxine escitalopram fluoxetine paroxetine sertraline venlafaxine	bupropion

Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3, 332-339. doi:10.1016/j.nicl.2013.08.016

Note: You will access this article from the Walden Library databases.

Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30–37. doi:10.3928/00989134-20100303-01

Note: You will access this article from the Walden Library databases.

Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029–2036. doi:10.1017/S1041610214001446

Note: You will access this article from the Walden Library databases.

Drug Enforcement Administration. (n.d.). Drug schedules. Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml

Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: The approximate length of this media piece is 24 minutes. You will access this video through the Walden Library databases.

Optional Resources

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

· Chapter 15, “Brain Stimulation Treatments for Mood Disorders”

Note: You will access this article from the Walden Library databases.

Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52–72. doi:10.1037/neu0000319

Note: You will access this article from the Walden Library databases.

Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505–1533. doi:10.1037/a0037610

Note: You will access this article from the Walden Library databases.

Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16(1), 54–61. doi:10.1111/psyg.12121

Note: You will access this article from the Walden Library databases.

Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17(1), 1–11. doi:10.1080/13607863.2012.717253

Note: You will access this article from the Walden Library databases.

Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964–975. doi:10.1037/ccp0000050

Note: You will access this article from the Walden Library databases.

Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48(4), 296–305. doi:10.1037/cbs0000056

Note: You will access this article from the Walden Library databases.

This week you produced an APN Professional Development Plan. These included:

1. Introduction to the APN professional development  plan- Discuss the goals and purpose of an APN professional development plan
2. Advanced Practice Nurse Scope of Practice – State of FLORIDA
3. Personal Assessment –  a self test assessment 
4. Networking and Marketing Strategies
5. CV or resume (Will Provide more info for the paper)
6. Conclusion

Key Points

Key points with the APN Professional Development Plan included:

• APN Scope of Practice in your state – FLORIDA
• Personal Assessment for further growth
• Networking and Marketing Strategies as a student  Nurse Practitioner and new graduate
• Updated your CV or resume

Purpose

The purpose of this assignment is to provide the student an opportunity to explore the role of the advanced practice nurse (APN) and develop an APN professional development plan. 

Course Outcomes (CO)

Through this assignment, the student will demonstrate the ability to:

CO1: Analyze the historic development of advanced practice roles including the impact of advanced practice nursing on  healthcare delivery from the perspective of selected current reports (i.e., LACE, IOM, etc.) (PO 3)

CO3: Explore how leadership styles influence healthcare delivery and organizations.  (PO 4)

CO5: Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 3)

Requirements:

1. To complete this application, you will need to      access to the following databases: CINAHL, MEDLINE, Cochrane Library, and      the Joanna Briggs Institute. You may access these databases through the      Chamberlain College of Nursing Online Library.
2. The APN Professional Development Plan paper      is worth 225 points and will be graded on quality of information, use of      citations, use of Standard English grammar, sentence structure, and      overall organization based on the required components as summarized in the      directions and grading criteria/rubric.
3. Create your manuscript using Microsoft Word,      which is the required format for all Chamberlain College of Nursing      documents.
4. Follow the directions and grading criteria      closely. Any questions about this paper may be posted under the Q & A      Forum or emailed to your faculty.
5. The length of the paper is to be no less than 6      and no greater than 8 pages excluding title page and reference pages. In      some cases, students may need to exceed this page number.
6. APA (2010) format is required with both a title      page and reference page. Use the required components of the review as      Level 1 headers (upper and lower case, centered): 
   1. Introduction to the APN professional       development plan- Discuss the goals and purpose of an APN professional       development plan
   2. APN Scope of Practice – This pertains to NP       practice in your state.
   3. Personal Assessment using Benner’s       Self-Assessment Tool
   4. Networking and Marketing Strategies
   5. CV / resume
   6. Conclusion

Preparing the paper

The following are best practices for preparing this paper:

1. Review Chapter 30- Role Transition: Strategies      for Success in the Marketplace in

DeNisco and Barker (2015).

1. Nurse practitioners need to take into account      the state rules and regulations that guide advanced practice. Research and      review the Nurse Practice Act and APN scope of practice guidelines in your      particular state. Identify information regarding educational requirements,      licensure and regulatory requirements, as well as practice environment      details. Review information regarding full, limited, or restricted      practice limitations as well as prescriptive authority (This is similar to      what you created in your week 1 Kaltura presentation). .
2. Review Guidelines for APN Role Transition Using Benner’s Self-Assessment      Tool (Links to an external site.)Links to an external site..      Identify and discuss your position on Benner’s Novice to Expert      ladder. Prior to engaging in pursuit for employment, APNs should complete      a comprehensive, honest, personal assessment to identify their strengths      and weaknesses as well as their goals and objectives. Research assessment      tools, conduct a personal assessment and reflect upon your strengths,      weaknesses, goals, and objectives.
3. To complete the transition from students to      expert nurse practitioners working in the healthcare field, graduating APN      students will need to secure their first position. Research local and      national professional organizations that advertise employment      opportunities for APNs. Identify networking and marketing strategies and      provide a rationale for your selections. Be specific.
4. Write your Curriculum Vitae (CV) or current      resume. Refer to the template on pages 772-773 in DeNisco and Barker      (2015). Your CV / resume should not exceed 2 pages in length but will,      vary for each student. If you have not done some of the components of the      CV/resume, i.e. research, publications, presentations, then do not include      them.
5. When concluding the paper, summarize important      aspects of the APN professional development plan.

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership. 

To Prepare:

· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.

· Reflect on the leadership behaviors presented in the three resources that you selected for review.

· Reflect on your results of the Clifton Strengths Assessment, and consider how the results relate to your leadership traits.

The Assignment (2-3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

· A description of your core values

· A personal mission/vision statement

· An analysis of your Clifton Strengths Assessment summarizing the results of your profile

· A description of two key behaviors that you wish to strengthen

· A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

· Be sure to incorporate your colleagues’ feedback on your Clifton Strengths Assessment from this Module’s Discussion 2.

Resources

https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3

https://walden.gallup.com/

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_NURS/NURS_6053_WC/artifacts/SQOS_Student%20Long%20Guide.pdf

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_NURS/NURS_6053_WC/artifacts/SQOS_Student%20Short%20Guide_.pdf

Clifton strengths results

RANK

STRENGTH

1

Empathy

LEARN MORE

RELATIONSHIP BUILDING

People who are especially talented in the Empathy theme can sense the feelings of other people by imagining themselves in others’ lives or others’ situations.

2

Positivity

LEARN MORE

RELATIONSHIP BUILDING

People who are especially talented in the Positivity theme have an enthusiasm that is contagious. They are upbeat and can get others excited about what they are going to do.

3

Developer

LEARN MORE

RELATIONSHIP BUILDING

People who are especially talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small improvement and derive satisfaction from these improvements.

4

Discipline

LEARN MORE

EXECUTING

People who are especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.

5

Connectedness

LEARN MORE

RELATIONSHIP BUILDING

People who are especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason.

Data Analysis

As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined.

In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups.

To prepare:

• Review the information in your assigned chapter (Chapter 19 p. 473 to 477. Credibility of Quantitative Results  See attached file)
• Write a minimum of 200 to 250 words in APA format that includes the following:

• The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies. ( In this case, focus only on Credibility of Quantitative Results)
• A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies. ( In this case, focus only on Credibility of Quantitative Results
• An explanation of the key statistical tests and how they measure significance (if applicable). ( In this case, focus only on Credibility of Quantitative Results )

Readings

• Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.Chapter 19, “Processes of Quantitative Data Analysis and Interpretation”
  
  The previous chapters have described a number of different statistical tests used to examine data in a quantitative study; this chapter focuses on how to analyze and interpret the results. It describes the steps in the analysis process and how to determine the credibility of the results. 

A self-assessment is an opportunity for you to review what you have learned in the nurse practitioner  program, evaluate your clinical skills, and develop goals before exiting the NP program. For this assignment, you will complete the Risk Control Self-Assessment Checklist for Nurse Practitioners and identify your areas of strength and weakness. You also will explain how you plan to improve on these weaknesses, as well as how you plan to master clinical skills you have not obtained prior to exiting NP program.

To prepare:

Complete the Risk Control Self-Assessment Checklist for Nurse Practitioners

Consider your strengths and weaknesses

Review types of patients treated and clinical procedures performed

To  Complete

Write a 2 page paper that addresses the following:

Identify at least three strengths as a nurse practitioner

Explain why you consider these strengths and what you can do to maintain them in your practice

Identify at least three weaknesses as a nurse practitioner

Explain how you plan to address each weakness

Examine at least three clinical skills you need to obtain prior to exiting Nurse practitioner program

Explain how you plan to master the clinical skills before exiting NP program

Analyze the history of advanced practice nurses and the emerging role of your specialty area, and discuss what contributions you plan to make to advance the nursing profession

References

Buppert, C. (2015). What is a nurse practitioner? In Nurse practitioner’s business practice and legal guide (5th ed.) (1-16, 33). Burlington, MA: Jones & Bartlett.

CNA, & Nurses Service Organization (2012). Risk control self-assessment checklist for nurse practitioners. Retrieved from http://www.hpso.com/Documents/Risk%20Education/individuals/NP_RM_Checklist_2012.pdf

Ford, L. C. (2015). Reflections on fifty years of change. FAANP Forum, 6(1), 2-3. Retrieved from https://www.aanp.org/images/documents/FAANPForum/2015-3.pdf

Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). International development of advanced practice nursing. In Advanced practice nursing: An integrative approach(5th ed.) (133-143). St. Louis, MO: Elsevier Saunders. 

Kooienga, S.A. & Carryer, J.B. (2015). Globalization and advancing primary care health care nurse practitioner practice. The Journal for Nurse Practitioners, 11(8), 804–811. doi:10.1016/j.nurpra.2015.06.012

Naylor, M. D., & Kurtzman, E. T. (2010). The role of nurse practitioners in reinventing primary care. Health Affairs, 29(5), 893-899. Retrieved from http://content.healthaffairs.org/content/29/5/893.full.pdf+html