Evolution of the Hospital Industry: A Comparative Analysis Assignment

Instructions

Write a 2–3 page paper about the similarities and differences in hospital care from the different time periods (1800s, 1960s, and today), as well as the conclusions you drew from your analysis. Include a research table in the appendix of your paper.

Complete the following:

1. Research how the hospital industry has evolved in terms of hospital environment, medical staff education, level of care in hospitals, and payment systems.

1. • You will need to reference a total of three scholarly sources in your paper.
   • Be sure to cite these references within the body of your paper correctly using APA 7^th Edition style citations.
2. Complete the Comparative Analysis Table: Hospital Care Evolution, located in the appendix of the Comparative Analysis Template [DOCX] 
   

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1. • Provide two descriptive changes for each time period under each of the headings.
   • Add bullet points to each cell in the table to document the descriptive changes that you have found for each topic.
   • Document the source where you found the information for each cell in the table, using APA-style citations.

1. Write an introduction to the paper using the Comparative Analysis Template [DOCX].

1. • Include a brief explanation of the purpose of the paper and main ideas.
   • Reference significant trends that you noticed as appropriate.
   • Refer to the Writing Support page on Campus for resources to help you as you write and revise your paper.
2. Write the body of the paper.

1. • Write the Hospital Care Evolution section in the assessment template, using the information from the Comparative Analysis Table you completed. Evolution of the Hospital Industry: A Comparative Analysis Assignment

1. • • Describe your findings about each topic in the different time periods under each subtopic heading.
     • Explain the trends in hospital environment, medical staff education, level of care in hospitals, and the payment systems in a short paragraph (3–4 sentences) for each topic, using the subheadings provided in the assessment template.
     • Cite all references used within the body of your paper using APA-style citations.
   • Write the Comparative Analysis section (1–2 paragraphs) in the assessment template.

1. • • Write a brief summary of your comparisons and analysis about the significance of the key changes from the different time periods.
     • Draw conclusions about how the hospital industry has evolved from the 1800s to the 1960s to today and about the significance of the key milestones from the different time periods.
     • Give specific examples of the impact on the quality of patient care during these time frames.
2. Write a conclusion paragraph where you summarize the main ideas included in the paper.

1. • Explain why it is important to study the history of hospital care for your profession.

Additional Requirements

• Your paper should be 2–3 pages, in addition to the title page, appendix, and reference page.
• Double space your paper, and use Times New Roman, 12-point font, as indicated in the assessment template.
• Use a minimum of three resources.
• Complete all parts of the assessment template, using the headings provided in the template.
• Support all points with credible evidence, in the form of APA citations.
• Include a references page in APA format with appropriate citations.
• Complete the Comparative Analysis Table: Hospital Care Evolution table in the appendix of the assessment template.

 Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Analyze trends in the U.S. health care system from a historical perspective.

• • Compare and contrast the hospital environments of the 1800s, 1960s, and today.
  • Compare and contrast the level of care provided in hospitals of the 1800s, 1960s, and today.
  • Compare and contrast the payment systems in the hospitals of the 1800s, 1960s, and today.
  • Draw conclusions about how the hospital industry has evolved from the 1800s, to the 1960s, to today.
• Competency 3: Analyze the development of medical education in the United States.

• • Compare and contrast the staff education level in hospitals of the 1800s, 1960s, and today.
• Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.

• • Appropriately addresses all components of the assessment prompt, using the assessment description to structure text.
  • Apply APA 7^th Edition formatting to in-text citations and references.

Evolution of the Hospital Industry: A Comparative Analysis Assignment

 

Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

psychiatric evaluation of a patient with major depressive disorder

The psychiatric evaluation of a patient with major depressive disorder is designed to gather the necessary information to assess the client’s condition as well as to begin establishing a therapeutic advanced practice psychiatric mental health nurse-client relationship. The information gathered during this process will allow the advanced practice psychiatric mental health nurse to develop a diagnosis from which a precise treatment plan is prescribed.

Psychiatric Evaluation (AKA Psychiatric History and Physical)

 

IMPORTANT: Notes are to represent realistic patient with * Mayor Depression Disorder*

These Psych Evals will serve to stimulate discussion, questions, and critique by peers and instructors. Psych Evals are to be posted in weeks 3, 7, and 11. A meaningful response is one that demonstrates critical thought. Refer to the Carlat, Zuckerman, and Kaplan & Sadock (Ch. 5) texts for assistance.

 

The evaluation is to be read by the clinical preceptor. Please include additional information in italics, for instance, what you may have done differently than your preceptor, or in addition to what was done.

 

Purpose: The psychiatric evaluation is designed to gather necessary information to assess the client’s condition as well as to begin establishing a therapeutic advanced practice psychiatric mental health nurse – client relationship. The information gathered during this process will allow the advanced practice psychiatric mental health nurse to develop a diagnosis from which a precise treatment plan is prescribed.

 

Format should be in the H & P format outlined below. Grading rubric is also below:

 

H & P FORMAT: (Note: This example is not exhaustive and yours must include additional data such as elaboration of rationale, neurobiology, or other information important for an academic exercise but not necessarily appropriate for a clinical document in practice.)

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DEMOGRAPHIC INFORMATION

 

IDENTIFYING INFORMATION: The patient is a (age, marital, ethnicity, gender) who presents today for a psychiatric eval (reason/referral). Sources of information for this evaluation include pt report, collateral info from.., available old records. The patient was/was not able to give an account of his/her activities/life events/symptoms in a chronological order.

 

SUBJECTIVE DATA (what the patient says to yo)

 

CC:

 

HISTORY OF PRESENT ILLNESS: (SUBJECTIVE).

Should use the OLDCARTS acronym when trying to elicit characteristics of symptoms.

Remember to include pertinent negatives.

HPI MUST contain validation of diagnoses. Include your pertinent review of systems (ROS) here. You do not need to do an exhaustive review, only what is pertinent to the patient’s CC. Frequent symptoms that are reviewed in a psych eval are constitutional, neurological.  Remember that the ROS is SUBJECTIVE. This is not the place for assessment findings ie. Lungs clear, BS present all 4 quad, skin is clear, appears to be responding to internal stimuli, etc… Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

 

PAST PSYCHIATRIC HISTORY:

Be sure to include previous treatment, response to treatment, and explore the seriousness and context of self harm or suicide attempts. Ask about hospitalizations or partial hospitalizations. If they have been diagnosed with psychiatric illness before, ask what type of provider made the diagnosis and why. This helps you understand the patient’s insight and understanding.

Psychotherapy

Hospitalizations

Suicide attempts

 

PREVIOUS PSYCHIATRIC MEDICATIONS:  Question carefully about length of trials, dose, why d/c

 

CURRENT MEDICATIONS:

 

SUBSTANCE USE/ ADDICTIVE BEHAVIORS:  If + is a higher risk for suicide. First use and circumstances surrounding use, consequences of use (social, legal, economic, relational, health), last use, pattern, CAGE- Cut down-Annoy-Guilt-Eyeopener. Detox/Rehab? How do they handle stress? How often is use, how much, what is the most you did in one day? Be wary of denial/minimization. Any withdrawal S&S? Ask specifically about classes of drugs , illicit and/or prescribed (marijuana, ETOH, stimulants like cocaine, meth, or Ritalin, opiates, synthetics, bath salts, designer drugs, and non controlled like gabapentin, Seroquel, or artane), nicotine, or caffeine (also comes in pill form) and route (“have you ever snorted anything? Injected anything? Taken pills that were not prescribed to you or taken your prescription other than as directed?” Routes include insufflation (snorting) IV, oral, sublingual, transdermal, anal, or vaginal).

Inquire about eating, spending, gaming, gambling patterns. May also begin to inquire about sexual habits.

 

FAMILY PSYCHIATRIC HISTORY:

Completed suicides

Good response to meds? If yes, which ones?

Dx by psych or self diagnosed?

 

MEDICAL HISTORY:  Head injury, seizures, EEG, CT scan, review of pertinent labs, Current Medical Problems, chronic illnesses (lupus, fibromyalgia, arthritis, parkinsons, thyroid issues, cardiac disease, HTN, diabetes, cancer) any meds that have caused s&s? New onset of illness that causes stress? Last period, pregnancy test? Eating disorders? Sexual history

Medical Illnesses

History of Med Illness

Surgical history

Allergies

 

PSYCHOSOCIAL:

Ability to work and love. (work=ability to structure daily activities, meet expectations, relate adequately to peers and supervisors, take on level of responsibility. Long term relationship=ability to attend to others needs, control impulses, make a commitment.)

Childhood/developmental history, family of origin, siblings, birth order, relational status, marital status-how long, children, housing situation, education, employment, abuse, religious/spiritual beliefs, legal(consider antisocial or substance abuse if extensive)

 

Born and raised where/by whom/siblings/relationship status

Education/performance

Living situation

Marriage/relationships

Children

Employment

Legal

Abuse

 

ASSETS/STRESSORS:

 

 

OBJECTIVE DATA

 

MENTAL STATUS EXAM: (OBJECTIVE).

Must be in narrative form.

Include all elements and be as descriptive as possible. Please refer to Kaplan and Sadock text, Ch. 5, pgs. 201-205 and the Carlat or Robinson texts.

 

Mental Status Exam Elements- All Borderline Subjects Are Tough Troubled Characters

A- Appearance

Height, build, hair color, style, facial hair, body modifications, facial features, scars, grooming, hygiene, odors, clothing, make-up, impression of general appearance and memorable aspects.

B- Behavior

Attitude

Motor activity

Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

S- Speech

General quality

Fluency

Amount

Rate

Tone

Volume

Prosody

Spontaneity or Latency

A- Affect

Qualities of Affect

Stability

Appropriateness

Range

Intensity

Mood as defined by patient. Usually in quotation marks

T- Thought process

Flow and processing of thought. Examples:

Circumstantiality

Clang associations

Fight of ideas

Perseveration

Thought blocking

 

T- Thought content

Suicidal ideation (SI), Homicidal ideation (HI), Violent ideation (VI). If + comment on intent, plan, and    preparation

Psychotic ideation or perceptual disturbances. Examples:

Delusions or hallucinations

Obsessional thoughts

Compulsions

Ideas of reference

Paranoia (suspiciousness)

Significant themes related to diagnosis

C- Cognitive exam – consider educational attainment when interpreting results.

Alertness

Orientation

Concentration

Memory (long and short term)

Calculation

Fund of knowledge

Abstract reasoning

Insight

Judgment

 

PHYSICAL EXAM: (VS, HT, WT, LABWORK AND OTHER DIAGNOSTICS)

This section will vary in scope dependent on the setting.

 

 

DIFFERENTIAL:

 

DIAGNOSTIC IMPRESSION WITH FORMULATION:

 

RISK ASSESSMENT:

 

RECOMMENDATIONS AND PLAN WITH GOALS AND RATIONALES WITH NEUROBIOLOGY:

 

When providing treatment recommendations, be as holistic and comprehensive as possible. When describing rationales for these recommendations be as specific as possible. It is not sufficient to explain that a treatment is FDA indicated and then to outline the mechanism of action of the drug. Explain why you (or your preceptor) chose a particular drug or treatment in lieu of another. For instance, why escitalopram instead of citalopram or fluoxetine, or sertraline, etc…?

Remember to include all information that was actually done but also include, in italics, other or additional actions you would have taken or things you would have done differently.

Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

 

 

 

Grading Rubric for Psychiatric Evaluations and Psychiatric Case Presentations

Category	Excellent
Demographic Data	5   Includes identifying information including initials, age, gender, ethnicity. Primary source of information and reliability as well as reason for referral and patient understanding of referral are clear.
Subjective Data History of Present Illness (HPI)	20   CC is clear, concise and verbatim from pt. HPI is thorough yet concise and provides a chronological account of symptoms and contextual factors that are sufficiently descriptive (oldcarts) to validate Dx per DSM-5 criteria. All pertinent negatives are included. A longitudinal course of illness is clear. Current psychiatric medications and response are included.
Past Psychiatric History	5 PPH contains all previous treatment including previous Dx, hospitalizations, outpatient treatments, suicide attempts, self-harm, and previous medications with detailed trial and response history. Pertinent negatives are also included.
Substance Use History	5 Complete substance use history is documented. Pertinent negatives are clear evidenced by appropriate pt. responses ie. “denies”. Age of onset, duration, frequency/pattern of use, route of administration, last use, consequences of use. Not limited to illicit substances. Inclusive of addictive behavioral patterns.
Past Medical History and Review of Systems (ROS)	5 Medical history includes previous and current medical problems, surgeries, and allergies. ROS is germane to the presenting psychiatric problems and is free from objective assessment data ie. “lungs clear” “BS present”.
Family History Psychosocial and Developmental History	10 Family Hx includes identified relational status with current or historical psych illness, treatments, responses, suicides, or self-harm. Indication if biologically related. Dev’t Hx includes info regarding family of origin, siblings, birth order, family dynamics, relational patterns and status, educational, employment, abuse, spirituality, legal, military. Dev’t milestones for child & adolescents are included
Objective Data Mental Status Exam Physical Exam (as appropriate) vital signs, height, weight, labs or other relevant diagnostics.	15 MSE contains all elements as outlined in addendum.. Is in narrative form and effectively and vividly describes the patient’s presentation. Concrete examples of all assessment results are included ie. “able to correctly interpret 2/3 simple proverbs” to validate documentation of “abstract thought intact”.
Assessment	10 Differential is pertinent to S&S, formulation contains evidence of critical thought and subject knowledge, and reasonable diagnoses are made per DSM-5. Clearly met criteria for diagnoses tendered are explicit in the HPI description and substantiated with the MSE.
Plan	15 Evidence-based treatment plan is presented with detailed rationales. Level of detail reflects the student’s ability to choose treatments based not only on FDA approval or current evidence but also the nuances and unique characteristics of each. Treatment plan is holistic and comprehensive. There is strong evidence of the student’s synthesis of information and critical thought.
Writing, Support, APA	5   The format is consistent with the example provided in the course. Strong, recent (5-7 years), scholarly, peer- reviewed support of topics. No grammar, spelling, and punctuation errors. Writing mechanics are consistent with formal scholarly work. No errors in APA style based upon the required APA manuals listed on the course syllabi.

 

Rubric Addendum

 

Mental Status Exam Elements- All Borderline Subjects Are Tough Troubled Character

 

• Appearance

 

Height, build, hair color, style, facial hair, body modifications, facial features, scars, grooming, hygiene, odors, clothing, make-up, impression of general appearance and memorable aspects.

 

B- Behavior

 

Attitude

Motor activity

 

S- Speech

 

General quality

Fluency

Amount

Rate

Tone

Volume

Prosody

Spontaneity or Latency

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• Affect

 

Qualities of Affect

Stability

Appropriateness

Range

Intensity

Mood as defined by patient. Usually in quotation marks

 

T- Thought process

 

Flow and processing of thought. Examples:

Circumstantiality

Clang associations

Fight of ideas

Perseveration

Thought blocking

 

T- Thought content

 

Suicidal ideation (SI), Homicidal ideation (HI), Violent ideation (VI). If + comment on intent, plan, and    preparation

Psychotic ideation or perceptual disturbances. Examples: Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

Delusions or hallucinations

Obsessional thoughts

Compulsions

Ideas of reference

Paranoia (suspiciousness)

Significant themes related to diagnosis

 

C-Cognitive exam – consider educational attainment when interpreting results.

 

Alertness

Orientation

Concentration

Memory (long and short term)

Calculation

Fund of knowledge

Abstract reasoning

Insight

Judgment

 

 

 

 

Psychiatric Evaluation Of A Patient With Major Depressive Disorder Assignment

 

Unspecified Conjunctivitis assignment

Soap note about Unspecified Conjunctivitis on a Child of 15 years old

 

(Student Name)

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C

 

Soap Note # ____   Main Diagnosis ______________

 

PATIENT INFORMATION

Name:

Age:

Gender at Birth:

Gender Identity:

Source:

Allergies:

Current Medications:

 

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PMH:

Immunizations:

Preventive Care:

Surgical History:

Family History:

Social History:

Sexual Orientation:

Nutrition History:

 

Subjective Data:

Chief Complaint:

Symptom analysis/HPI:

The patient is …

 

Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )

CONSTITUTIONAL:

NEUROLOGIC:

HEENT:

RESPIRATORY:

CARDIOVASCULAR:

GASTROINTESTINAL:

GENITOURINARY:

MUSCULOSKELETAL:

SKIN:

 

Objective Data:

VITAL SIGNS:

 

GENERAL APPREARANCE:

NEUROLOGIC:

HEENT:

CARDIOVASCULAR:

RESPIRATORY:

GASTROINTESTINAL:

MUSKULOSKELETAL:

INTEGUMENTARY:

 

ASSESSMENT:

(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)

Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)

Main Diagnosis

(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6^th or 7^th Edition. Unspecified Conjunctivitis assignment

Differential diagnosis (minimum 3)

–

–

–

PLAN:

Labs and Diagnostic Test to be ordered (if applicable)

• –
• –

Pharmacological treatment:

–

Non-Pharmacologic treatment:

Education (provide the most relevant ones tailored to your patient)

 

Follow-ups/Referrals

References (in APA Style)

Examples

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

ISBN 978-0-8261-3424-0

Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

(25th ed.). Print (The 5-Minute Consult Series).

 

(Student Name)

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C

 

Soap Note # ____   Main Diagnosis ______________

 

PATIENT INFORMATION

Name:

Age:

Gender at Birth:

Gender Identity:

Source:

Allergies:

Current Medications:

PMH:

Immunizations:

Preventive Care:

Surgical History:

Family History:

Social History:

Sexual Orientation:

Nutrition History:

 

Subjective Data:

Chief Complaint:

Symptom analysis/HPI:

The patient is …

 

Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )

CONSTITUTIONAL:

NEUROLOGIC:

HEENT:

RESPIRATORY:

CARDIOVASCULAR:

GASTROINTESTINAL:

GENITOURINARY:

MUSCULOSKELETAL:

SKIN:

 

Objective Data:

VITAL SIGNS:

 

GENERAL APPREARANCE:

NEUROLOGIC:

HEENT:

CARDIOVASCULAR:

RESPIRATORY:

GASTROINTESTINAL:

MUSKULOSKELETAL:

INTEGUMENTARY:

 

ASSESSMENT:

(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)

Example : “Pt came in to our clinic c/o of ear pain. Pt states that the pain started 3 days ago after swimming. Pt denies discharge etc… on examination I noted this and that etc.)

Main Diagnosis

(Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6^th or 7^th Edition. Differential diagnosis (minimum 3) 

–

–

–

PLAN:

Labs and Diagnostic Test to be ordered (if applicable)

• –
• –

Pharmacological treatment:

–

Non-Pharmacologic treatment:

Education (provide the most relevant ones tailored to your patient)

 

Follow-ups/Referrals

References (in APA Style)

Examples

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

ISBN 978-0-8261-3424-0

Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

(25th ed.). Print (The 5-Minute Consult Series).

Unspecified Conjunctivitis assignment

The Nurse’s Role And Responsibility As Health Educator

Describe The Nurse’s Role And Responsibility As Health Educator. What Strategies, Besides The Use Of Learning Styles, Can A Nurse Educator Consider When Developing Tailored Individual Care Plans, Or For Educational Programs In Health Promotion?

Patient education is a significant responsibility for all nurses. A patient should be educated from the moment of admission to the date of discharge. There are always opportunities for nurses to teach patients and enforce teaching. According to Whitney, the first process of being health educator and teaching is patient assessment (2018). Patient assessment is necessary because each patient has different learning style, education level, values, and belief system. Nurses are also responsible to assess for any barriers in learning. Some of these barriers include culture, health disparities, environment, language, literary, and physiological barriers (Whitney, 2018). Patients need to be educated to make informed decisions, manage their health, prevent illness, and promote health. Nurses collaborate with an interdisciplinary team to develop a teaching plan tailored to a patient. The Nurse’s Role And Responsibility As Health Educator

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Nurse educator may collaborate with an interdisciplinary team to develop a tailored individual care plan. It is important for nurses to find out what is important to their patient and what motivated them to make the teaching more effective (Smith & Zsohar, 2013). This will be different for every patient because each patient has a different motivator and readiness to learn. Nurses should utilize the teach back method to demonstrate effective teaching. When developing educational programs in health promotion it is important for nurses to focus on a specific target group that share the same values and goals. It is important to determine the literacy level and any other barriers to learning. Providing various resources such as video, written, and audio material is essential for teaching and evaluating the patient’s knowledge in teaching. The Nurse’s Role And Responsibility As Health Educator

Behavioral objectives should be utilized in a patient’s care plan when the patient is willing to learn and change. Before a nurse can utilize the behavioral objective, they need to determine the patient’s readiness to change and create on objective for the patient’s stage (Whitney, 2018). There are six stages of change. Nurses play a crucial role in patient education and are key players in improving patient health and wellness.

References

Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a

Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.

Respond to the above student’s posting using 200 to 250 words APA format supporting with one or two references in discussions. The Nurse’s Role And Responsibility As Health Educator

Diagnostic and statistical manual of mental disorders assignment

Learning Resources

Required Readings (click to expand/reduce)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

• 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 To prepare: Diagnostic and statistical manual of mental disorders assignment

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• 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 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.

Submit your Assignment. Also attach and submit PDFs of the sources you used. Diagnostic and statistical manual of mental disorders assignment

 

 

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.	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.	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.
Total Points: 100

Diagnostic and statistical manual of mental disorders assignment