Topic 2 DQ 1 Managers organizations Improving

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Topic 2 DQ 1 Managers organizations Improving

Please respond with a paragraph to the following post, add citations and references:

Managers tend to concern themselves with the five functions of management; planning, organizing, staffing, directing and controlling. Managers are tasked with meeting the goals of the five functions while also remaining fiscally responsible to the institution, while leaders may not have formal authority yet have influence over staff in order to reach managements goals (GCU2108) This is where I feel that managers and leaders roles overlap. Charge nurses or leads tend to be the leaders of units while nurse manager are, well management. In order to provide efficient quality care the managers must have a set of mission and values that are meaningful and achievable. The charge nurse must buy into that mission and values and encourage engagement of staff to feel ownership of that mission and values. Management tends to be looked at as the enemy of the worker; out of touch with what is truly happening within the institution and that is sometimes unfortunately the case. When managers engage their staff and accept their input, it invokes trust between the two and engages staff to be more positive and proactive when asked by managers to change. As a manager I encourage my staff not just to tell what is wrong but to give me suggestions on how to fix the problem. My job then is to initiate their changes and reinforce how their input effected the change. Dwight Eisenhower said it best when he said, “Motivation is the art of getting people to do what you what them to do because they want to do it”.

Reference:

Grand Canyon University. 2018. NRS-451V. Lecture 1. Retrieved from: https://lc-ugrad3.gcu.edu/learningPlatform/user/us…

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Tags: nursing topic

Topic 2 DQ 1.1 differences management leadership

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Topic 2 DQ 1.1 differences management leadership

Please respond with a paragraph to the following post, add citations and references:

Leadership and management are different from each other in many ways because a team member can be a leader but not have the title of manager. These areas need to overlap in the healthcare field because a nurse should have these skills in order to have autonomy and be trusted to effectively do their job. A leader leads their team with little to no supervision while a manager must have a team to do and ensure completion of tasks. Although the two titles, leader and manager, have different meanings as our reading suggests it is important that we understand they have a substantial similarity.

Management focuses on increased productivity and balancing budgets to get the job done while leadership has people in the field with hands on the job. The definition of management is: the coordination and integration of resources through planning, organizing, coordinating, directing, and controlling to accomplish specific institutional goals and objectives (Huber, 2010, p. 6). The definition of leadership is: The process of influencing people to accomplish goals (Huber, 2010, p. 5)

Nurses need to have the ability to be leaders but as we progress in our careers, we need to take on more managerial roles. I think the overlap in leadership and management will give us the ability to be knowledgeable and well-rounded nurse that holds many assets that companies desire. “Nurse leaders will serve a primary role in leading change to meet the current and future demands of our healthcare system” (O’Neill, 2013).

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References

Huber, D. L. (2010). Leadership and nursing care management (4th ed.). Maryland Heights, MO: Saunders Elsevier.

 

O’Neill, J. A. (2013, April). Advancing the nursing profession begins with leadership. Journal of Nursing Administration, 43(4), 179-181. https://doi.org/10.1097/NNA.0b013e3182895aa9

PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

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PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

 

Introduction

You are at the halfway point of your practicum and have now received feedback via your midterm clinical evaluation. Consider this feedback, as well as the goals you set for yourself at the beginning of the quarter, and benchmark your progress thus far. Which goals are on track, behind, or already achieved? What steps do you need to take to attain the rest of your goals? Are there new goals you would like to consider?

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This week, as you progress in your clinical practicum, you continue to use Meditrek to record your time and patient encounters.

Learning Objectives

Students will:

  • Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

 

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

  • Chapter 29, “Assessing Eating Disorders and Somatic Symptom Disorder”

Emergency Care Research Institute. (2020). Bulimia guide: Guidelines and position statements related to eating disorders. https://bulimiaguide.org/guidelines-and-position-statements/

Fritz, G., Rockney, R., & Work Group on Quality Issues. (2004). Practice parameter for the assessment and treatment of children and adolescents with enuresis. Journal of American Child and Adolescent Psychiatry, 43(12), 1540–1550. https://doi.org/10.1097/01.chi.0000142196.41215.cc
Note: Review for historical context only.

Lock, J., La Via, M. C., & American Academy of Child and Adolescent Psychiatry Committee on Quality Issues. (2015). Practice parameter for the assessment and treatment of children and adolescents with eating disorders. Journal of American Child and Adolescent Psychiatry, 54(5), 412–425. https://doi.org/10.1016/j.jaac.2015.01.018

Meditrek

https://edu.meditrek.com/Default.html
Note: Use this link to log into Meditrek to report your clinical hours and patient encounters.

 

Stern, T. A., Fava, M., Wilens, T. E., & Rosenbaum, J. F. (2016). Massachusetts General Hospital psychopharmacology and neurotherapeutics. Elsevier.

  • Chapter 13, “Natural Medications in Psychiatry” (pp. 145–146 only)

Assignment: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course).

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Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed. PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

Your clinical hour log must include the following:

  • Dates
  • Course
  • Clinical Faculty
  • Preceptor
  • Total Time (for the day)
  • Notes/Comments (including the objective to which the log entry is aligned)

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

  • Date
  • Course
  • Clinical Faculty
  • Preceptor
  • Patient Number
  • Client Information
  • Visit Information
  • Practice Management
  • Diagnosis
  • Treatment Plan and Notes: You 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.

By Day 7 of Week 6

Record your clinical hours and patient encounters in Meditrek.

What’s Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will continue your clinical hour and patient logs in Meditrek. You will review resource selections that support the assessment, diagnosis, and treatment of patients with neurocognitive and neurodevelopmental disorders. You will also complete a Focused SOAP Note and case presentation on a patient from your practicum site. PRAC – 6665 Week 6: Eating, Sleeping, and Elimination Disorders

 

Part 3 medication waste

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Part 3 medication waste

Below is a paragraph which contains a direct quote. You would like to use this for a reference but would like to cut down your similarity. Read the below quote and rewrite it in your own words so that the meaning is the same. Make sure to use a citation after your statement since this author gave you the original information. Make sure to add the reference to the bottom of your post. (Keep in mind to paraphrase the entire paragraph and not just the quote below).

A nurse is asked by another to sign off a medication waste, however the nurse did not show the waste to anyone because she stated it was too busy and no one was around. “How individuals respond to these ethical dilemmas depends on their previous experiences with unethical behavior, their individual personality traits, and their ethical values, as well as their knowledge of ethical principles” (American Nurses Association, [ANA], 2014).

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Reference

American Nursing Association. (2014). Moral courage in healthcare: Acting ethically even in the presence of risk. The Online Journal of Issues in Nursing. 15(3). Retrieved from http://nursingworld.org/MainMenuCategories/ANAMark…

Sunday Assignment

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Sunday Assignment

Details:

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

  1. Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?
  5. Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
  6. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

***** please make the assignment above add citation and references :)****

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NUR3655 African American and Amish heritage in USA

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NUR3655 African American and Amish heritage in USA

Transcultural Health Care: A Culturally Competent Approach, 4th Edition Amish Larry Purnell, PhD, RN, FAAN

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Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Came to the United States in 1693 for the same reason many other groups came to America—persecution and to practice their lifestyle as they so chose. ▪ No reference group in other parts of the world. ▪ Adapt to dominant society slowly and selectively Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Mutuality and sharing rather than individual achievement and competition ▪ All speak English and are taught English in school, but most speak Deitsch and various dialects (Pennsylvania German) at home ▪ Healthcare providers by definition are outsiders Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Majority of men work on farms or in carpentry ▪ If women work outside the home, they work in restaurants, sewing, and teach in their schools ▪ If they work far away from home, prefer to live with another Amish family. ▪ Shared finances are the norm. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ A few have telephones, including cell phones for business but do not let it ring in the house. ▪ Some are using communally shared computers because of the necessity of ordering online instead of mail order catalogues. ▪ A few may drive cars but only out of necessity for work and never on the Sabbath. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Some illnesses and symptom expression do not have direct translations into English ▪ Highly contexted culture ▪ What is common knowledge regarding health matters to most are not to the Amish due to no TV, major newspapers, etc. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ New communities are being formed in the United States due to lack of land in immediate community ▪ New communities in Kentucky, Tennessee, and Belize, Central America Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Demut—humility and demureness ▪ Gelassenheit—quiet acceptance, reassurance, and resignation ▪ Temporality is grounded into present time and guided by natural rhythms ▪ Seek health care from afar when needed Transcultural Health Care: A Culturally Competent Approach, 4th Edition Myths ▪ They do ride in cars and may even own a car out of necessity but severe restrictions as to when and where it can be driven. ▪ Do use the telephone but do not have them in the home. May be located in a neighborhood grocery or deli. ▪ Kerosene refrigerators and gas hot water heaters—no electricity—generators instead Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Man is head of the family. ▪ Women are accorded high respect and status. In private they are partners, in public, women assume a retiring role. ▪ Freindschaft—three-generation families. Grandparents live in separate house or separate quarters of the home. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Alternative Lifestyles ▪ Singleness is not stigmatized ▪ Same-sex couple may live together out of necessity when away from home. ▪ Pregnancy before marriage is rare, couple encouraged to marry, or the child can be adopted. Abortion is unacceptable. ▪ Gays/Lesbians remain closeted and can cause concern for healthcare provider. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Genetic Diseases ▪ ▪ ▪ ▪ ▪ ▪ ▪ High rates because of a closed gene pool Ellis-van Creveld Syndrome Cartilage hair hypoplasia Pyruvate kinase anemia Hemophilia B Phenylketonuria Glucaric aciduria Transcultural Health Care: A Culturally Competent Approach, 4th Edition Genetic Diseases Continued ▪ Manic-depressive illness ▪ Bipolar effective disorders are higher than general population ▪ Low rates of alcoholism, drug/alcohol abuse Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ ▪ ▪ ▪ Mostly home-grown foods Local storage lockers Increasing trend for junk/snack food Diet is high in fat and carbohydrates leading to obesity, especially in women. ▪ Food has a significant social meaning during visiting. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices ▪ Children are a gift from God and large families are an asset usually ▪ Start families early to mid to late 20s ▪ Have lay-midwives but use allopathic practitioners if necessary ▪ Some women are interested in birth control—as are men, but rarely talked about Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ Will attend live prenatal classes ▪ May use herbs, blue cohosh pills to enhance labor ▪ Grandmothers provide much assistance ▪ Older children help care for younger children Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Exceptionally rare to be in a long-term care facility ▪ If at all possible, prefer to die at home ▪ If family member is caring for the ill at home, neighbors may do the cooking and farm chores ▪ Do use visiting nurses and therapists when needed Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Visiting during illness and after death is an obligation ▪ Neighbors take care of family and friends coming from afar ▪ “Wakelike” sitting up all night is not uncommon ▪ Plain wooden coffin for burial Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Burial in home cemetery or in community church cemetery ▪ Death is a normal transition of life ▪ May present as stoic—although loss is keenly felt Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ No regional or national church ▪ Districts divided into 30 to 50 families or 200 to 300 people ▪ All religious leaders are male, volunteered, and untrained ▪ National committee may be used for some decisions affecting other communities Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Corporate worship is the norm with faith-related behavior, not individual wishes. ▪ Salvation is ultimately individual. ▪ If engaged in sinful activity, can rejoin the church after proper penitence. ▪ Church officials may be sought in healthcare matters. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ Healthcare decisions are ultimately an individual matter ▪ Want to have a decision in healthcare matters— just ask me/us ▪ Health promotion is a family/individual affair Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Healthcare knowledge is passed among and between families by the women ▪ No health insurance but communities share and have the Amish Aid Society ▪ Some places give a discount because of cash payment ▪ Cost of procedures may be a deciding factor to have the procedure done Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ ▪ ▪ ▪ Herbal treatments Self-medication Abwaarde—minister by being present Achtgewwe—helping others and is many times gender- and age-related Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Brauche or sympathy curing, laying on of warm hands, or powwowing and is similar to Native American practices ▪ Abnemme—failure to thrive and child is taken to a healer who may perform incantations ▪ Aagwachse or livergrown, grown together caused by jostling buggy rides Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Usually stoical with pain and physical discomfort ▪ “Physically or mentally different” are fully accepted into the community without stigma. ▪ Time off for illness is acceptable. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Braucher or traditional healer first and may be men or women ▪ Use reflexology and massage as well as herbal therapies ▪ Western healthcare practitioners, nurses, physicians, dentists are outsiders, but use them when needed and trusted Transcultural Health Care: A Culturally Competent Approach, 4th Edition African Americans Larry Purnell, PhD, RN, FAAN Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition African American ▪ Second largest “minority” group in the United States. ▪ Negro, black, Black American, person of color, and colored: Depends on the individual. ▪ African American does not necessarily mean you have black skin—it is a term to denote that the person has pride in both the African and American heritage Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition African American ▪ Much diversity among this group in terms of the variant cultural characteristics. ▪ Half live in the Southern United States with large numbers living in large cities in the North. ▪ Most came to the United States involuntarily with the slave trade from Africa. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Education and Occupation ▪ Great inequities in educational opportunities in the past, and this still continues in some areas of the United States with inferior schools and lack of economic and human resources. ▪ High drop-out rates from school due to pregnancy, socioeconomics, and family responsibilities. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Education and Occupation Continued ▪ Less well represented in managerial and professional occupations. ▪ High employment in “blue collar” positions and factories increase risks for cancer and poorer health status—steel and tire industries and other hazardous occupations. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Black English dialect where the “th” is pronounced like “de” = dese for these. ▪ Gullah, a Creole language spoken by African Americans who come from the Georgia Coast and South Carolina. A dialect originating from Africa and is really a combination of two other languages. ▪ Spoken in other places in the world. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Highly verbal and expressive with family and trusted friends. ▪ Do not air your dirty laundry. ▪ Dynamic loud speech pattern may be perceived as aggression or anger. ▪ Touch easily among family and trusted friends. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Expressive nonverbal communications. ▪ Comfortable with close physical distance between conversants. ▪ Direct eye contact can be seen as aggression, especially by elders and lower socioeconomic persons—can be a way of protection, especially in times past. ▪ Culture of “being in becoming” and relaxed with time and have a linear sense of time and are polychronic. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ ▪ ▪ ▪ More formal with names in the beginning. Use appropriate titles. Family name is highly respected. People respected by community may be called aunt, uncle, cousin, mother, etc. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family ▪ Traditionally matriarchal out of necessity during times of slavery. Now more egalitarian but great variation. ▪ Single parenting creates more matriarchal families. ▪ Gender roles are easily inter-changeable. ▪ Cooperative teamwork is valued and the “norm”. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Value self-reliance and education. ▪ Families try to protect their children from street violence, but society prevails during teen years and attempts may be seen as futile. ▪ Employment at an early age is encouraged to develop self-survival and self-reliance skills—also help with chores. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Many see the future as having limited opportunities if from the lower educational and socioeconomic levels. ▪ Value the Afrocentric Framework—although some do not know them by name. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Afrocentric Framework Nguzo Sabo ▪ ▪ ▪ ▪ ▪ ▪ ▪ Umojo—unity Kujichagula—self-determination Ujimaa—cooperative economics Ujima—collective work and responsibility Kuumba—creativity Nia—purpose Imani—faith Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Elders, especially grandmothers, are respected. ▪ Not uncommon for grandparents to assist with and/or raise grandchildren. ▪ Extended family is important and cousins and nephews, etc. are considered nuclear family—so are “non-blood relatives”. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Minimal to no stigma for single parenting. ▪ High HIV and AIDS occurrence due to IV drug use and sexual activity. ▪ Lesbians and gays accepted but not talked about for fear of increased stigma and rejection. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology ▪ Different assessment techniques required to detect cyanosis, pallor, rashes, and jaundice. ▪ Overgrowth of connective tissue leading to keloids. ▪ Long bones are longer, bone density is greater than that of Asians, Hispanics, and European-Americans. ▪ Greater incidence of birthmarks. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ Leading cause of death among males is homicide. ▪ Violence in inner city neighborhoods. ▪ High morbidity and mortality due to hypertension —renin-angiotensin syndrome. ▪ Cirrhosis and diabetes rates are also high. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ ▪ ▪ ▪ ▪ Sickle cell anemia Glucose-6-phosphate-dehydrogenase deficiency Lactose deficiency Prostate cancer due to enzyme level detection Colon tumors are deeper within the colon Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ ▪ ▪ ▪ ▪ ▪ Less responsive to beta-blockers More responsive to monotherapy Less responsive to mydriatic dilation High frequency for psychosis and low frequency for depression Higher doses of neuroleptics Higher incidence of side effects for psychotropics and tricyclics Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ Symbol for health and wealth ▪ Accept food; otherwise you reject the person ▪ Food considered important for controlling high blood and low blood ▪ Soul food is high in fat and sodium with fatback used frequently Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ ▪ ▪ ▪ ▪ Children introduced to solid food early Milk, vegetables, and meat are strength foods Diet frequently low in Vitamins A and C and iron High-carbohydrate diet leads to obesity Overweight is seen as positive Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices ▪ Oral contraceptives is the most common method of birth control ▪ Mother and grandmother are the primary advisors for pregnancy and childbearing practices ▪ Consume your craving during pregnancy or the baby will be marked Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ Geophagia, eating non food substances, can lead to iron and potassium deficiency ▪ A few believe that a pregnant woman should not have her picture taken because it will capture the baby’s soul ▪ Do not take pictures while pregnant because it can cause a stillbirth Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ After delivery avoid cold air and get plenty of rest ▪ Umbilicus may be wrapped or have a coin placed on it to prevent protruding outward— for some it is a means of protection from evil. Practice is rare but still occurs among some. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Death does not end the connection between people, can communicate with the dead person’s spirit ▪ Some believe in voodoo death in that death or illness can come to a person through supernatural forces ▪ Voodoo is also known as root work, mojo, spell, fix, or black magic Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Body must be kept intact after death—I came into this world with all of my body parts and I intend to leave this world with all of my body parts ▪ Falling out due to extreme emotional response. However the person can still hear and understand ▪ Express grief openly and publicly with eulogies at funerals is common Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ The Black Church is the Black Community ▪ Religion is taken seriously; expect to receive a message in church ▪ Group singing and public testimonials ▪ Most are Baptist or Methodist although they belong to all religious groups including Nation of Islam and Seventh Day Adventist Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Use prayer for all situations ▪ Many believe in laying on of hands while praying—power of being able to heal ▪ May speak in tongues ▪ Inner strength comes from faith in God—it is “God’s Will” —fatalism Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Health-Seeking Behaviors ▪ The world is a very hostile and dangerous place to live ▪ The individual is open to attack from external forces ▪ The individual is considered to be a helpless person who has no internal resources to combat such an attack and therefore needs outside assistance Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ May be suspicious of outsider healthcare professionals and therefore see a physician or nurse only when absolutely necessary ▪ Natural and unnatural illnesses ▪ May receive care from a “root doctor” simultaneously with biomedical practitioners Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Have a tendency to take medicine on an “asneeded” basis ▪ Barriers to health care include affordability, accessibility, acceptability, adaptability, and past discrimination ▪ Some believe “no pain, no illness” ▪ Able to enter the sick role with ease Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Illness brings the family together ▪ Low rates of organ donation due to lack of information, racism, religion, distrust, and fear of organ being taken prematurely ▪ Blood transfusion acceptable unless religion forbids it Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Folk practitioners can be grandmothers, respected women or elders in the community, church leaders, root doctors, or voodoo priests and priestesses, who remove hexes ▪ Some may prefer a care provider of the same gender Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners Continued ▪ Folk practitioners are held in high esteem and used by all socioeconomic levels of African Americans ▪ Prefer Western healthcare providers who are known to the family or community ▪ Must establish trust to be effective in return visits Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company
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NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

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NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

 

Week 10: Psychotherapy With Personality Disorders

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have maladaptive patterns of personality traits. Even when clients acknowledge that their personality issues are at the heart of their interpersonal problems, they often find it difficult to change. As a PMHNP, how do you overcome this challenge and effectively counsel these clients?

This week, you examine psychotherapeutic approaches for treating clients with personality disorders. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

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NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment Learning Objectives

Students will:

  • Recommend therapeutic approaches for treating clients with personality disorders
  • Recommend strategies to support the therapeutic relationship in individual, family, and group modalities of therapy

Learning Resources

Required Readings (click to expand/reduce) 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.)

  • For reference as needed

Paris, J. (2015). Psychotherapies. In A concise guide to personality disorders (pp. 119–135). American Psychological Association.

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

  • Chapter 18, “Dialectical Behavior Therapy for Complex Trauma”
Required Media (click to expand/reduce) 

Symptom Media. (2020). Antisocial personality disorder ASPD online CNE CEU courses for nurses [Video]. YouTube. https://www.youtube.com/watch?v=ewBFri65Quw

Symptom Media. (2020). Histrionic disorder NP mental health continuing education [Video]. YouTube. https://www.youtube.com/watch?v=GJVRGofeV-w

Symptom Media. (2020). Narcissistic personality disorder online LPN CE credit CEU unit classes [Video]. YouTube. https://www.youtube.com/watch?v=knfVjj3P9es

Assignment: Therapy for Clients With Personality Disorders

Individuals with personality disorders often find it difficult to overcome the enduring patterns of thought and behavior that they have thus far experienced and functioned with in daily life. Even when patients are aware that personality-related issues are causing significant distress and functional impairment and are open to counseling, treatment can be challenging for both the patient and the therapist. For this Assignment, you examine specific personality disorders and consider therapeutic approaches you might use with clients. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

Photo Credit: Getty Images/Blend Images

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.
  • Select one of the personality disorders from the DSM-5 (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.

The Assignment:

Succinctly, in 1–2 pages, address the following:

  • Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.
  • Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
  • Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

By Day 7

Submit your Assignment. Also attach and submit PDFs of the sources you used.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To Participate in this Assignment:

Week 10 Assignment

Rubric Detail – NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

 

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6645_Week10_Assignment_Rubric

Excellent 

90%–100%

 Good 

80%–89%

 Fair 

70%–79%

 Poor 

0%–69%
Succinctly, in 1–2 pages, address the following: • Briefly describe the personality disorder you selected, including the DSM-5 diagnostic criteria.
14 (14%) – 15 (15%)
The response includes an accurate and concise description of the personality disorder, including the DSM-5 diagnostic criteria.
12 (12%) – 13 (13%)
The response includes an accurate description of the personality disorder, including the DSM-5 diagnostic criteria.
11 (11%) – 11 (11%)
The response includes a somewhat vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria.
0 (0%) – 10 (10%)
The response includes a vague or inaccurate description of the personality disorder, including the DSM-5 diagnostic criteria.
• Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
23 (23%) – 25 (25%)

The response includes an accurate and concise explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes a concise explanation of why the approach and modality were selected, with strong justification for why they are appropriate for the disorder. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
20 (20%) – 22 (22%)

The response includes an accurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes an explanation of why the approach and modality were selected, with adequate justification for why they are appropriate for the disorder.
18 (18%) – 19 (19%)

The response includes a somewhat vague or inaccurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder.

The response includes a vague or inaccurate explanation of why the approach and modality were selected, with a somewhat vague or inaccurate justification for why they are appropriate for the disorder.
0 (0%) – 17 (17%)

The response includes a vague or inaccurate explanation of a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. Or, response is missing.

The response includes a vague or inaccurate explanation of why the approach and modality were selected, with poor justification for why they are appropriate for the disorder. Or, response is missing.
• Briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.
27 (27%) – 30 (30%)

The response includes an accurate and concise explanation of the therapeutic relationship in psychiatry.

The response clearly and concisely explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
24 (24%) – 26 (26%)

The response includes an accurate explanation of the therapeutic relationship in psychiatry.

The response adequately explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
21 (21%) – 23 (23%)

The response includes a somewhat vague or incomplete explanation of the therapeutic relationship in psychiatry.

The response provides a somewhat vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.
0 (0%) – 20 (20%)

The response includes a vague and inaccurate explanation of the therapeutic relationship in psychiatry. Or, response is missing.

The response provides a vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Or, response is missing.
·   Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached.
14 (14%) – 15 (15%)
The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.
12 (12%) – 13 (13%)
The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.
11 (11%) – 11 (11%)
The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.
0 (0%) – 10 (10%)
The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains 1 or 2 grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains 1 or 2 APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. NRNP 6645 Week 10 Psychotherapy With Personality Disorders Assignment

African American and Amish heritage in USA

/in /by

African American and Amish heritage in USA

Transcultural Health Care: A Culturally Competent Approach, 4th Edition Amish Larry Purnell, PhD, RN, FAAN

ORDER A PLAGIARISM FREE PAPER NOW

Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Came to the United States in 1693 for the same reason many other groups came to America—persecution and to practice their lifestyle as they so chose. ▪ No reference group in other parts of the world. ▪ Adapt to dominant society slowly and selectively Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Mutuality and sharing rather than individual achievement and competition ▪ All speak English and are taught English in school, but most speak Deitsch and various dialects (Pennsylvania German) at home ▪ Healthcare providers by definition are outsiders Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Majority of men work on farms or in carpentry ▪ If women work outside the home, they work in restaurants, sewing, and teach in their schools ▪ If they work far away from home, prefer to live with another Amish family. ▪ Shared finances are the norm. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ A few have telephones, including cell phones for business but do not let it ring in the house. ▪ Some are using communally shared computers because of the necessity of ordering online instead of mail order catalogues. ▪ A few may drive cars but only out of necessity for work and never on the Sabbath. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Some illnesses and symptom expression do not have direct translations into English ▪ Highly contexted culture ▪ What is common knowledge regarding health matters to most are not to the Amish due to no TV, major newspapers, etc. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ New communities are being formed in the United States due to lack of land in immediate community ▪ New communities in Kentucky, Tennessee, and Belize, Central America Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Demut—humility and demureness ▪ Gelassenheit—quiet acceptance, reassurance, and resignation ▪ Temporality is grounded into present time and guided by natural rhythms ▪ Seek health care from afar when needed Transcultural Health Care: A Culturally Competent Approach, 4th Edition Myths ▪ They do ride in cars and may even own a car out of necessity but severe restrictions as to when and where it can be driven. ▪ Do use the telephone but do not have them in the home. May be located in a neighborhood grocery or deli. ▪ Kerosene refrigerators and gas hot water heaters—no electricity—generators instead Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Man is head of the family. ▪ Women are accorded high respect and status. In private they are partners, in public, women assume a retiring role. ▪ Freindschaft—three-generation families. Grandparents live in separate house or separate quarters of the home. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Alternative Lifestyles ▪ Singleness is not stigmatized ▪ Same-sex couple may live together out of necessity when away from home. ▪ Pregnancy before marriage is rare, couple encouraged to marry, or the child can be adopted. Abortion is unacceptable. ▪ Gays/Lesbians remain closeted and can cause concern for healthcare provider. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Genetic Diseases ▪ ▪ ▪ ▪ ▪ ▪ ▪ High rates because of a closed gene pool Ellis-van Creveld Syndrome Cartilage hair hypoplasia Pyruvate kinase anemia Hemophilia B Phenylketonuria Glucaric aciduria Transcultural Health Care: A Culturally Competent Approach, 4th Edition Genetic Diseases Continued ▪ Manic-depressive illness ▪ Bipolar effective disorders are higher than general population ▪ Low rates of alcoholism, drug/alcohol abuse Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ ▪ ▪ ▪ Mostly home-grown foods Local storage lockers Increasing trend for junk/snack food Diet is high in fat and carbohydrates leading to obesity, especially in women. ▪ Food has a significant social meaning during visiting. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices ▪ Children are a gift from God and large families are an asset usually ▪ Start families early to mid to late 20s ▪ Have lay-midwives but use allopathic practitioners if necessary ▪ Some women are interested in birth control—as are men, but rarely talked about Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ Will attend live prenatal classes ▪ May use herbs, blue cohosh pills to enhance labor ▪ Grandmothers provide much assistance ▪ Older children help care for younger children Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Exceptionally rare to be in a long-term care facility ▪ If at all possible, prefer to die at home ▪ If family member is caring for the ill at home, neighbors may do the cooking and farm chores ▪ Do use visiting nurses and therapists when needed Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Visiting during illness and after death is an obligation ▪ Neighbors take care of family and friends coming from afar ▪ “Wakelike” sitting up all night is not uncommon ▪ Plain wooden coffin for burial Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Burial in home cemetery or in community church cemetery ▪ Death is a normal transition of life ▪ May present as stoic—although loss is keenly felt Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ No regional or national church ▪ Districts divided into 30 to 50 families or 200 to 300 people ▪ All religious leaders are male, volunteered, and untrained ▪ National committee may be used for some decisions affecting other communities Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Corporate worship is the norm with faith-related behavior, not individual wishes. ▪ Salvation is ultimately individual. ▪ If engaged in sinful activity, can rejoin the church after proper penitence. ▪ Church officials may be sought in healthcare matters. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ Healthcare decisions are ultimately an individual matter ▪ Want to have a decision in healthcare matters— just ask me/us ▪ Health promotion is a family/individual affair Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Healthcare knowledge is passed among and between families by the women ▪ No health insurance but communities share and have the Amish Aid Society ▪ Some places give a discount because of cash payment ▪ Cost of procedures may be a deciding factor to have the procedure done Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ ▪ ▪ ▪ Herbal treatments Self-medication Abwaarde—minister by being present Achtgewwe—helping others and is many times gender- and age-related Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Brauche or sympathy curing, laying on of warm hands, or powwowing and is similar to Native American practices ▪ Abnemme—failure to thrive and child is taken to a healer who may perform incantations ▪ Aagwachse or livergrown, grown together caused by jostling buggy rides Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Usually stoical with pain and physical discomfort ▪ “Physically or mentally different” are fully accepted into the community without stigma. ▪ Time off for illness is acceptable. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Braucher or traditional healer first and may be men or women ▪ Use reflexology and massage as well as herbal therapies ▪ Western healthcare practitioners, nurses, physicians, dentists are outsiders, but use them when needed and trusted Transcultural Health Care: A Culturally Competent Approach, 4th Edition African Americans Larry Purnell, PhD, RN, FAAN Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition African American ▪ Second largest “minority” group in the United States. ▪ Negro, black, Black American, person of color, and colored: Depends on the individual. ▪ African American does not necessarily mean you have black skin—it is a term to denote that the person has pride in both the African and American heritage Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition African American ▪ Much diversity among this group in terms of the variant cultural characteristics. ▪ Half live in the Southern United States with large numbers living in large cities in the North. ▪ Most came to the United States involuntarily with the slave trade from Africa. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Education and Occupation ▪ Great inequities in educational opportunities in the past, and this still continues in some areas of the United States with inferior schools and lack of economic and human resources. ▪ High drop-out rates from school due to pregnancy, socioeconomics, and family responsibilities. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Education and Occupation Continued ▪ Less well represented in managerial and professional occupations. ▪ High employment in “blue collar” positions and factories increase risks for cancer and poorer health status—steel and tire industries and other hazardous occupations. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Black English dialect where the “th” is pronounced like “de” = dese for these. ▪ Gullah, a Creole language spoken by African Americans who come from the Georgia Coast and South Carolina. A dialect originating from Africa and is really a combination of two other languages. ▪ Spoken in other places in the world. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Highly verbal and expressive with family and trusted friends. ▪ Do not air your dirty laundry. ▪ Dynamic loud speech pattern may be perceived as aggression or anger. ▪ Touch easily among family and trusted friends. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Expressive nonverbal communications. ▪ Comfortable with close physical distance between conversants. ▪ Direct eye contact can be seen as aggression, especially by elders and lower socioeconomic persons—can be a way of protection, especially in times past. ▪ Culture of “being in becoming” and relaxed with time and have a linear sense of time and are polychronic. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ ▪ ▪ ▪ More formal with names in the beginning. Use appropriate titles. Family name is highly respected. People respected by community may be called aunt, uncle, cousin, mother, etc. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family ▪ Traditionally matriarchal out of necessity during times of slavery. Now more egalitarian but great variation. ▪ Single parenting creates more matriarchal families. ▪ Gender roles are easily inter-changeable. ▪ Cooperative teamwork is valued and the “norm”. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Value self-reliance and education. ▪ Families try to protect their children from street violence, but society prevails during teen years and attempts may be seen as futile. ▪ Employment at an early age is encouraged to develop self-survival and self-reliance skills—also help with chores. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Many see the future as having limited opportunities if from the lower educational and socioeconomic levels. ▪ Value the Afrocentric Framework—although some do not know them by name. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Afrocentric Framework Nguzo Sabo ▪ ▪ ▪ ▪ ▪ ▪ ▪ Umojo—unity Kujichagula—self-determination Ujimaa—cooperative economics Ujima—collective work and responsibility Kuumba—creativity Nia—purpose Imani—faith Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Elders, especially grandmothers, are respected. ▪ Not uncommon for grandparents to assist with and/or raise grandchildren. ▪ Extended family is important and cousins and nephews, etc. are considered nuclear family—so are “non-blood relatives”. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Continued ▪ Minimal to no stigma for single parenting. ▪ High HIV and AIDS occurrence due to IV drug use and sexual activity. ▪ Lesbians and gays accepted but not talked about for fear of increased stigma and rejection. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology ▪ Different assessment techniques required to detect cyanosis, pallor, rashes, and jaundice. ▪ Overgrowth of connective tissue leading to keloids. ▪ Long bones are longer, bone density is greater than that of Asians, Hispanics, and European-Americans. ▪ Greater incidence of birthmarks. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ Leading cause of death among males is homicide. ▪ Violence in inner city neighborhoods. ▪ High morbidity and mortality due to hypertension —renin-angiotensin syndrome. ▪ Cirrhosis and diabetes rates are also high. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ ▪ ▪ ▪ ▪ Sickle cell anemia Glucose-6-phosphate-dehydrogenase deficiency Lactose deficiency Prostate cancer due to enzyme level detection Colon tumors are deeper within the colon Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ ▪ ▪ ▪ ▪ ▪ Less responsive to beta-blockers More responsive to monotherapy Less responsive to mydriatic dilation High frequency for psychosis and low frequency for depression Higher doses of neuroleptics Higher incidence of side effects for psychotropics and tricyclics Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ Symbol for health and wealth ▪ Accept food; otherwise you reject the person ▪ Food considered important for controlling high blood and low blood ▪ Soul food is high in fat and sodium with fatback used frequently Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ ▪ ▪ ▪ ▪ Children introduced to solid food early Milk, vegetables, and meat are strength foods Diet frequently low in Vitamins A and C and iron High-carbohydrate diet leads to obesity Overweight is seen as positive Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices ▪ Oral contraceptives is the most common method of birth control ▪ Mother and grandmother are the primary advisors for pregnancy and childbearing practices ▪ Consume your craving during pregnancy or the baby will be marked Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ Geophagia, eating non food substances, can lead to iron and potassium deficiency ▪ A few believe that a pregnant woman should not have her picture taken because it will capture the baby’s soul ▪ Do not take pictures while pregnant because it can cause a stillbirth Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Practices Continued ▪ After delivery avoid cold air and get plenty of rest ▪ Umbilicus may be wrapped or have a coin placed on it to prevent protruding outward— for some it is a means of protection from evil. Practice is rare but still occurs among some. Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Death does not end the connection between people, can communicate with the dead person’s spirit ▪ Some believe in voodoo death in that death or illness can come to a person through supernatural forces ▪ Voodoo is also known as root work, mojo, spell, fix, or black magic Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Body must be kept intact after death—I came into this world with all of my body parts and I intend to leave this world with all of my body parts ▪ Falling out due to extreme emotional response. However the person can still hear and understand ▪ Express grief openly and publicly with eulogies at funerals is common Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ The Black Church is the Black Community ▪ Religion is taken seriously; expect to receive a message in church ▪ Group singing and public testimonials ▪ Most are Baptist or Methodist although they belong to all religious groups including Nation of Islam and Seventh Day Adventist Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Use prayer for all situations ▪ Many believe in laying on of hands while praying—power of being able to heal ▪ May speak in tongues ▪ Inner strength comes from faith in God—it is “God’s Will” —fatalism Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Health-Seeking Behaviors ▪ The world is a very hostile and dangerous place to live ▪ The individual is open to attack from external forces ▪ The individual is considered to be a helpless person who has no internal resources to combat such an attack and therefore needs outside assistance Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ May be suspicious of outsider healthcare professionals and therefore see a physician or nurse only when absolutely necessary ▪ Natural and unnatural illnesses ▪ May receive care from a “root doctor” simultaneously with biomedical practitioners Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Have a tendency to take medicine on an “asneeded” basis ▪ Barriers to health care include affordability, accessibility, acceptability, adaptability, and past discrimination ▪ Some believe “no pain, no illness” ▪ Able to enter the sick role with ease Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Illness brings the family together ▪ Low rates of organ donation due to lack of information, racism, religion, distrust, and fear of organ being taken prematurely ▪ Blood transfusion acceptable unless religion forbids it Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Folk practitioners can be grandmothers, respected women or elders in the community, church leaders, root doctors, or voodoo priests and priestesses, who remove hexes ▪ Some may prefer a care provider of the same gender Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners Continued ▪ Folk practitioners are held in high esteem and used by all socioeconomic levels of African Americans ▪ Prefer Western healthcare providers who are known to the family or community ▪ Must establish trust to be effective in return visits Copyright © © 2008 2013 F.A. Davis Company Copyright F.A. Davis Company
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African American and Amish heritage

/in /by

African American and Amish heritage

1. Discuss the cultural development of the African American and Amish heritage in the United States.

2. What are the cultural beliefs of the African American and Amish heritage related to health care and how they influence the delivery of evidence-based healthcare?

A minimum of 2 evidence-based references in APA style no older than 5 years is required. A minimum of 500 words (excluding the first and references page) is required. Grammar and spelling will be count when grading the answers.

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NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

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NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

At age 18, Rose rented her first apartment in the city. Although she had a short commute to work, Rose did not enjoy the chaos and noise of the city. Within months, Rose left her apartment in the city for a small, rural cabin in the country. It was then that Rose began to withdraw from family and friends. Generally, she avoided contact with others. Her co-workers noticed random, obscure drawings on scrap paper at her desk. Additionally, her co-workers noticed other strange behaviors. Frequently, Rose would whisper to herself, appear startled when people approached her desk, and stare at the ceiling at various times throughout the day.  NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

For individuals with disorders such as schizophrenia and other psychotic disorders, the development of mental disorder seldom occurs with a singular, defining symptom. Rather, many who experience such disorders show a range of unique symptoms. This range of symptoms may impede an individual’s ability to function in daily life. As a result, clinicians address a patient’s ability or inability to function in life.

This week, you explore psychotic disorders, including schizophrenia. You also explore medication-induced movement disorders and formulate a diagnosis for a patient in a case study. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

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Learning Objectives

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with schizophrenia, other psychotic disorders, and medication-induced movement disorders across the life span

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Learning Resources

Required Readings (click to expand/reduce) 

American  Psychiatric Association. (2013). Medication-induced movement disorders and other adverse effects of medication. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 709–714). Author.

American Psychiatric Association. (2013). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02

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

  • Chapter 7, Schizophrenia Spectrum and Other Psychotic Disorders
  • Chapter 29.2, Medication Induced-Movement Disorders
  • Chapter 31.15, Early-Onset Schizophrenia

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Document: NRNP 6635 Final Study Guide

Required Media (click to expand/reduce) 

Classroom Productions. (Producer). (2016). Schizophrenia and other psychotic disorders [Video]. Walden University.

____________________________________________________________________________ 

00:00:00BEGIN Transcript: 

00:00:00[sil.] 

00:00:15OFF CAMERA Ms. Branning, Mr. Nehring asked suggested you see me. He said your having some issues at work. 

00:00:20MS. BRANNING You could call them that. 

00:00:20OFF CAMERA What kind of difficulty are you having at work? 

00:00:25MS. BRANNING Well Mr. Nehring wants to fire me. 

00:00:30OFF CAMERA Why do you think Mr. Nehring wants to fire you? 

00:00:30MS. BRANNING Because Eric is in love with me. And it’s probably getting in the way. And he wants to fire me. 

00:00:40OFF CAMERA Who is Eric? 

00:00:40MS. BRANNING Eric is my supervisor. 

00:00:45OFF CAMERA Are the two of you in a relationship? 

00:00:45MS. BRANNING No! Eric has his own girlfriend, I have my own boyfriend. But Mr. Nehring got it in his head that this is my fault. And they’ve been ganging up against me. 

00:01:00OFF CAMERA What happened to make you feel this way? 

00:01:00MS. BRANNING Eric is lustful for me. Lust. Lustful. 

00:01:10OFF CAMERA Well has Eric done anything inappropriate? 

00:01:10MS. BRANNING No, he doesn’t have to. 

00:01:15OFF CAMERA What do you mean? NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

00:01:15MS. BRANNING Well, he has this way of walking toward me and he gives me the easiest assignments to do and he asks me to voice my opinion a lot in our weekly meetings. And I’m beautiful. I mean, not to be boastful or anything but I’m a strong woman. And people are attracted to that. And others, like Mr. Nehring feel threatened by it. He probably feels I could replace him in a couple years. And I could. 

00:01:45OFF CAMERA But there have been no instances of sexual harassment. 

00:01:50MS. BRANNING No. And now they want to fire me, and it’s probably because they don’t want me to get in the way of their day. I’m probably a distraction or something. 

00:02:00OFF CAMERA According to Mr. Nehring you haven’t made a sale in three weeks. 

00:02:05MS. BRANNING Oh, it’s been a slow time period. I guess it wouldn’t be bad thing if they fired me. I mean after all of this, all the bad it’s done for my health. You know I should really sue for discrimination, you know the stress and the health problems. 

00:02:25OFF CAMERA You’ve been having health problems? 

00:02:25MS. BRANNING Yes. Yes. It keeps getting worse. 

00:02:30OFF CAMERA Can you describe it for me? 

00:02:30MS. BRANNING Well you know there’s this pain in my neck, it aches, it spreads to my back, I think there’s a lump, right here. I’m really worried. 

00:02:55OFF CAMERA And what do you feel is the cause? 

00:02:55MS. BRANNING I told you, pain, suffering, broken heart. I think it’s cancer. 

00:03:05OFF CAMERA Have you been seen by a doctor? 

00:03:10MS. BRANNING No. But it’s probably cancer. And it’s slowly killing me. And it’s all because of them. And Eric’s obsession with me. 

00:03:20OFF CAMERA Ms Branning, I don’t think you have to worry, a broken heart can’t cause cancer. 

00:03:25MS. BRANNING You never know until it happens. 

00:03:30[sil.] 

00:03:30END Transcript 

MedEasy. (2017). Psychotic disorders | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=BdB6MgWAP1k

Video Case Selections for Assignment (click to expand/reduce) 

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

Symptom Media. (Producer). (2016). Training title 9 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-9

Symptom Media. (Producer). (2016). Training title 24 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-24

Symptom Media. (Producer). (2016). Training title 29 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-29

Symptom Media. (Producer). (2018). Training title 134 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-134

Document: Case History Reports

Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Photo Credit: [Hero Images]/[Hero Images]/Getty Images

Psychotic disorders and schizophrenia are some of the most complicated and challenging diagnoses in the DSM. The symptoms of psychotic disorders may appear quite vivid in some patients; with others, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms, such as neurocognitive impairments, social problems, and illusions may exist in patients with schizophrenia but are also contributing symptoms for other psychotic disorders. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

For this Assignment, you will analyze a case study related to schizophrenia, another psychotic disorder, or a medication-induced movement disorder.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

 

By Day 7 of Week 7

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

Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
  • 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.).

Submission and Grading Information – NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment

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

  • Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 7 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 7

To participate in this Assignment:

Week 7 Assignment

NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week7_Assignment_Rubric

Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. 

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%)
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 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.
23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
20 (20%) – 22 (22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.
18 (18%) – 19 (19%)

The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.
0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking.
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. NRNP 6635 Week 7 Medication-Induced Movement Disorders Assignment