Insomnia sleep/wake disorders Essay

Insomnia sleep/wake disorders Essay

Students will:
Analyze diagnostic criteria for sleep/wake disorders
Analyze evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders
Analyze criteria for referring clients to primary care physicians for treatment of sleep/wake disorders
Compare differential diagnostic features of sleep/wake disorders
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Insomnia sleep/wake disorders Essay.

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To prepare for this Discussion:
By Day 5 of Week 9, your Instructor will have assigned you a sleep/wake disorder, which will be the focus of your original post for this Discussion. Insomnia sleep/wake disorders Essay.
Review the Learning Resources.
By Day 3
Post:
Explain the diagnostic criteria for your assigned sleep/wake disorder.
Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned sleep/wake disorder.
Describe at what point you would refer the client to their primary care physician for an additional referral to a neurologist, pulmonologist, or physician specializing in sleep disorders and explain why.
Support your rationale with references to the Learning Resources or other academic resource. Insomnia sleep/wake disorders Essay.

Diagnostic Criteria for Insomnia

DSM-5 diagnostic criteria for insomnia includes the dissatisfaction with the quality or quantity of sleep characterized by symptoms such as: difficulties in sleep initiation, difficulty in maintaining sleep due to regular awakenings or difficulty going back to sleep after awakenings; as well as waking up early-morning and being unable to go back to sleep (Ellis et al, 2015). In addition, insomnia should cause clinically considerable distress during daytime functioning. Finally, insomnia should occur for a minimum of three nights weekly and should persist for a minimum of three months, in spite of an individual having ample opportunity for sleep (Asnis et al, 2016). Insomnia sleep/wake disorders Essay.

Evidence-based practice guidelines and ethical considerations

Evidence-based practice guidelines and ethical considerations

You will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
Scenario 1:
The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines. Evidence-based practice guidelines and ethical considerations.

Scenario 2:
A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
Scenario 3:
A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.

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Scenario 4:
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Scenario 5:
A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.
Scenario 6:
A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.
Scenario 7:
A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home. Evidence-based practice guidelines and ethical considerations.

To prepare:
• Select one scenarios, and reflect on the material presented.
• What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
• Consider how you would respond as a nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected. Evidence-based practice guidelines and ethical considerations.
To complete:
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as a practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least 3 different references from current evidence based literature. Evidence-based practice guidelines and ethical considerations.

Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay

Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay

Details:

Each student will select one technology application and describe its use within nursing in general or in patient education. Address the significance of the selected technology, attributes of the selected technology (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which the technology application as an educational tool would provide advantages as well as disadvantages. In addition, relate the use of the selected technology application to the appropriate professional standards and competencies. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

This assignment may be completed in one of the following formats (with quantitative criteria) listed below:

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  1. APA-formatted paper (1,000-1,250 words)
  2. PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)
  3. Podcast (10-15 minutes)
  4. Blog or Web page (1,000-1,250 words)
  5. Any other technology application as approved by the instructor
  6. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

Course materials:

  1. Educating Nurses: A Call for Radical Transformation

Benner, P., Sutphen, M., Leonard, V., & Day. L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. ISBN-13: 9780470457962 (Available as print text only)

  1. Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators

Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. ISBN-13: 9781934758380.

3. The Scope of Practice for Academic Nurse Educators 2012 Revision

National League for Nursing Certification Governance Committee. (2012). The scope of practice for academic nurse educators 2012 revision. New York, NY: National League for Nursing. ISBN-13: 9781934758175 (For students interested in academic education). Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

4. Teaching in Nursing: A Guide for Faculty

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13:9780323290548 (Available as print text only)

In addition to course materials, you are required to use a minimum of three current scholarly, peer-reviewed resources (less than 5 years old).

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

You are required to submit this Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay assignment to Turnitin. Please refer to the directions in the Student Success Center.

CHF PICOT ESSAY

CHF PICOT ESSAY

Create an overview of the PROJECT (Please be detailed)
Instruments; What instruments will you use? What evidence or research exists for the instruments? Have they been determined to be valid or reliable? If so, for what groups? If you are using an instrument or tool that has not been well studied, ensure that you provide evidence to justify its use in your project. CHF PICOT Essay.

• Data collection methods: Are there any other points of data that you will be collecting that have not previously been mentioned? The emphasis in this section should be on fully describing specifically what data you will be using in your study. Part of the purpose of doing this is to detect flaws in the plan before they become problems in the project. CHF PICOT Essay.

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• Data analysis plan. Data Analysis Plan: How will you analyze your data? This section should explain in some detail how you will manipulate the data that you assembled to get at the information that you will use to answer your question. When describing statistical tests, ensure that you have specified the appropriate information, such as the significance level and type of confidence interval (one- or two sided). CHF PICOT Essay.

Ø Describe what meaning the output of any statistical tests will help answer and how it relates to your PICOT/clinical problem.

Ø Please Create a substantive paper to develop a solid plan for the project that incorporates deliverable implementation.

PICOT question
PICOT QUESTION: In African American males with CHF, what are the tools needed for the effective management of this condition in the primary care clinics to help improve the overall outcome among?
P= Pt population: African American males with CHF
I= Interventions: Management of CHF among African American males in the US through effective educational and monitoring and evaluation tools in the primary care clinics, CHF PICOT Essay.
C= Comparison: As compared to noneducational and monitoring tools in the management of CHF among African American males in the US in the primary care cl
O Outcome: Decrease in the frequency of adverse events and an improved overall outcome among this population of patients with CHF.
T= Time: Over one-year period. CHF PICOT Essay.

NSG 5003 – Advanced pathophysiology

NSG 5003 – Advanced pathophysiology

kidney infection, infection of the ureter, renal pelvis or renal parenchyma. Clinical manifestations include flank pain, fever, chills, costovertebral tenderness, purelent urine. Associated with severe strep infections, WBC, bacteria, WBC casts present in urine, and flank pain. Most commonly caused by E. Coli infections and strep infections in peds.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Introduction

Nursing 519: Advanced Pathophysiology for Clinical Decision Making is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 519 is a prerequisite course for NURS 518, NURS 522, NURS 524, NURS 526 and NURS 528. NURS 519 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 provides students with an understanding of pathophysiology that will support clinical decision making about diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of three sections. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.  In Part I: An Overview of Pathophysiological Variations, students review cellular biology and the cellular environment and the processes of inflammatory/infectious responses. Students then examine the cellular biology of cancer and cancerous metastases. In Part II: Pathophysiological Variations of Body Systems, students study the pathophysiology of alterations of each body system and apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 is designed as an introduction to the use of pathophysiology to support clinical decision making. The content of NURS 519 is supported by other courses in the Advanced Nursing Practice program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

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Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Goals

After completing this course, students should be able to:

  1. explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;
  2. apply their understanding of pathophysiological processes to support clinical decisions about the diagnosis of common acute and chronic diseases;
  3. Nursing 519: Advanced Pathophysiology for Clinical Decision Making
  4. recognize variations of pathophysiological processes in pediatric and geriatric clients; and
  5. explain factors influencing the incidence and manifestation of diseases in populations.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Materials

NURS 519 comprises online and print-based course materials.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Online Materials

  • Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.
  • Schedule: Outlines the timing of course activities.
  • Units: There are 13 units in this course.
  • Nursing 519: Advanced Pathophysiology for Clinical Decision Making
  • Assessment: Outlines the assignments/evaluation procedures of the course.
  • Reference: Listing of required readings and web sites included in the units.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Print Materials

The textbooks listed below are used in this course.

McCance, K. & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St.Louis: Elsevier Mosby.

Harold J. Bruyere (2009) 100 Case Studies in Pathophysiology. Login Bros. ISBN 978-0-7817-6145-1


Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense.


Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.


Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Outline

NURS 519 consists of 13 units, divided into two sections:

Part I: An Overview of Pathophysiological Variations

  • Unit 1: Cells and Tissues
  • Unit 2: Mechanisms of Self Defense: Immunity and Infection
  • Unit 3: Cellular Proliferations: Cancer

Part II: Pathophysiological Variations of Body Systems

  • Unit 4: The Neurologic System
  • Unit 5: The Endocrine System
  • Unit 6: The Reproductive System
  • Unit 7: The Hematologic System
  • Unit 8: The Cardiovascular and Lymphatic Systems
  • Unit 9: The Pulmonary System
  • Unit 10: Renal and Urologic System
  • Unit 11: The Integumentary System
  • Unit 12: The Digestive System
  • Unit 13: The Musculoskeletal System

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Assessment Structure

The assessment structure for NURS 519 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference 10%
Learning Objective Conference 20%
Exam 1 20%
Exam 2 25%
Exam 3 25%
Total 100%

In order to pass NURS 519, you must achieve a minimum mark of 65% on the short case conference, a minimum mark of 65% on the Learning Objective Conference and a combined mark of 70% on the exams.

Short Case Conference Participation
Value: 10%

Beginning in Unit 3 two students will be assigned cases from Bruyere (2009). Each student will be expected to prepare a brief presentation which addresses assigned learning points. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Learning Objective Conference
Value: 20%

For each unit students are expected to post a minimum of 2 individual posts. Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and original contributions that reflect analysis and synthesis of the material presented

Exams Due Dates: Week 5 (Exam 1), Week 9 (Exam 2) and Week 13 (Exam 3)
Value: Exam 1 is worth 20%, exams 2 and 3 and worth 25% each

These are online exams consisting of multiple choice questions based on content from units 1 through 4 (Exam 1), 5 through 8 (Exam 2) and 9-13 (Exam 3). Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

The exams must be written during the specified time period. Students who do not write the exam during the specified time period will not be allowed to write the exam at a later date and will be awarded a mark of zero on the exam. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing 521 Pharmacotherapeutics for Nurse Prescribers is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.

Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

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Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals

After completing this course, students should be able to:

  1. describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;
  2. demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;
  3. identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;
  4. evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;
  5. evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;
  6. identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
  7. communicate effectively in order to support, educate, coach and counsel clients in regards to their optimal treatment regimen;
  8. appropriately access antimicrobial guidelines to include community therapies;
  9. describe and analyze the impact of health system resource allocation on drug selection and utilization (pharmacoeconomics);
  10. demonstrate safe evidence-based prescriptive practices and implements ways to reduce potential medication mishaps into personal prescribing practices;
  11. integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;
  12. understand professional, ethical and legal considerations and responsibilities when prescribing;
  13. describe the current status of prescriptive authority for nurse practitioners in your province/territory;
  14. recognize polypharmacy and takes appropriate interventions to optimize therapy; and
  15. summarize the role of interdisciplinary consultation in optimizing drug therapy.
  16. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Materials

Online Materials

  • Introduction: Provides essential information about the course design and materials.
  • Schedule: Outlines the timing of course activities.
  • Units: There are eight units in this course.
  • Assessment: Outlines the assignments/evaluation procedure of the course.
  • Reference: Listing of required readings and websites included in the course.
  • Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Textbook

Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). Pharmacotherapeutics for Advanced Practice, 4th edition. Philadelphia: Wolters Kluwer.


Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Structure

The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.


Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.


Course Outline

Unit 1: Pharmacotherapeutics and the Nurse Prescriber
Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.

Unit 2: Principles of Pharmacotherapeutics
Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

 Unit 3: Drugs for the Cardiovascular and Renal Systems 
This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.

Unit 4: Drugs for the Eyes, Ears and the Hematological System 
Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,

Unit 5: Drugs for Infections and the Integumentary System
This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.

Unit 6: Drugs for the Endocrine System
This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems
Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.

Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation
Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.

Unit 9: Drugs for the Genitourinary System and Reproductive Systems
Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.

Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse
Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.


Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Assessment Structure

Conference Participation 10%
Assignment #1 Case Study 20%
Exam 1 25%
Assignment #2 Case Study 20%
Exam 2 25%
Total 100%

To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.

Conference Participation (10%)

Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Assignment 1 & 2: Case Studies (20% each)

A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Exam 1 & 2 (25% each)

The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Didactic Assignments – Parent Guides

Didactic Assignments – Parent Guides

Looking Ahead 1: Didactic Assignments

  • Week 3: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
  • Week 5: You will assess one of the clients in your practicum who you do not think is adequately progressing according to expected clinical outcomes. Didactic Assignments – Parent Guides.

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  • Week 6: You will use one of your adult clients who had a psychiatric emergency as an example as you compare how you would assess a child or adolescent client who had a psychiatric emergency.
  • Week 7: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
  • Week 10: You will work in a group to develop a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder. Didactic Assignments – Parent Guides.

Anxiety Disorders in Childhood and Adolescence Essays

Anxiety Disorders in Childhood and Adolescence Essays

Week 5: Anxiety Disorders in Childhood and Adolescence

“I don’t know why everyone is worried that I don’t want to go out with my friends anymore. I just like to stay home. There is nothing wrong with that. I go to school and get good grades, but I don’t know what to say to those other girls in my class. They ask why I can’t go to the mall with them on the weekend and I get all embarrassed. They don’t understand that I don’t know what to say to them. When I do say something, it is always wrong, or they laugh. I can just stay home and read my books.”

Emma, age 15

Anxiety disorders that plague many individuals in adulthood often have their origins in childhood and adolescence. By identifying those children and adolescents with anxiety disorders, the PMHNP can intervene and teach skills that the client can use to control anxiety throughout his or her life.

This week, you analyze case studies to determine the diagnosis and treatment of anxiety disorders. Anxiety Disorders in Childhood and Adolescence Essays.

Anxiety Disorders in Childhood and Adolescence Essays Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

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

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  • Chapter 31, “Child Psychiatry” (pp. 1253–1268)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Anxiety Disorders in Childhood and Adolescence Essays.

  • “Anxiety Disorders”

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

American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for the assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 51(1), 98–113. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf

McClelland, M., Crombez, M-M., Crombez, C., Wenz, C., Lisius, M., Mattia, A., & Marku, S. (2015). Implications for advanced practice nurses when pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is suspected: A qualitative study. Journal of Pediatric Health Care, 29(5), 442–452. doi:10.1016/j.pedhc.2015.03.005

Note: You will access this article from the Walden Library databases. Anxiety Disorders in Childhood and Adolescence Essays.

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

 

Note: All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication. Anxiety Disorders in Childhood and Adolescence Essays.

Review the following medications:

Generalized anxiety disorder Social anxiety disorder
alprazolam
citalopram
desvenlafaxine
duloxetine
escitalopram
fluoxetine
fluvoxamine
mirtazapine
paroxetine
pregabalin
sertraline
tiagabine (adjunct)
venlafaxine
citalopram
clonidine
desvenlafaxine
escitalopram
fluoxetine
fluvoxamine
isocarboxazid
moclobemide
paroxetine
phenelzine
pregabalin
sertraline
tranylcypromine
venlafaxine
Obsessive-compulsive disorder Panic disorder
citalopram
clomipramine
escitalopram
fluoxetine
fluvoxamine
paroxetine
sertraline
venlafaxine
vilazodone
alprazolam
citalopram
clonazepam
desvenlafaxine
escitalopram
fluoxetine
fluvoxamine
isocarboxazid
lorazepam
mirtazapine
nefazodone
paroxetine
phenelzine
pregabalin
reboxetine
sertraline
tranylcypromine
venlafaxine

Note: Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.”

Required Media

YMH Boston. (2013b, May 22). Vignette 3 – Asking about depression in a preventive services visit [Video file]. Retrieved from https://www.youtube.com/watch?v=TO8aITpMG5E

 

Note: The approximate length of this media piece is 3 minutes.

YMH Boston. (2013b, May 22). Vignette 5 – Assessing for depression in a mental health appointment [Video file]. Retrieved from https://www.youtube.com/watch?v=Gm3FLGxb2ZU

 

Note: The approximate length of this media piece is 3 minutes.

Laureate Education (Producer). (2017c). Anxiety disorder, ODC, or something else? [Multimedia file]. Baltimore, MD: Author. Anxiety Disorders in Childhood and Adolescence Essays.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.

  • Chapter 60, “Anxiety Disorders” (pp. 822–840)
  • Chapter 61, “Obsessive Compulsive Disorder” (pp. 841–857)

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:
  • Analyze clients presenting for treatment of anxiety disorders
  • Evaluate effectiveness of therapeutic approaches for clients diagnosed with an anxiety disorder

To Prepare:

  • Review this week’s Learning Resources concerning treating patients with anxiety disorders.
  • Reflect on a child or adolescent client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with an anxiety disorder. Anxiety Disorders in Childhood and Adolescence Essays.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post a 3- to 5-minute Kaltura video in which you do the following:

  • Describe the client. Note: Do not use the client’s actual name.
  • Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.
  • Identify any additional information about this client that may potentially impact expected outcomes.

Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Anxiety Disorders in Childhood and Adolescence Essays.

View a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 5 Discussion


Assignment 1: Practicum: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

Anxiety Disorders in Childhood and Adolescence Essays Learning Objectives

Students will:
  • Evaluate clients for treatment of mental health disorders
  • Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine Case 2: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Anxiety Disorders in Childhood and Adolescence Essays.

At each Decision Point, stop to complete the following:

  • Decision #1: Differential Diagnosis
    • Which Decision did you select?
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
  • Decision #2: Treatment Plan for Psychotherapy
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? Anxiety Disorders in Childhood and Adolescence Essays.
  • Decision #3: Treatment Plan for Psychopharmacology
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
  • Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Anxiety Disorders in Childhood and Adolescence Essays.

By Day 7 of Week 7

Submit your Assignment.


Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Anxiety Disorders in Childhood and Adolescence Essays.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.


Making Connections

This week, you analyzed case studies to determine the diagnosis and treatment of anxiety disorders.

Next week, you examine psychiatric emergencies that arise during childhood and adolescence and compare how those emergencies are assessed and treated to those of adult clients.


Looking Ahead

You should be working on your cover letter, resume, and portfolio that is due in Week 10. Anxiety Disorders in Childhood and Adolescence Essays.

NURS 6600: Capstone Synthesis Practicum

NURS 6600: Capstone Synthesis Practicum

Student Guide to Creating a Final Professional Portfolio

Purposes and Definition

The purposes of a Portfolio are to do the following:

  • Provide a repository for your educational and professional accomplishments
  • Document your educational progression and growth throughout the program
  • Evaluate your achievement of program learning outcomes
  • Project a professional image through the organization and presentation of the material
  • Communicate accomplishments to colleagues and the professional community
  • NURS 6600: Capstone Synthesis Practicum

Documentation and Evidence

Your Professional Portfolio will contain the following documentation and evidence*:

  • Program of Study
  • A Professional Development Plan (PDP)
  • A current Curriculum Vitae (CV)/Résumé
  • Portfolio Assignments from each of the courses
  • Continuing Education (CE), if applicable
  • NURS 6600: Capstone Synthesis Practicum
  • Other Non-Electronic Documents, if applicable
  • End of Program Outcome Evidence Chart
  • Final Reflection

*See the Portfolio Sections and Formatting Guidelines (below) for details about each of these items to be included in your Portfolio.

Evidence Collection and Documentation Storage

At the beginning of the MSN program, you should have initiated the process of collecting evidence and storing materials and information in an organized way. In preparation for assembling your Professional Portfolio, you may wish to complete the following:

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  • Set up computer and paper files related to each section of your Portfolio, as indicated in the Portfolio Template. For example, you may have a computer file with documentation of your CE activities and a paper file containing the actual. NURS 6600: Capstone Synthesis Practicum.

certificates.

  • Organize course files into the categories that help you to analyze your learning and development (papers, journal, reflections, professional development, course assignments, etc.). For example, you might save all your journal entries in one file and identify a selection of these entries to demonstrate your growth over time.

NURS 6600: Capstone Synthesis Practicum Sections and Formatting Guidelines

Your Professional Portfolio consists of one document, with specified sections.

Save a version of the Portfolio Template to create your Professional Portfolio document.

Prior to copying and pasting the NURS 6600: Capstone Synthesis Practicum assignments into your saved version of the Portfolio Template, review the Portfolio Assignment from each of your prior courses and make the following adjustments:

  • If there are any Instructor comments in an assignment, address the comments and then delete the notations to create a clean version of the assignment. Be sure the Track Changes function is turned off in the document.
  • Proofread each assignment to ensure that it is free of typographical, grammatical, structural, or punctuation errors. In some cases, this will mean correcting errors in your original document.
  • Reformat each assignment using the guidelines below and as modeled in the Portfolio Template:

o Update the title page of each Portfolio Assignment to match the template specifications.

o If the NURS 6600: Capstone Synthesis Practicum assignment is in a format other than Word (e.g., PowerPoint or Excel), save it as a Word document, if possible, so that you can integrate it into your Portfolio document. If that is not possible, you may need to save an assignment as an image file to be included in your portfolio or list the item in Table 2 (Other Non-Electronic Documents).

o Use Times New Roman font (12 point) throughout.

o Ensure that each assignment is double-spaced throughout. (If necessary, select all or highlight the area to be updated, click on Format, Paragraph, and then select Line Spacing: Double.)

 

In your saved version of the NURS 6600: Capstone Synthesis Practicum Portfolio Template, be sure to address the following:

  • The first page of your Portfolio document (the cover page) should include all the information listed in the Portfolio Template, including your NURS 6600 section number, date of Portfolio submission, your full name, address, telephone number, e­mail address, your current position title (i.e. ICU Nurse, etc.), agency, and the city and state where you work. Be sure to follow the format presented in the Portfolio Template.
  • You may update the Table of Contents manually once you have inserted all the sections of the Portfolio. If you use the functionality in Word to create your Table of Contents automatically, be sure to follow the wording and sequencing indicated in the Portfolio Template.
  • Paste your Program of Study. This was initiated in NURS 6001 and may need to be revised/updated.
  • Paste your Professional Development Plan. This plan, which was initiated in NURS 6001, should be reviewed and refined/updated as necessary.
  • Paste a copy of your Curriculum Vitae (CV)/Résumé. The Portfolio Template includes formatting/sequencing suggestions.
  • After you have properly formatted all of the assignments as indicated above, carefully paste each one in chronological order (including the course number on the assignment title page). Reminder: If necessary, documents may be included in your Portfolio as images or may be listed in Table 2.

Foundation Requirements

NURS 6001: Week 5: Professional Development Plan

 

Graduate Nursing Leadership & Management Portfolio Requirements

Course Course Name (italics) & Assignments
NURS6201 Leadership in Nursing and Health Care
Week 2 Portfolio: Analyzing a Need for Change (Paper) (Assignment submitted in Week 8)
NURS6211 Finance and Economics in Health Care Delivery
Week 11 Portfolio: Process Flow Analysis (Discussion) (Discussion Assignment submitted in Week 11)
NURS6221 Managing Human Resources
Week 5 Portfolio: Coaching Employees (Paper) (Assignment submitted in Week 6)
NURS6231 Healthcare Systems and Quality Outcomes. NURS 6600: Capstone Synthesis Practicum
Week 7 Portfolio: Section 3: Quality Measurement and Assessment (Assignment submitted in Week 8)
NURS 6241 Strategic Planning in Health Care Organizations
Week 6 Portfolio: Comprehensive Course Project: Developing a Strategic Plan

(Assignment submitted in Week 11)

NURS 6600 Capstone: Synthesis Practicum – Leadership and Management
Practicum Project Presentation (Assignment submitted in Week 11)
  • In Table 1 (Continuing Education), you may list and describe any Continuing Education (CE) course(s) you have completed during your academic journey (typically during the last two years). NURS 6600: Capstone Synthesis Practicum. It is not necessary to scan CE certificates. Note: Inclusion of CE credits is optional and not a required element of your Professional
  • In Table 2 (Other Non-Electronic Documents), list documents for which you do not have electronic versions.
  • Pictures, significant notes, communications from colleagues, or any other artifacts may be included to demonstrate how you have grown throughout your academic For example, if you conducted a workshop on hospice care, you might include a copy of the website information, an image of the brochure, and a scan of participant evaluation results. Use Word documents whenever possible; include scanned copies of original documents and/or write a brief description as necessary. NURS 6600: Capstone Synthesis Practicum.

 

  • Type in the required information to complete the End of Program Outcomes Evidence Chart.
  • Complete the Final Reflection.
  • Ensure that your Portfolio has a professional appearance by confirming the following:

o The date of submission/completion is indicated on each item included in your Portfolio, as appropriate

o The font and font size (Time New Roman, 12 point) is consistent throughout the document (do not use all caps)

o The margins on the document are standard: APA style indicates 1” on all four sides; while your portfolio may vary slightly from these specifications, it must be consistent and reflect a scholarly appearance. NURS 6600: Capstone Synthesis Practicum.

o The Portfolio document includes page numbers at the top right corner. The page numbers are automatically formatted in the Portfolio Template. If necessary, you can adjust or add automatically formatted page numbers to your Word document by selecting Insert, Page Number in the tool bar and then selecting Top of Page, alignment Right

o Images are used sparingly and only as needed, since including images can make the size of your Portfolio difficult to upload/download

Q&A

Why am I being asked to develop a comprehensive Portfolio? The Walden MSN Program Faculty believe a Portfolio:

  • Promotes the synthesis of knowledge: To become a competent leader in the profession and your selected specialization, you need to synthesize a great deal of information from a variety of sources. Creating a Portfolio provides the structure for thinking about and communicating these interconnections.
  • Promotes reflective thought: One hallmark of graduate education is the ability to think analytically and engage in self-assessment. Creating the Portfolio allows you to evaluate and demonstrate the achievements in acquiring advance nursing and specialty knowledge. NURS 6600: Capstone Synthesis Practicum.
  • Provides evidence that assignment, course, and program learning outcomes have been met: The Portfolio reflects the different ways in which you have met the outcomes.

Is my Portfolio graded?

The individual assignments and parts of the Portfolio are graded throughout the program. The Final Portfolio is graded at various points during the curriculum, and compilation of the Portfolio is due at the end of the program in NURS 6600. The NURS 6600: Capstone Synthesis Practicum grading rubric is included in NURS 6600.

When is my Portfolio due?

Parts of the Portfolio are due as you complete assignments, projects, courses, and reflect on your growth and program experiences. The Portfolio will contain all the pieces of evidence that support your attainment of the learning and program outcomes. The Final Portfolio should be sent as a Word document to your assigned Faculty Member by Day 3 of Week 11 of NURS 6600.

What are the contents of the Portfolio?

Portfolios are individual creations, and will not look exactly alike. The Portfolio is organized into sections so that specific types of information and evidence can be extracted when needed. NURS 6600: Capstone Synthesis Practicum Data collection and research activities, related to organizational and program goals, are part of the content.

Portfolio Term Definitions

Program Outcomes – Statements that predict what learners will have gained as a result of the learning process; they are linked to the knowledge, understanding, skills, capabilities, and values that a student will have gained after completing the program.

Learning Objectives – Statements that predict what learners should have gained as a result of the learning process, stated as course objectives. There are course objectives and program learning outcomes.

Descriptive Statements – Statements that are intended to give the reader a mental image of something experienced (such as a scene, person, or sensation), “what is,” or “fact.” Descriptive statements can predict a future state of affairs.

Résumé – A brief account of one’s professional or work experience and qualifications.

Reflection – Statements describing your personal and professional growth in specific areas.

Evidence – Basis for belief or disbelief, or knowledge on which to base belief.

 

Growth – Personal progression from simple to more complex as the basis for “the growth of a culture.”

Journal – A written, narrative record of observations, ideas, and insights that are recorded on a regular basis, while they are still fresh. NURS 6600: Capstone Synthesis Practicum. A journal allows you to store thoughts about interconnections between separate courses and document meaningful experiences, thoughts, and feelings about the process of becoming a master’s prepared nurse.

Submitting Your Portfolio

 

Resources:

Bennett, A. M. (2008). Creating a professional portfolio. Retrieved from http://journals.lww.com/nursing/fulltext/2008/09000/creatingaprofessionalportfolio.45 .aspx

Casey, D. C., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal Of Community Nursing, 15(11), 547–552. NURS 6600: Capstone Synthesis Practicum.