There are 4 articles provided only 2 are needed and it only has to be one paragraph. And it also has to go throught turn it in. So please no plagerism. On the discussion board, using a minimum of two

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There are 4 articles provided only 2 are needed and it only has to be one paragraph. And it also has to go throught turn it in. So please no plagerism. On the discussion board, using a minimum of two

There are 4 articles provided only 2 are needed and it only has to be one paragraph. And it also has to go throught turn it in. So please no plagerism.

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.  

PICOT: In type-2 diabetic patient, how does the ketogenic diet compare to a low-calorie diet in the maintenance of weight loss in a one-year time frame?

Coments from the teacher: 

Wow!  This weeks assignment was evidently one that no-one understood.  May I suggest you go back and at least read the lectures posted on week 6!  This lecture stated: 

To synthesize is to combine two or more elements to form a new whole. In the literature review, the “elements” are the findings of the literature you gather and read; the “new whole” is the conclusion you draw from those findings.

“Rigorous methods of quantitative assessment are necessary to establish interventions that are both effective and cost-effective. Usually a single study will not fully address these issues and it is desirable to synthesize evidence from multiple sources.

At this point in the process you should aim for synthesis of the material. Synthesizing means comparing different material and highlighting similarities, differences, and connections. When a writer synthesizes successfully, he or she presents new ideas based on interpretations of other evidence or arguments. Critical reading and critical thinking are key components of successful synthesizing.’

Please look at your paragraph and see if you did this (hint:  most of you did not!)

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately revie

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On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately revie

There are 4 articles provided only 2 are needed and it only has to be one paragraph. And it also has to go throught turn it in. So please no plagerism.

On the discussion board, using a minimum of two articles that are supporting your PICOT question, submit one paragraph synthesizing the research into clear, concise statements without separately reviewing each of the studies in the paragraph—but by paraphrasing and synthesizing the work that was done.  

PICOT: In type-2 diabetic patient, how does the ketogenic diet compare to a low-calorie diet in the maintenance of weight loss in a one-year time frame?

Coments from the teacher: 

Wow!  This weeks assignment was evidently one that no-one understood.  May I suggest you go back and at least read the lectures posted on week 6!  This lecture stated: 

To synthesize is to combine two or more elements to form a new whole. In the literature review, the “elements” are the findings of the literature you gather and read; the “new whole” is the conclusion you draw from those findings.

“Rigorous methods of quantitative assessment are necessary to establish interventions that are both effective and cost-effective. Usually a single study will not fully address these issues and it is desirable to synthesize evidence from multiple sources.

At this point in the process you should aim for synthesis of the material. Synthesizing means comparing different material and highlighting similarities, differences, and connections. When a writer synthesizes successfully, he or she presents new ideas based on interpretations of other evidence or arguments. Critical reading and critical thinking are key components of successful synthesizing.’

Please look at your paragraph and see if you did this (hint:  most of you did not!)

Explain why this approach is the best one to provide information for your area of interest (CAUTI).

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I need the discussion post and main assignment done as the discussion is part of the main assignment. See both rubrics. One for discussion post (due in 4 hours please) requirements and the other for m

I need the discussion post and main assignment done as the discussion is part of the main assignment. See both rubrics. One for discussion post (due in 4 hours please) requirements and the other for main assignment paper (due by friday). 

Requirements for the Discussion (due in 3 hours please!!! 300 words minimum)

Week 2: PICOT/PICo and Practice Questions

The focus for Week 2 is on questions: PICOT/PICo and practice questions.

  • Using the area      of interest from Week 1 (CAUTI      – CATHETER ACQUIRER URINARY TRACT INFECTION AND THE ROLE OF NURSE      PRACTITIONER), identify the following. 
    • Will you be       using a quantitative or qualitative approach for your EBP project       proposal?
    • Explain why       this approach is the best one to provide information for your area of       interest (CAUTI).
    • Create a       PICOT/PICo question using the PICOT/PICo format for quantitative and PICo       for qualitative approaches.
    • Identify your       practice question, being sure to include the following. 
      • For a        quantitative approach 
        • A questioning         part such as “what is,” “what are,” “is         there,” or “are there”
        • Population         being studied
        • Variables         being studied
        • Suggestion of         the relationship between variables
      • For a        qualitative approach 
        • Phenomenon or         concept of interest
        • Group or         population of interest
        • Suggestion of         which qualitative research design is being used

Choose either quantitative or qualitative- only the proposed approach needs to be addressed.

MUST USE INFORMATION FROM HERE AND INCLUDE IN THE MAIN ASSIGNMENT 

Requirements for the Main assignment see file (due by Friday)

Ethical and Policy Issues that Affect the Coordination of Care

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Ethical and Policy Issues that Affect the Coordination of Care

Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length.

Instructions

For this assessment:

  • Choose the community organization or support group that you plan to address.
  • Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required. Ethical and Policy Issues that Affect the Coordination of Care

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes.

For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience.

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Presentation Format and Length

You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. Ethical and Policy Issues that Affect the Coordination of Care

Be sure that your slide deck includes the following slides:

  • Title slide.
    • Presentation title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 10-12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

Create a detailed narrative script for your presentation, approximately 4-5 pages in length.

Supporting Evidence

Cite 3-5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.
    • Provide examples of a specific policy affecting the organization or group.
    • Refer to the assessment resources for help in locating relevant policies.
    • Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).
  • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
    • What are the implications and consequences of specific policy provisions?
    • What evidence do you have to support your conclusions?
  • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
    • Consider the factors that contribute to health, health disparities, and access to services.
    • Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment. Ethical and Policy Issues that Affect the Coordination of Care
    • Provide evidence to support your conclusions.
  • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score.
    • Present a concise overview.
    • Support your main points and conclusions with relevant and credible evidence.

Ethical and Policy Issues Affecting Care Coordination

Hi everyone, my name is ……… and I am a registered nurse here at UMass Memorial Healthcare. I am here today to view ethical and policy aspects of care coordination in rehabilitation facilities. I will also review how government regulations affect rehabilitation facility care and how these policies can end up in an ethical dilemma. Lastly, we will also view code of ethics for nurses.

Care coordination is an organized collaboration between healthcare providers, professionals, and patients to improve the patient care system. Care coordination focuses on ameliorating the quality of patient care through minimum medical errors, reduced risks of readmissions, cutting down expenses, and optimum use of resources (Weil 2020). However, some regulations are imposed by the federal government on care coordinators to ensure better service delivery. Likewise, some ethical guidelines are issued for the well-being of patients.

The federal government has designed different policies to ensure public safety and quality healthcare facilities. These policies positively affect care coordination. These policies are aimed at boosting patient care. Some policies ensure the confidentiality of patients’ data, like the Health Insurance and Accountability Act (Blitchok 2018). Some focus on sharing data for the prevention of diseases and for enhancing coordination between patients’ families and doctors. Data sharing among the medical team is also required for appropriate decision-making in critical cases. Health policies promote electronic data sharing that is secure and fast in pace. These policies are also beneficial for reducing readmissions and minimizing the cost of medical treatment. Moreover, all the medical records are stored electronically and are available for the medical team and family whenever needed.

HCQIA affects care coordination by providing immunity to healthcare providers during the conducted assessment. HRRP convenes care coordination by reducing readmissions in hospitals through data sharing (Weil 2020). PSQIA maintains the right to confidentiality and also imposes fines on breachers. HIPPA also focuses on the safety of sensitive data shared by patients. Through this act, data of patients are accessible to nurses, which improves patient care and coordination (Weil 2020). These acts provide the right direction to care coordination and discourage unprofessional practices of healthcare providers.

There is a close relationship between healthcare policies and ethical dilemmas caused by them. The healthcare providers are left in dilemmas when policies talk about maintaining confidentiality (Epstein 2021). They become confused about whether to keep patient information secret or share it with other stakeholders for better care. Likewise, the policy of self-determination gives the right of decision-making to patients. They may make wrong decisions having no medical grounds, leading healthcare providers towards ethical dilemmas. There is also a policy of giving alternative medicines to opioid patients. These substitutes can cause ethical dilemmas when they don’t suit patients. Some End-of-life Care policies also cause ethical dilemmas for nurses as they consider it ethically wrong to end patient care in their life. However, keeping terminally ill patients under costly treatment is not a wise decision as the same resources can be used for other patients that have hope to regain good health. Ethical and Policy Issues that Affect the Coordination of Care

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There is a close relationship between healthcare policies and ethical dilemmas caused by them. The healthcare providers are left in dilemmas when policies talk about maintaining confidentiality (Epstein 2021). They become confused about whether to keep patient information secret or share it with other stakeholders for better care. Likewise, the policy of self-determination gives the right of decision-making to patients. They may make wrong decisions having no medical grounds, leading healthcare providers towards ethical dilemmas. There is also a policy of giving alternative medicines to opioid patients. These substitutes can cause ethical dilemmas when they don’t suit patients. Some End of life Care policies also causes ethical dilemmas for nurses as they consider it ethically wrong to end patient care in their life. However, keeping terminally ill patients under costly treatment is not a wise decision as the same resources can be used for other patients that have hope to regain good health.

Code of ethics refers to the principles and guidelines that are designed for the professional development of nurses and healthcare staff. These ethical principles help nurses whenever they are entangled in ethical dilemmas. This code encourages them to act morally while providing patient care by acting on the principles of justice and fairness (Epstein 2021). Likewise, they motivate nurses to interact with other interdisciplinary professionals to improve care coordination. However, they have a dark side as well. Too much emphasis on ethics and principles loses the creativity of the nursing profession. In some situations, these ethical principles can enhance mental stress as well when nurses cannot meet their duty demands owing to the stress of following nursing codes of ethics (Blitchok 2018). Ethical and Policy Issues that Affect the Coordination of Care

Social determinants of health are the factors that affect patient care and collaboration between stakeholders. These factors can impede the implementation of a code of ethics in different ways. The social status of patients can hurt the principle of equal healthcare facilities when healthcare staff prefers specific patients for material gains. Likewise, the physical environment can also affect the code of ethics when nursing staff shows a tilt toward their neighbors and cultural intimates (Epstein 2021). The academic qualifications of patients can also affect the code of ethics when patients are treated well based on their degrees. Mental health is also an important factor that can obstruct the implementation of a code of ethics when mentally ill people are treated with contempt by staff (National Association of Professional Geriatric Care Managers). These factors hurt the code of ethics by increasing healthcare disparities and providing discriminatory healthcare services.

Community Nursing and rehabilitation organization is confronted with multiple ethical and policy issues. For instance, the increased technological interventions for patient care push nurses towards an ethical dilemma (Epstein 2021). They think that they are not doing their job honestly by taking assistance from technology. They also face ethical issues when sharing records of patients’ personal information with other stakeholders. The policy of providing fewer financial resources to community organizations can limit service delivery. The lack of legal assistance in incidents of sexual violence can affect the productivity of nurses.

There is a dire need to promote the principle of justice while providing care to patients. They should be treated humanely irrespective of their caste, creed, gender, and culture. Patients should also be given the power of decision-making about their healthcare preferences to improve policy implementation. Some awareness campaigns should be launched in all mediums of media to highlight the importance of care coordination (Blitchok 2018). Accountability should be ensured in care coordination to guarantee the fair use of resources.

Care coordination focuses on the interaction between people belonging to different professions who are working for better service delivery (Blitchok 2018). Some ethical codes and legal principles exist to monitor and guide healthcare providers. These policies have both positive and negative impacts on the healthcare industry.

In a nutshell, ethical and policy issues affect patient care both positively and negatively. On the optimistic side, these policies are a safeguard for equal healthcare facilities and guarantee the confidentiality of patients’ information (Weil 2020). On the other hand, these policies cause ethical dilemmas for nurses when they cannot decide whether to share data or not. There is a need to address these challenges for the improvement of care coordination. Thank you for attending my presentation and I am open to answering any questions you may have. Ethical and Policy Issues that Affect the Coordination of Care

References

 

Blitchok, A. (2018, January 6). Proposed Federal RN Ratios – What You Can Do About It. Nurse.org. https://nurse.org/articles/federal-staffing-ratios/

Epstein, L. (2021, June 20). Medicaid and nursing homes: A quick guide to the rules. Investopedia. https://www.investopedia.com/articles/personal-finance/072215/quick-guide-medicaid-and-nursing-home-rules.asp

National Association of Professional Geriatric Care Managers. (n.d.). Care Management and the Affordable Care Act (ACA) The Possibilities, The Realities, and The Concerns [PDF]. Journal of Geriatric Care Management. https://www.aginglifecare.org/ALCA_Web_Docs/journal/GCM_journal_OCT2013_final%20file.pdf

Weil, A. R. (2020). The affordable care act turns 10. Health Affairs, 39(3), 359–359. https://doi.org/10.1377/hlthaff.2020.00098   Ethical and Policy Issues that Affect the Coordination of Care

 

 

Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

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Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

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

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

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

 

Assignment Instructions:

 

  • Use the Comprehensive Psychiatric Evaluation Template (Attached) to complete this Assignment.

 

  • Review the Comprehensive Psychiatric Evaluation Exemplar (Attached) to see an example of a completed evaluation document.

 

  • Select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. Video # 151 (See the transcript).

 

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

 

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

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  • Identify at least three possible differential diagnoses for the patient.

 

  • Complete and submit your Comprehensive Psychiatric Evaluation (attached), including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

 

  • Subjective:What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?  Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

  • Objective:What observations did you make during the psychiatric assessment?

 

  • Assessment:Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis.

Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

 

  • Reflection notes:What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
  • Minimums 5 references

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

In the Subjective section, provide:

  • Chief complaint
  • History of present illness (HPI)
  • Past psychiatric history
  • Medication trials and current medications
  • Psychotherapy or previous psychiatric diagnosis
  • Pertinent substance use, family psychiatric/substance use, social, and medical history
  • Allergies
  • ROS
  • Read rating descriptions to see the grading standards!

In the Objective section, provide:

  • Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
  • Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
  • Read rating descriptions to see the grading standards!

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In the Assessment section, provide:

  • Results of the mental status examination, presented in paragraph form.
  • At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Read rating descriptions to see the grading standards!

Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERE

CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

Or

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation.  Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS.  The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP. 

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology.  However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings) Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies:

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

 

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:  oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis.  Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

 

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

Training Title 151

Name: Katarina Bykov

Gender: female

Age:41 years old

T- 97.4 P- 74 R 120 100/70 Ht 5’8 Wt 117lbs

Background: Moved to Washington State from Russia with her parents when she was 12 years

old. She has 2 brothers, 2 sisters. Denied family mental health or substance use issues. No

history of inpatient detox or rehab denied self-harm hx; Menses regular. Has chronic pain

issues. She works part time cashier at Aldi Grocery Store. Dropped out of high school in 11th

grade. Sleeps 4–9 hours on average, appetite good.

 

Symptom Media. (Producer). (2018). Training title 151 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-151

 

TRANSCRIPT OF VIDEO FILE # 151

____________________________________________________________________________

 

00:00:15

>> I see in your chart that you asked your family physician to prescribe oxycodone for your elbow pain,

and that your family physician is worried that some of other medications, drugs you may use may interact with the oxycodone?

 

00:00:35

>> Oxycodone is that’s the same as OxyContin?

 

00:00:35

>> Yeah. Oxycodone is the generic name. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

00:00:40

>> Yeah, I did ask for OxyContin, but I don’t take any other medications or drugs.

I’m opposed to putting anything unhealthy in my body.

 

00:00:55

>> Okay. What else have you tried?

 

00:01:00

>> Nothing else works.

 

00:01:00

>> Ibuprofen, acetaminophen?

 

00:01:00

>> Not even close.

 

00:01:05

>> No?

 

00:01:05

>> Yeah. I mean,

 

00:01:05

I’m allergic to codeine.

 

00:01:05

>> Allergic?

 

00:01:05

>> Yeah, like in Tylenol three.

A little while back, my friend was in a motorcycle accident and had some leftover, and I tried one of those, and I was way allergic.

 

00:01:20

>> What was the allergic response you had?

 

00:01:25

>> My face flushed like real bad, besides it didn’t work.

 

00:01:30

>> Have you tried morphine?

 

00:01:30

>> Well, that’s addictive, isn’t it?

 

00:01:35

>> Yeah, well all the pain medications or most of them are addictive.

 

00:01:35

Anti-inflammatory medications are not usually addictive. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

00:01:45

>> Yeah, I tried morphine and the codeine, didn’t work.

 

00:01:50

>> Okay.

 

00:01:50

>> Yeah, I get headaches too, so ideally I need something that works for both.

I’d rather not take two medications if I don’t have to.

Less medications the better, that’s what grandma always said.

 

00:02:05

>> Grandma? Okay.

 

00:02:05

>> Yeah.

 

00:02:10

>> Have you ever tried Dilaudid?

 

00:02:10

>> Yeah. They gave that to me in the ER once, but just made me dizzy and constipated.

Constipated for like a month.

 

00:02:25

>> Oh, wow.

 

00:02:25

>> I almost had to go back to the hospital for constipation.

Can you imagine having to go to the hospital for constipation?

 

00:02:30

>> Oh my goodness.

 

00:02:30

>> Yeah, that’s how bad it was.

 

00:02:30

>> Have you tried Demerol?

 

00:02:35

>> Yeah, it kind of worked for my headache.

It comes in a shot, right?

 

00:02:40

>> Yeah. An injection.

 

00:02:45

>> Yeah, they gave that to me at the hospital.

But that’s the thing, you can only get it at the hospital, so it’s not like it’s going to work for me everyday. It didn’t do anything for my elbow.

OxyContin it’s the only thing that works for both. The only thing that works for both.

 

00:03:00

>> You do seem set on the oxycodone?

 

00:03:00

>> Because it works.

 

00:03:05

>> What else have you tried other than medications?

 

00:03:10

>> Other than medications?

 

00:03:10

>> Yeah.

 

00:03:10

>> Yoga.

 

00:03:10

>> Okay.

 

00:03:10

>> Yeah. Tried that. Other kinds of meditation. I mean, that’s the thing with meditation is, it works while you’re doing it, but then as soon as you stop, zilch. Biofeedback.

 

00:03:30

>> Good.

 

00:03:30

>> One doc tried that, same thing. Works while you’re doing it, but then when you stop doesn’t help at all. What else?

 

00:03:40

Like warm, hot compresses, candles, long walks on the beach, massages.

 

00:03:50

>> Wow.

 

00:03:50

>> My boyfriend is really good at massages actually. He’s studied with this guru in India. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

>> Oh, wow. Yeah, swear to God

 

00:04:00

>> You have tried a lot of solutions.

 

00:04:00

Let me ask you more about your medication history.

 

00:04:05

> I only take stuff for my headache and my elbow.

 

00:04:10

>> Okay.

 

00:04:15

>> Like I said, I don’t like putting unhealthy things in my body.

 

00:04:15

Vitamins, I take vitamins.

 

00:04:20

>> Yeah? Okay.

 

00:04:20

>> Like fish oils, some supplements, but nothing corporate, nothing pharmaceutical.

I don’t want to put that in me. Even coming here today, asking for this, it goes against my values.

 

00:04:35

>> I see. Okay.

 

00:04:35

>> But I got to function.

 

00:04:40

>> Do you drink alcohol?

 

00:04:40

>> On special occasions like weddings, funerals, birthdays.

I got a ton of friends, so whenever we have a birthday we’re going to drink.

Let me think, like holidays, New Years, and Christmases.

There’s Christmas and then we also celebrate Russian Orthodox Christmas on January 7th.

 

00:05:10

>> How often on the average?

 

00:05:15

>> When you add it all up, once, maybe twice a week, I guess.

 

00:05:20

>> Will you drink enough to get intoxicated?

 

00:05:20

>> Depends on who I’m drinking with. As Zane, that’s my boyfriend, he drinks a lot, so

I drink a little more when I’m with him.

 

00:05:30

>> Any legal problems from the drinking?

 

00:05:35

>> Once. So dumb.

Yeah, just one little charge for drinking. I was the tiniest little bit over the limit.

So yeah, I got that and I had to take that course, that stupid, boring course.

But I learned my lesson. If you’re a little bit over the limit, stick to the back roads.

 

00:05:55

>> So you will still drive?

 

00:06:00

>> Well, yeah, but I’m super careful.

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00:06:00

>> You think after you’ve been drinking, that’s an okay idea to drive?

 

00:06:05

>> It’s better than letting Zano drive.

 

00:06:10

>> Zano?

 

00:06:10

>> Zane, Zano, same person. Yeah. He doesn’t even have his license anymore.

Not that it stops him. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

00:06:20

>> What about marijuana?

 

00:06:20

>> Do I use it?

>> Yeah.

>> Marijuana medically helps with my headaches, so yeah, I use it.

It’s my right. Yeah, it’s your right. It’s everybody’s right.

 

00:06:40

>> How often?

 

00:06:40

>> Not often. Two, four times a week, sometimes none.

It’s expensive. Then when you do get some, suddenly everybody is your best friend and you

got to share, you know how it is.

 

00:06:55

>> Do you ever grow marijuana?

 

00:07:00

>> I used to. But then we moved and it’s not legal in this backward state.

Where we live it’s pretty public, its not really private.

 

00:07:10

>> Do you ever have any side effects from using marijuana like memory problems?

 

00:07:15

>> I was born with memory problems, Doc, I don’t think it’s from the marijuana.

 

00:07:20

>> Any legal trouble with the marijuana?

 

00:07:25

>> Once. I mean, I’m super careful. But Zano, he went away for a year for selling

the tiniest little bit to an undercover cop, which is total entrapment, which is how I lost custody of Camper.

 

00:07:40

>> Camper?

 

00:07:45

>> My son.

 

00:07:45

>> Oh.

 

00:07:45

>> Yeah. He’s staying with my ex husband’s parents right now. They take good care of him.

 

00:07:50

>> How long have you been divorced?

 

00:07:55

>> Oh no, I never married that guy.

 

00:07:55

>> Oh.

 

00:07:55

>> No way I would marry that jerk.

No, I don’t know. It’s been like four years since I’ve even seen him. Something like that, four years.

 

00:08:05

>> What happened?

 

00:08:10

>> Lucas, my ex, he freaked out because he caught me doing just a few lines of coke,

but everybody was doing it back then.

Anyway, his mom found the mirror, and the razors, and Lucas said I had to quit.

For whatever I lied, and when he caught me, I know it was bad to lie about that, but I don’t know it’s in the past.

Water under the bridge. You live, you learn, you move on.

 

00:08:45

>> Right. Do you use cocaine now?

 

00:08:50

>> No, hardly ever. I don’t know, it’s been like a month maybe, or two months or something since I have.

 

00:08:55

>> Any legal problems from using cocaine?

 

00:09:05

>> No, we hardly ever do it.

 

00:09:10

>> Have you thought about stopping altogether?

 

00:09:15

>> I hardly ever do it. Hardly even counts. I don’t know, when I do it, It’s just to relieve tension or it’s this thing Zano and I do to bring each other closer together, but I could quit anytime I wanted, easy.

 

00:09:35

>> Does your boyfriend have children?

 

00:09:35

>> Yeah, he’s got two kids. Yeah, but we don’t see them much. His other with his ex.

 

00:09:45

>> Oh?

 

00:09:50

>> She’s a real snobby type. You know the type? It is a freaking tragedy because I see his two kids just going down that same path.

They’re just two little snobs. It’s a real shame. We’re not allowed to see them anymore though,

so I guess like what’s the difference?

She went to court and said we were unsuitable. Not suitable.

Says it all real nice in court, and then not so nice over the phone,

if you know what I mean? She’s a real bitch.

 

00:10:25

>> Any other drugs?

 

00:10:25

Ecstasy? LSD?

 

00:10:35

>> This is going to make me sound like I’m some 1970s hippy, druggo person.

I’ve tried ecstasy twice, just twice, and LSD once, last year.

That was a bad trip. I am not doing that again. Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

 

00:10:55

>> Anything else?

 

00:10:55

>> Like what?

 

00:11:00

>> Stimulants?

 

00:11:00

>> Like power drinks if I need to stay up?

>> Sure

> Caffeine, I drink a lot of coffee.

I don’t know if cigarettes, do they count as stimulants?

 

00:11:10

>> Yeah.

 

00:11:10

>> Yeah, I’m trying to cut back. Two packs a day.

 

00:11:15

>> Ritalin, Dexedrine?

 

00:11:20

>> Oh, stimulants?

 

00:11:20

>> Right

 

00:11:20

>> Oh, yeah. Not a lot. Like hardly ever.

I mean, if Zano and I are down for whatever reason, or sluggish from smoking pot, or just like if I need to get back up again.

Yeah, Adderall, just 20 helps.

 

00:11:40

>> Do you ever take prescription medications

 

00:11:40

that are not prescribed for you?

 

00:11:45

>> Well, are you kidding me?

Why would I do that? I told you I don’t like medications in the first place.

 

00:11:50

>> Klonopin, Ativan, Xanax?

 

00:11:55

>> Those?

 

00:11:55

>> Yeah. Yeah, if my anxiety is acting up,

if my meditation isn’t working? Yeah, a couple Xana bars, but not a lot.

 

00:12:10

>> How often would you estimate that is?

 

00:12:15

>> I don’t know. Two? I don’t know.

I need like a freaking calendar to keep up with

all your questions, Doc, God.

 

00:12:25

>> So in the past,

 

00:12:30

who prescribed the oxycodone for you?

 

00:12:30

>> No one yet. Zano he takes them because he’s got shoulder and back problems, and I tried one and it really works.

To be honest it works fantastic.

 

00:12:45

This transcript was automatically generated using speech recognition technology. Because this method relies on machine learning algorithms, the quality of transcripts may vary. To request this transcript be improved with enhanced accuracy, please email transcripts@alexanderstreet.com.  Assessing And Diagnosing Patients With Substance-Related And Addictive Disorders

What are the economic priorities, challenges, and issues for this population

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Signature Assignment: Improving Health Care Delivery Presentation: Among various stakeholders, the registered nurse is an advocate for patients, their health and the care delivered to them. There is a

Signature Assignment: Improving Health Care Delivery

Presentation:

Among various stakeholders, the registered nurse is an advocate for patients, their health and the care delivered to them. There is a need to evaluate the health status of vulnerable populations, to assess nursing’s role in health initiatives, and to find ways that we can help improve health. This presentation enables students to assess the role of organized efforts to influence health care delivery, and the contributions of medical technology, research findings, and societal values on our evolving health care delivery system.

This presentation will examine the role of the nurse as a health professional and leader.

  • Choose a high-risk risk population
  • Address a health care need for this population
  • What resources are provided for this population
  • What are the economic priorities, challenges, and issues for this population
  • What are the major ethical, societal, professional, and legal system-level issues confronting providers, insurers, public policymakers, and organizations regarding the care for this population
  • How could nursing intervene or advocate to improve the health care delivery for this population

This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides (maximum of 30 slides), including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use the audio recording feature with the presentation software. Use at least four scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.

Assignment 4: Clinical Hour And Patient Logs

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Assignment 4: Clinical Hour And Patient Logs

Assignment 4: Clinical Hour and Patient Logs

Assignment Instructions:

  • I need 16 small individual psychotherapy clinical notes (one paragraph), each note should include: CC, small mental status, and progress achieved during the visit. Please review the below example, doesn’t have to exactly as the example but close enough.

 

  • Student Notes- Students must include a brief summary/synopsis of the patient visit—this does not need to be a SOAP note; however, the note needs to be sufficient to remember your patient encounter . Assignment 4: Clinical Hour And Patient Logs

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  • Can be adult male or female age between 18 to 65, with any (1 or more) of the following diagnosis:

Example:

(Fem, -49 Mood Disorder, Anxiety Disorder)

49-year-old patient with depressive disorder associated to monetary problems due to the loss of one of her jobs, patient has only a part time position. Patient is here today for a follow-up consultation. The patient said, “I’m feeling better, I’m not so concerned about my late payments, since I start the financial help”. In today’s consultation session, the patient appears awake, alert, and oriented x 4.  Dressed well with good hygiene and good eye contact.  She presents with spontaneous speech normal rate and volume, relevant, coherent.  Mood is a little anxious.  Affect is mood congruent.  Thought process is concrete.  Thought content is linear and coherent. Patient reported that she had been performing all the activities to further decrease depression. Patient showed improvements in mood, which was the main objective to achieve this week. The patient’s mood has continually improved for the past three weeks. The symptoms of depression have decreased, as per patient’s reports crying less, and improving her sleep time. The patient was encouraged to continue with follow-up psychotherapy. Individual psychotherapy and follow up scheduled next week to continue improving the patient’s condition. Assignment 4: Clinical Hour And Patient Logs

Identified the genre and provided basic analysis of how different types of media materials affect the style and technique for each of the six images

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Instructions: On the following slides there are six different images representing different types of art media used to create artwork – painting, drawing, sculpture, photography, mixed media, and prin

Instructions: On the following slides there are six different images representing different types of art media used to create artwork – painting, drawing, sculpture, photography, mixed media, and printmaking. Using these images, create a PowerPoint presentation (one image on each slide) identifying the type of media used. In the notes section (below slide), write a script for a presentation where you identify the genre and analyze how the different types of media materials affect the style and technique

Art Media Types

Grading Rubric:

Your project will be graded using the rubric below:

F

F

C

B

A

0

1

2

3

4

Did Not Submit

No Pass

Competence

Proficiency

Mastery

Did not identify the genre or analyze how the different types of media materials affect the style and technique for all six images

Identified the genre and provided basic analysis of how different types of media materials affect the style and technique for each of the six images

Identified the genre and provided thorough analysis of how different types of media materials affect the style and technique for each of the six images

Identified the genre and provided advanced and in-depth analysis of how different types of media materials affect the style and technique for each of the six images

Did not write a presentation script in the notes section for all six images

Presentation script is written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent style

Presentation script is written in a style that is appealing and appropriate for the intended audience and an attempt is made to use a consistent style

Presentation script is written in a style that is exceptional and appropriate for the intended audience and an attempt is made to use a consistent style

Conceptual Nursing Framework Assignment

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Conceptual Nursing Framework Assignment

Instructions for completing Critique: Conceptual Nursing Framework

The following is a template for you to use as you complete the assignment. Table 1 (Nursing Paradigms, Features, and Conceptual Frameworks) includes an overview of features of the three Nursing Paradigms: Particulate-Deterministic; Interactive-Integrative; and Unitary-Transformative (Fawcett, 2005). Select nursing theories and models, referred to as “Conceptual Frameworks,” are identified. Conceptual Nursing Framework Assignment

Of the conceptual frameworks listed in Table 1, your group should select 5 to further explore. You may use your Alligood text and/or other available eBooks on nursing theorists (found on The Library Guide for NUR 18200). These texts have reference lists that are helpful as well, if you’d like to dig deeper in understanding a particular conceptual framework. Several nurse theorists even have their own websites!

The 5 conceptual frameworks your group chooses are your choice. You could consider selecting at least one from each nursing paradigm. Or, perhaps you personally and professionally identify strongly with one of the nursing paradigms. Each is like a “lens,” offering a certain way of viewing nursing phenomena. Chances are you already view nursing (and the world, in general) according to one of the three nursing paradigms but just didn’t have a name for it…until now!

Complete Table 2 (Selected Conceptual Frameworks: Basic Assumptions and Concepts Defined), providing a brief summary of basic assumptions and how concepts are defined for each of the 5 conceptual frameworks. From these 5 conceptual frameworks, select 1 conceptual framework from Table 2 and complete Table 3 (Selected Conceptual Framework: Conceptual Framework Evaluation Criteria Applied). The 5 criteria in Table 3 are to be used to evaluate and critique your selected conceptual framework. The criteria are also presented in Week 3: Presentations, “Theory Evaluation Criteria.” Explain your answers to the questions posed in the critique, providing rationales and examples (i.e., provide more than “yes” or “no” in your responses). Conceptual Nursing Framework Assignment

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Provide a reference list of the resources you used to complete this assignment.

At the end, please provide a brief summary of each group member’s contributions to this assignment. In objective terms, specify who did what to make the group work possible and create this assignment. As a collaborative assignment for which only one document is submitted per group, everyone identified in this document should be in agreement with not only the content presented in the critique but also with the summary of contributions.

Table 1: Nursing Paradigms, Features, and Conceptual Frameworks
Nursing
Paradigm Particulate-Deterministic Interactive-Integrative
Unitary-Transformative
Features • Bio-psycho-social-cultural-spiritual being
• Interacting with the environment
• Reducible into parts
• Causal relationships
• Health-Illness decided by societal norms
• Promote and maintain health and prevent disease
• Diagnosis and treat human responses to health problems
• Health is a state of biological, psychological, sociological, and spiritual well-being
• Nursing focuses on preventing disease, maintaining and promoting health according to societal norms • Reality is multidimensional and interactive
• Entities are context-dependent and relative
• Change is a function of multiple antecedent factors and probabilistic relationships
• Relationships can be reciprocal
• Both objective and subjective phenomena are studied, with emphasis on objectivity, control, and predictability • Irreducible/unitary whole (no parts) Conceptual Nursing Framework Assignment
• In mutual process with the environment
• Acausality
• Focus is on patterns and experiences
• Change is unpredictable, rhythmical, continuous
• Persons are unfolding/becoming and moving toward increasing diversity
• Health is a changing process of changing value priorities
• Health is defined by the person
• Nursing focuses on patterns, lived experiences, and quality of life
Conceptual Frameworks • Johnson’s Behavioral System Model • King’s Systems Model
• Levine’s Conservation Model
• Neuman’s Systems Model
• Orem’s Self-Care Model
• Roy’s Adaptation Model
• Peplau’s Theory of Interpersonal Relationships • Rogers’ Science of Unitary Human Beings
• Newman’s Theory of Health as Expanding Consciousness
• Parse’s Human Becoming Theory
• Watson’s Theory of Human Caring
Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories (2nd ed.). Philadelphia: F.A. Davis Company. Conceptual Nursing Framework Assignment

Table 2: Selected Conceptual Frameworks: Basic Assumptions and Concepts Defined
Conceptual Framework:
Basic Assumption:
Person:
Environment:
Health:
Nursing:

Conceptual Framework:
Basic Assumption:
Person:
Environment:
Health:
Nursing:

Conceptual Framework:
Basic Assumption:
Person:
Environment:
Health:
Nursing:

Conceptual Framework:
Basic Assumption:
Person:
Environment:
Health:
Nursing:

Conceptual Framework:
Basic Assumption:
Person:
Environment:
Health:
Nursing:

 

Table 3: Selected Conceptual Framework: Conceptual Framework Evaluation Criteria Applied
Selected Conceptual Framework:

Criteria 1: Is the meaning of the conceptual framework clear and understandable?
Is the reason for developing the conceptual framework clear?
Is it clear what the conceptual framework is about?
What level of knowledge is needed to understand the language used in the conceptual framework?
How does the theory compare to other theories with similar meanings?

Criteria 2: Boundaries of the conceptual framework are consistent with nursing practice
Does the definition of nursing fit with other definitions of nursing?
What aspects of nursing are addressed within the conceptual framework?
Does the conceptual framework differentiate between nursing and other disciplines?
Where does nursing take place?
Are boundaries consistent with current nursing practice or a future vision of nursing practice?

Criteria 3: Language is Understandable
Is the language used clear, consistent, and useful?
Has conceptual framework been studied extensively (via research)?
If abstract language is used, does it compromise the utility of the theory?

Criteria 4: Major concepts of the conceptual framework are identified and defined
Are metaparadigm concepts clearly identifiable and defined?
Are concepts related to nursing practice?
Are the definitions of major concepts consistent with what we know of nursing practice?
Are definitions consistent with other conceptual frameworks?
Are concepts consistent with nursing and nursing practice?

Criteria 5: Does the theoretical knowledge influence and demonstrate congruence with nursing practice?
Does the theoretical knowledge influence nursing practice?
Is relationship between the theory and practice clear?
Can conceptual framework inform your practice?
Is theory congruent with nursing’s historical perspective, ethical standards, and social policy? Conceptual Nursing Framework Assignment
References
Summary of each group member’s contributions to the assignment:

Psychopharmacologic Treatments for Patients with Multiple Mental Health Disorders

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Psychopharmacologic Treatments for Patients with Multiple Mental Health Disorders

As a psychiatric nurse practitioner, you will likely encounter patients who suffer from various mental health disorders. Not surprisingly, ensuring that your patients have the appropriate psychopharmacologic treatments will be essential for their overall health and well-being. The psychopharmacologic treatments you might recommend for patients may have potential impacts on other mental health conditions and, therefore, require additional consideration for positive patient outcomes. For this Assignment, you will review and apply your understanding of psychopharmacologic treatments for patients with multiple mental health disorders. Psychopharmacologic Treatments for Patients with Multiple Mental Health Disorders

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To Prepare
Review the Learning Resources for this week.
Reflect on the psychopharmacologic treatments that you have covered up to this point that may be available to treat patients with mental health disorders.
Consider the potential effects these psychopharmacologic treatments may have on co-existing mental health conditions and/or their potential effects on your patient’s overall health.
To complete:
Address the following Short Answer prompts. Be sure to include references to the Learning Resources for this week.

In 3 or 4 sentences, explain the appropriate drug therapy for a patient who presents with MDD and a history of alcohol abuse. Which drugs are contraindicated if any, and why? Be specific. What is the timeframe that the patient should see the resolution of symptoms?
List 4 predictors of late-onset generalized anxiety disorder.
List 4 potential neurobiology causes of psychotic major depression.
An episode of major depression is defined as a period of time lasting at least 2 weeks. List at least 5 symptoms required for the episode to occur. Be specific.
List 3 classes of drugs, with a corresponding example for each class, that precipitate insomnia. Be specific. Psychopharmacologic Treatments for Patients with Multiple Mental Health Disorders