Category: Nursing

A psychosocial assessment accurately and thoroughly examines a patient’s emotional, and physical health. It also involves their capacity to contribute to the community and their perception of themselves.

Social workers and medical professionals usually carry it out. It is a tool used to find out about an individual and predict their current and future behavior. Therefore, it is an important factor in every healthcare system that aids in creating a managerial and implementation plan for the medical staff. In this article, we will help you understand more.

What is a psychosocial assessment?

The first question that strikes your mind is probably what psychosocial assessment is. A psychosocial assessment is a thorough evaluation that includes an analysis of requirements and risks. However, researchers have established the risk aspects of suicide and self-harm. 

The purpose of assessing an individual’s needs is to pinpoint the psychological and social aspects that may have contributed to a self-harming act. In the long run, a management strategy can be achieved based on the findings of this assessment.

A psychosocial assessment is essential in developing a healthcare strategy, particularly for palliative care patients. It involves studying a patient cautiously and thorough examination to provide them with the highest possible care.

Who conducts psychosocial assessment? 

If you think anyone can offer psychosocial assessment, you are wrong; why? Medical professionals, mainly psychologists, psychiatrists, and mental, and social workers, are licensed to provide a psychosocial evaluation. However, since nurses are familiar with the services, they frequently help doctors with psychological exams. 

Psychologists are particularly well-suited to serve as mental health providers and administer psychological evaluations because of their extensive training and experience in evaluation. 

Psychosocial assessment tools

Psychosocial assessment, like any other health service, requires the help of advanced technology to boost efficiency. Here, the psychological assessment tool comes in handy. 

Psychosocial assessment tool (PAT) is an easy-to-use, caregiver-reported screener of family psychosocial threats in pediatric health. It has been validated in both Spanish and English 4-grade levels. The PAT is offered in a web-based version for clinical usage.

Psychosocial assessment tool enables the determination of a family’s areas of concern as well as resilience across numerous fields using a social-ecological framework. These frameworks can include family resources and structures, child problems, family problems, sibling problems, and acute stress. 

Why psychosocial assessment is necessary 

The importance of psychosocial assessment cannot be overstated. Below is the importance;

It is a crucial component of the healthcare program as it helps set up the governance and activity plan for the medical staff. The answers obtained through a questionnaire can help develop a customized healthcare strategy to give the patient the best medical assistance available. 

Authorities usually undertake a thorough psychological assessment in hospitals for patients with terminal illnesses, victims of crimes or natural disasters, and criminals. The aim of this is to help them develop a healthcare strategy that would reduce the patient’s stress on their body and mind and aid in a speedy recovery.

According to specialists, psychosocial evaluations are crucial for helping war or catastrophe victims recuperate not only emotionally but also mentally and physically. However, according to research, if physical health gains are needed, emotional and mental therapy are essential.

It should be noted that Psychosocial assessment can have a significant effect on family connections. According to ‘Science Direct, n. d’ it involves self-reports, interviews, assessments, and a review of family history. 

Psychosocial assessment helps to ascertain the present situation of a patient (or changes, either positive or bad, if this is a subsequent evaluation) and to ascertain which services would be most useful in removing the existing obstacles client.

Your agency may constrain the services that are accessible to you. Doing a thorough examination is crucial so that you and the patient may make decisions using all the information at your disposal. 

It is crucial to discuss preventive elements using a strength-based strategy. A person’s mental health is positively impacted by the factors which help that person be resilient under trying circumstances. Social support, managing stress, physical well-being, a sense of fulfillment, consciousness, and a healthy mindset are examples of factors that people may manage.

Components of an ideal psychosocial assessment

For psychosocial assessment to be practical, there are important elements that must be met. However, the reason for psychosocial assessment does not matter much. What matters is it ought to be equally detailed and complete regardless of the severity of the patient’s problem. 

What to consider in psychosocial assessment

In order to fully understand a patient’s current emotional and mental state, a suitable assessment must factor in all factors of their life, including both positive and
negative memories
, their medical history, how the patient currently perceives themselves, problems, and society. 

Assessing these factors will help the medical staff determine how long it may take for the individual to achieve optimal health. Additionally, they will understand the patient’s treatment preferences.

How to conduct a psychosocial assessment

Although psychological testing may seem frightening, it is intended to be helpful. Psychologists examine and analyze a patient’s behavior using quizzes and other assessment instruments to make a diagnosis and provide treatment.

Psychosocial assessment can be achieved in a number of ways

The person performing the assessment develops a warm rapport with the person so that the client feels at ease speaking to the assessor. 

The physical or mental issues that the patient is experiencing are examined extensively so that the physician has a complete understanding causes, symptoms, and effects of the issues.

Along with the patient’s personality, likes, dislikes, temperament, and other factors, his strengths and shortcomings are taken into account.

The assessor makes an effort to learn as much as possible about any current social or psychological events that might have had a substantial impact on the patient.

The diet of the patient, any inclinations (if any), interactions, and current and former lifestyles are all taken into account during the assessment.

To ensure that the answers given by the patient to the assessment are accurate, every piece of data is then double-checked with relatives and friends of the patient.

Following cross-checking, the assessment is written in a comprehensive manner so that it may be utilized to convey details about a patient to specialists who might need it, not just the examiner.

It is important to note that the evaluation is expected to include a comprehensive account of the patient’s medical as well as psychological history. 

Also, it should include a reason for the need for treatment, information about previous medications, allergies, any legal concerns, social functioning, history of drug abuse (if any), history of violence or stigmatization, depression, etc.

Psychosocial assessment summary

After carefully implementing filling out the psychosocial assessment form, you should then include your general impressions of the patient. 

You can also include the services you believe will be most beneficial to them in this part. However, due to its reliance on your agency’s basic services, this area will probably have the lowest level of standardization.

It is necessary for every individual who works in social services to be able to do psychosocial assessments. It is, therefore, advisable that they practice doing so under close supervision to help them acquire this essential skill.

Psychosocial assessment questions

While conducting a psychosocial assessment, an assessor should understand the questions to ask. This will help them understand the patient well and offer the best medication advice. 

A psychosocial assessment is suitable for adult and elderly patients. However, there are cases where it is conducted on young victims of rape or victimization.

Below are general ideas of psychosocial assessment questions that can be asked, although they don’t apply to every patient.

Have you had the main caregiver? If so, describe them and your connection with them

Do you have additional caregivers? If so, how would you describe your interactions with each of them?

How do you believe your health has affected your relationships, and how do you see them?

What is the state of your finances right now? Do you owe any money to anyone? Do you have any property?

How many different jobs have you held?

Do you have any legal problems?

Do you hold a religious belief?

What do you enjoy doing when you have free time?

Have you ever abused alcohol or other drugs? Do you use alcohol or drugs frequently?

What do you value most in life? Or rather, what objectives are currently most significant to you?

How would you describe your own self-perception?

Have you ever physically harmed someone else or yourself?

Have you ever tried to end your life?

Do you ever consider killing yourself? Or do you anticipate attempting it in the future?

Do you ever want to hurt someone else seriously? If so, how do you plan to go about it?

Do you slit yourself or make any attempts at self-harm?

Do you struggle with eating disorders?

Do you struggle with sleep issues?

Have you experienced physical violence from another individual in the last year?

Do you currently have an abusive partner?

Have you ever experienced sexual abuse? If so, then by who?

Have you seen anybody being abused?

Have you ever had hallucinations?

From the above random questions, you will realize that these queries are helpful in determining a potential health risk of a patient. In the event that it is discovered that they have suicidal or self-destructive inclinations, the proper psychiatric treatments can be set up to resolve the issue.

Psychosocial assessment template

An assessment template is necessary to create a plan and direction to conduct an assessment. Some inquiries, such as family history, might not change. However, based on the social service psychosocial assessment template you choose, other inquiries made of a client will change depending on their circumstance.

For instance, in
psychosocial assessment
nursing, an old patient with premature Alzheimer’s disease would not be asked the same questions as someone with a drug dependency problem.

Here is a social work psychosocial assessment template with examples

A template for a general psychosocial assessment is available in the AGS Social Worker’s Toolkit.

Older people’s psychosocial assessment template 

Template for the psychosocial assessment of substance abuse

Template for conducting psychosocial assessments with service members and veterans

Template for a psychosocial assessment of abuse victims, either physical or psychological

The teenage psychosocial assessment template

Psychosocial assessment example

As you will see in the psychosocial assessment nursing example below, the psychosocial assessment example gives a good idea of how a fillable psychological assessment is. 

‘Mr. Atkinson is ready to receive care and is amiable and helpful to people that approach him. In fact, his clients say he is a very kind man who strives to keep a very positive attitude about his business in spite of everything that has happened. He aspires to better himself and repair his broken bonds with his family and ex-wife.’

While there are various types of assessments, the above psychosocial assessment sample can be categorized as a family psychosocial assessment example. 

Psychosocial nursing interventions

Apart from pharmacological therapy, psychosocial interventions have been embraced as a significant element of managing severe mental diseases. 

The purpose of implementing psychosocial
nursing assessment
and intervention is to help in the diagnostic evaluation of a patient’s psychopathology.

Social work psychosocial assessment

A psychosocial assessment scrutinizes a person from a comprehensive viewpoint. You’ll notice that physical health is a significant component of a psychosocial assessment report that you might not find in other types of assessments.

In social work psychosocial assessment, evaluation is a thorough review of a people’s feelings and physical and mental health. The individual’s self-perception and capacity for communal participation are also included.

Psychosocial assessment example paper

A typical assessment strategy used by most physicians is a psychosocial assessment questionnaire. If you are unfamiliar with this process, you should check some of the psychosocial assessment examples available online. 

Final thoughts

Hopefully, you have learned the importance of a psychosocial assessment and how it solves many mental health diseases that people experience. However, you should not be scared of psychosocial evaluation and assessment if you become a victim. Instead, you should view it as an opportunity for therapists to determine the best solution to your issues. If you are required to write a psychosocial assessment paper but don’t know how to handle it, we can help you. We have professional writers who will provide quality writing services at affordable prices. Visit
onlinenursingpapers.com
for more.

An essay cover page also known as the title page is like the main door to reading your work. This is the first page of a document or any academic essay or paperwork and it determines whether the reader will be interested or not. The cover page contains the title of the paper, your name, the name of the course and the code, the institution’s name, the name of your professor or the instructor and the period of the research.

Many academic papers and other publications must have a cover page. An essay is an academic paper that requires a cover page. Let us delve into how to write a cover page for an essay using different formats and styles.

What is an Essay Cover Page?

An essay cover page is the front page of an essay that gives you details about the content of the essay. The cover page gives the reader a snapshot of your writing. Your cover page must contain a title that will convince the reader to create time for your piece.

Writing a cover page can take different styles and formats that are academically accepted. Let us discuss in detail the formats that can be used to write essay cover pages.

Writing a cover Page for an Essay Using MLA Style

Modern Language Association (MLA) is used to specify rules for the layout and citations in essay writing. It provides citation sources for writers through parenthesis for their essays and other academic writing citations. The greatest advantage of MLA style is it can cover the writers from plagiarism accusations which is considered unethical in any kind of writing. It is commonly applicable in humanities, language and
cultural studies
.

Contents of MLA Cover Page Format

The Modern Language Association (MLA) has strict format adherence. Below are the format details for MLA

All the first letters must be in the capital except for the conjunction words.

The cover page in MLA format must be double-spaced and with the letters in the centre.

Leave a number of lines before writing your name, the title course, your lecture’s name, your admission number and the assignment due date.

The fonts are Times New Roman with a font size of 12

All the first letters must be in the capital except for the conjunction words.

The cover page must contain the name of the institution then skip one-third of the page before adding any subtitle if there is one.

The fonts are Times New Roman with a font size of 12

Leave a number of lines before writing your name, the title course, your lecture’s name, your admission number and the assignment due date.

Above is the format of MLA. Below is an example of a cover page.

How to write a cover page using APA Style

American Psychological Association (APA) is used commonly in social sciences citations. It is the commonly used style in academic writing. The revised 7
th
edition has the general layout of research papers, citation in-texts, footnotes and page references. APA has different instructions for the cover page for all academic writing.

APA style cover page format

The title page in APA contains the paper title, the name of the institution, the author’s name and a note from the author for professional writing. Students’ paperwork should contain their names, the name of the institution, the administration number, the lecture’s name and the assignment date range.

The title of the work should be typed in both lower and upper case on the upper half of the paper, bold and centred. In APA, titles should not be ambiguous or too wordy but should be precise and to the point. The leverage on the title is up to two lines. The text all over the page must follow the rule of double spacing.

After the title of the work blow, it adds the three manes of the author and then the name of the institution showing where the data was collected. You must not add the titles the author hold.

In the professional paperwork, you must include the author’s note after the institution which might consume the other half of the page. The note is to be divided into paragraphs that are the introduction the body and the conclusion. The first paragraph is the name and the relevant id if any is available.

The second paragraph should indicate and combination of the authors while the third paragraph is about any acknowledgements the author wants to make, any conflicting interests, and financial and moral support acknowledgement from either family or fellow authors. The authors are not to be included in the student paper. However, some lecturers might request one.

The APA format title page for the academic paper includes these main parts:

Must contain the title of the APA format paper

Must have the names of all the authors

Must have the name of the institution

Must include the course number and the title

The lecture’s name must be included

The timeline of the project must be included.

Let us discuss further some essential guidelines for developing the title page in APA style format.

The title should give an outlook of the main essay. It must not contain abbreviations, and should not be too wordy but straight to the point and understandable.

The title should be centred and placed in about 3-4 lines from the top.

The title should be in title case, must be bold must maintain the same font and size as the body. The title should not be underlined and not italicized.

Title page texts must be within the rule of double spacing.

Author’s education titles must not be included, on the flip, you can include the titles of your lectures.

The institutions’ names where the research was conducted by the author must also appear on this page.

Take a look at the APA format examples paper below that displays proper spacing. Application essay and dissertation essay samples are available for your revision on
onlinenursingpapers.com
.

 Cover page using Chicago Style

Chicago Manual of Styles (CMOS) is referred to as the editor’s bible because of its wide in topics coverage like manuscript preparation and publication, usage of grammar and documentation.

The only difference between Chicago styles and APA is the presence of the footnotes in Chicago styles unlike in APA styles.  It is an indispensable reference for writers, editors, proofreaders, indexers, copywriters, designers, and publishers, informing the editorial canon with sound, definitive advice.

Chicago Style Cover Page Format

When we talk about creating a title page in Chicago Style, there are guidelines to do it. The title page can be created separately or you can choose to write your title on the first page. For a separate title page, you need to meet these guidelines.

Below are to be considered when applying the Chicago format

Consider double-space the words.

Use font 12 pt in Times New Roman.

Use margins of 1 – inch

New paragraphs are to be indented new with ½ inch.

Page numbering should be at the top right corner or at the bottom centre.

The title is ⅓ of the way down.

Subtitles should be under the title and the colon placed under the main title.

At three-quarter spaces down, write your name, date, courses and any other information as directed by the lecturer.

The headline must be capitalized and put in bold.

The subtitle must also be in bold with the same font size and type as the title.

All the guidelines remain unchanged unless a specific instruction has been advised by your lecturer. Our team has put in place Chicago Style templates and samples available on
onlinenursingpapers.com
. The cover page should not be numbered but must be included in the page count.

Example of Chicago Style

The format starts with the author’s first name then the last name, the Title of the Book (Place of publication: publisher, year), and page number(s). Albert Einstein, the Meaning of Relativity (Princeton: Princeton University Press, 1923), 44–45. Einstein, The Meaning of Relativity, 89.

ASA style cover page

The American Sociological Association (ASA) style is generally meant for authors who are working on manuscripts meant for publication in the ASA journal. The style can also be used b students with instruction from their lecturer. 

The format of the cover page

Below are elements of the APA title format:

A title can be followed by an asterisk

Add the name of the school, your name and the name of the author.

The title must have footnotes with the names and addresses of the author

The acknowledgement must be included

An indication of complete word count

The running head has to be included

Credits must also be mentioned.

Turabian title page format

Turabian style and Chicago styles are almost the same but only in defers is that the Turabian style part of the Chicago Style a broken down and made simpler for journaling, publication and research writing

According to the Turabian format, academic writings can either have a title page or the title can be included on the first page of the writing.

Here are the guidelines in Turabian format

The title must be at the centre after a third of the page.

Names, dates, and course codes should be written 2/3 downwards.

There should be equal and uniform alignment

Consider the rule of double spacing

There are a number of cover page formats that you can choose from depending on the instructions from your instructor. Different institutions adopt different formats.

Are you looking for someone to help you write a cover page? Have you started but have not been able to proceed because you have no idea? Are you stuck because of a lack of time? Well, help to make a cover or title pages are the buttons to click.

Consultative, our elite team will come in handy. We are well-versed in writing different types of cover pages for different academic levels.  We have a team set aside for professional publications and journaling.

They have been rigorously trained to deliver:

Your cover page paperwork is timely

Fully edited and revised work

Non-plagiarized work

Academic acceptable standards

Perfectly researched work.

Summary

Writing a cover page for an Essay is not as hard but with the right information, it becomes enjoyable. There are different formats that are academically accepted worldwide. The choice of writing style and format is dependent on your instructors’ instructions and the type of writing. Names of the authors and the authors’ notes will be included in publication and journal writing but will not be included in
academic writing
.

Well, don’t get stuck with your cover page assignment.  Contact us with the details and with your preferred style and format. Reach out to us by pressing the help making cover or title pages and we will deliver an unattached cover page.

APA 7 sample nursing paper

 

Title of the Paper in Full

 

Student Name

Program Name or Degree Name (e.g., Bachelor of Science in Psychology), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

 

Title of the Paper in Full

When you download a Walden template, the first action is to save it locally to your computer using the Save As command. You will want to make sure that you are moving the document to a new location on your computer when you Save As. Documents should not be maintained in the Download folder. When you are ready to use the template for a paper, you will open the template, and immediately Save As giving the document a new name. Once you have renamed the document, you can safely use the Save command for saving the document as you write APA 7 sample nursing paper.

ORDER HERE

APA format and college-level writing can be difficult for many students returning to school after several years away from academia. An abstract is typically not required for the short papers that undergraduates write, so an abstract page is not included in this template but can be added if needed (you can find a version with the abstract on our
General Templates page
). The references page shows some sample references for sources such as webpages, books, journal articles, and course videos. Below follows some advice for writing your paper and adhering to APA standards.

Your
introductory paragraph
and every paragraph that follows should have a minimum of three sentences, with an average of four to five and no more than seven sentences. The last sentence of your opening paragraph should be the
thesis statement
, which summarizes the purpose of the assignment and how you intend to address it. The sentences preceding your thesis statement should simply provide background that contextualizes your thesis for readers.

 

Each paragraph should begin with a
topic sentence
, which summarizes the paragraph’s main argument or idea. Also, the last sentence (or lead-out) of each paragraph should be a transition statement that connects what you discussed in that paragraph and what is to come in the next one. In the middle of each paragraph, you should cover something with your own thoughts, and in a separate sentence, provide a sentence paraphrased from a source with an in-text citation at the end. The source may back up your opinion, or give an alternative viewpoint, or even simply provide some background. See the Writing Center’s
webpage on paragraphs
for further advice.

Try to use
paraphrases
instead of
direct quotations
when possible, only quoting when the meaning of the idea or excerpt would be lost if you paraphrase it. All information from sources, whether paraphrased or quoted, need to be cited.
Citations
should be in parenthetical or narrative citation format and include the last name(s) of the author(s) or name of the organization that published the material, year of publication, and a page or paragraph number for quoted material. Each source cited in your paper, unless it is a
personal communication
, should include a corresponding
reference list
entry. If no date is given for a source, write “n.d.” in place of the year (it stands for “no date”). This sentence does not come from a source, but I will end it with an in-text citation so you can see an example (Author, n.d.). If you have more than two sentences of information from one source, ensure that it is clear to the reader where the information in each sentence is from, using citations or other cue phrases (e.g. The authors also stated…). For more information and examples, see APA 7, Section 8.

Many websites that information comes from are suspect in terms of factual and unbiased information. In a nutshell, avoid using Wikipedia, About.com, Answers.com, or similar websites, as the Writing Center explains in the
“Why You Shouldn’t Wiki” blog post
. Though some .com sites are acceptable, most undergraduates have trouble identifying whether they can be trusted, so an easy guideline to follow is to avoid them. Websites ending in .gov, .net, .edu, .org, and so forth are typically more trustworthy than a .com source. See the Library’s
Evaluating Resources webpage
for more tips on finding reliable sources.

The body of your paper should have a couple of paragraphs or more. Your
conclusion paragraph
should briefly summarize the main points of your paper and place the paper in the context of social change. While your conclusion should not introduce new topics, you may suggest a direction for future research. Generally, you should not write anything in the conclusion that would require you to cite a source; instead, the conclusion should represent only your own thoughts and analysis.

Make sure you follow directions, and we recommend you download the grading rubric from Doc Sharing that breaks down how an assignment is graded. A one-page essay means a full one page of writing and does not include elements such as references, tables or figures, or the title page. The requirement of using two sources in your assignment directions does not mean simply providing two in-text citations for the same source; the sources themselves must be different. Lastly, if you have any questions about writing a paper or properly citing sources, feel free to contact the Writing Center at
writingsupport@waldenu.edu
or through our
Live Chat Hours
.

 

 

Reference
s

(Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the text of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)

American Counseling Association. (n.d.).
About us.

https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences.
Educational Leadership, 76
(1), 26-33.

Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
California Management Review, 58
(3), 66-87.
https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019).
Rethinking global health: Frameworks of Power.
Routledge APA 7 sample nursing paper

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.
Health Psychology, 24
(2), 225–229.
https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003).
Art: A new history.
HarperCollins.
https://doi.org/10.1037.0000136-000
​

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
Journal of Pain and Symptom Management, 56
(3), 309–317.
https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15).
5 do’s and don’ts for staying motivated.
Mayo Clinic.
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016).
Counseling the culturally diverse: Theory and practice
(7th ed.). Wiley.

Walden University Library. (n.d.).
Anatomy of a research article
[Video].
https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.).
Writing literature reviews in your graduate coursework
[Webinar].
https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March).
Questions and answers on immunization and vaccine safety.

https://www.who.int/features/qa/84/en/
  APA 7 sample nursing paper

APA 6 and 7 Comparison Tables of Changes

These comparison tables offer highlights of some changes between APA 6 and APA 7. Note that

these are not comprehensive tables of all changes between the two editions.

Citations

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

In-text citation

format for

three or more

authors

Table 6.1: In in-text citations of

sources with three to five authors,

list all authors the first time, then

use et al. after that; for sources with

six or more authors, use et al. for all

citations.

8.17 (Table 8.1): In in-text citations,

use et al. for all citations for sources

with three or more authors.

Direct

quotations

from

audiovisual

works

No guidance in the manual itself

(only on the APA Style Blog).

8.28: To quote directly from an

audiovisual work, include a time

stamp marking the beginning of the

quoted material in place of a page

number.

Dates listed in

secondary

source

citations

6.17: Secondary source does not

include the date of the original

source.

8.6: Secondary source citation

includes the date of the original

source.

References

Topic APA 6 (location and old

guideline)

APA 7 (location and new

guideline)

Number of author names listed

in a reference

6.27: Provide surnames and

initials for up to seven

authors in a reference entry.

If there are eight or more

authors, use three spaced

ellipsis points after the sixth

author, followed by the final

9.8: Provide surnames and

initials for up to 20 authors in

a reference entry. If there are

21 or more authors, use the

ellipsis after the 19th,

followed by the final author

name (no ampersand).

Walden University Writing Center 2

author name (no

ampersand).

Reference format when

publisher and author are the

same

7.02: When a work’s

publisher and author are the

same, use the word “Author”

as the name of the publisher

in its reference entry.

9.24: When a work’s

publisher and author are the

same, omit the publisher in

its reference entry.

Issue numbers for journal

articles in references

6.30; see also 7.01: Include

issue number when journal

is paginated separately by

issue.

9.25: Include issue number

for all periodicals that have

issue numbers.

Publisher location 6.30: Provide publisher

location (city, state, etc.)

before publisher name.

9.29: Do not include

publisher location (city, state,

etc.) after publisher name in a

reference.

Reference for online work

with no DOI

6.32: If an online work has

no DOI, provide the home

page URL of the journal or

of the book/report publisher.

9.34: If an online work (e.g.,

a journal article) has no DOI

and was found through an

academic research database,

generally, no URL is needed.

The reference will look just

like the print version.

Hyperlinks in DOI and URL

formatting

6.32: DOI begins with either

“doi:” or with

“https://doi.org/” in

references. The

recommendation that URLs

should be in plain black text,

not underlined, follows

examples from APA 6 and

the APA Style Blog.

9.35: Both DOIs and URLs

should be presented as

hyperlinks (beginning with

“http://” or “https://”).

Standardize DOIs as starting

with “https://doi.org/”. In

documents to be read online,

use live links.

Blue/underlined or plain

black text, not underlined, are

both acceptable.

URL retrieval information in

references

7.01: URLs include a

retrieval phrase (e.g.,

“Retrieved from”).

9.35: The words “Retrieved

from” or “Accessed from” are

no longer necessary before a

URL. The only time the word

“Retrieved” (and not

Walden University Writing Center 3

“Retrieved from”) is needed

is in those rare cases where a

retrieval date is necessary

(see p. 290, 9.16).

Website name in references for

online media

Chapter 7: List the URL but

not the website name in the

publication information.

10.15-10.16: Include the

name of the website in plain

text, followed by a period,

before the URL.

Avoiding Bias

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Singular

usage of

“they”

APA_6___7_Comparison_Tables_of_Changes

3.12: No mention of singular human

pronouns other than traditional,

binary “he” and “she” and their

related forms.

4.18: Use singular “they” and related

forms (them, their, etc.) when (a)

referring to a person who uses “they”

as their preferred pronoun (b) when

gender is unknown or irrelevant.

Disability 3.15: Use person-first language. 5.4: Both person-first and identityfirst language “are fine choices

overall” (p. 137). Okay to use either

one until you know group preference.

Gender and

noun/pronoun

usage

n/a: No guidance. 5.5: Use individuals’ preferred names

and pronouns even if they differ from

official documents, keeping in mind

concerns about confidentiality.

Race and

ethnicity–

Latin@

n/a: No guidance. 5.7: “Latin@” for Latino and Latina

can be used to avoid “Latino,” which

is gendered.

Race and

ethnicity–

Latinx

n/a: No guidance. 5.7: “Latinx” can be used to include

all gender identities.

Walden University Writing Center 4

General Formatting/Mechanics

Topic APA 6 (location and old

guideline)

APA 7 (location and new guideline)

Italics vs.

quotation marks

4.07: Use italics to highlight a

letter, word, phrase, or sentence as

a linguistic example (e.g., they

clarified the distinction between

farther and further).

6.07: Use quotation marks to refer to

a letter, word, phrase, or sentence as

a linguistic example of itself (e.g.,

they clarified the difference between

“farther” and “further”).

Numbers 4.31: Numbers in the abstract of a

paper should be expressed as

numerals.

6.32: Use numerals for numbers 10+

for all sections of the paper including

the abstract (numbers in abstracts

now follow general APA number

rules).

Numbers

expressing time

4.31: Although numerals should be

used for numbers that represent

time (among other things) even if

below 10, the number should be

spelled out if it refers to an

approximate amount of time (e.g.,

about three months ago).

6.32: Numbers representing time are

written as numerals, not spelled out,

regardless of whether the time is

exact or approximate (e.g. “about 7

weeks,” “3 decades,” or

“approximately 5 years ago”).

Punctuation for

bulleted lists

within a

sentence

3.04: For bulleted lists within a

sentence (i.e., when each list item is

a word or phrase, not a complete

sentence), use punctuation after

each list element in the same way

you would if the sentence had no

bullets (i.e., commas or semicolons

as appropriate and a period after the

last item).

6.52*: For bulleted lists within a

sentence, there is the option to either

(a) use no punctuation after any of

the list items, including the last, or

(b) use punctuation after each

bulleted item in the same way you

would if the sentence had no bullets

(as was the case in APA 6). The

manual suggests that using no

punctuation may be more appropriate

for lists of shorter, simpler items.

*Note: The term “seriation” does not

appear in APA 7 and has been

replaced by “lists” (see 6.50 for

lettered lists, 6.51 for numbered lists,

and 6.52 for bulleted lists).

Walden University Writing Center 5

Spacing after

punctuation

marks

4.01: Recommendation to space

twice after punctuation marks at the

end of sentences to aid readers of

draft manuscripts.

6.1: Insert only one space after

periods or other punctuation marks

that end a sentence.

Preferred

spellings of

technology

terms

Based on how words were written

in 6th edition manual, not explicit

examples of spelling, preferred

spellings were as follows: “e-mail,”

“Internet,” and “web page.” 4.12

indicates spelling should conform

to standard American English as in

Merriam-Webster’s Collegiate

Dictionary.

6.11: Commonly used technology

terms are listed and should be spelled

as follows: “email,” “internet,” and

“webpage.”

Use of

abbreviations in

headings

n/a: No guidance in manual; On the

archived sixth edition APA Style

Blog, APA experts recommended

not using abbreviations in headings.

(see post titled “Can I use

abbreviations in headings?”)

6.25: Abbreviations can be used in

headings if they were previously

defined in the text (but cannot be

defined in the heading itself), or if

the abbreviation is exempt from

needing definition because it appears

as a term in the dictionary.

Acceptable

fonts

8.03: The preferred typeface is

Times New Roman, 12-point.

2.19: A variety of fonts are

acceptable, with focus on

accessibility for readers. APA

accepts sans serif fonts such as

Calibri 11, Arial 11, and Lucida Sans

Unicode 10, as well as serif fonts

such as Times New Roman 12,

Georgia 11, and Computer Modern

10. Note: Per our institutional

requirement, Walden doctoral

capstones should use Times New

Roman 12. Walden coursework

templates also use Times New

Roman 12, but the other APAendorsed fonts are also acceptable in

Walden coursework.

Walden University Writing Center 6

Paper-Specific Formatting

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Paper title

length

2.01: Recommended title length is no

more than 12 words.

2.4: No prescribed limit for title

length (though recommendation for

conciseness).

Title

formatting

2.1: Title in regular type (not bold). 2.4: Title in bold type.

There is an institutional variation for

titles in doctoral capstone documents

(i.e., dissertations, doctoral studies,

or projects): The title is in plain type.

Doctoral capstone students should

refer to the APA 7 template for their

program posted on the Doctoral

Capstone Form and Style Programs

page after June 1 to see this Walden

institutional variation in place.

Heading

levels 3,4,

and 5

formatting

3.03: Levels 3, 4, and 5 are all

indented and sentence case.

2.27-2.28: Levels 3, 4, and 5 are all

title case. Level 3 is now flush left,

while 4 and 5 remain indented.

Tables and Figures

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Tables 5.1 and 5.16: Table number is plain

type, table title is title case and set in

italics; see Sample Tables 5.1 to

5.16.

7.2 and 7.24: Table number is bold; table title

is title case and set in italics. See Sample

Tables 7.2 to 7.24.

Walden University Writing Center 7

Figures 5.1 and 5.12: Figure number and

caption are on same line and are

placed below the figure; see Sample

Figures 5.1 to 5.12.

7.2-7.21: Figure number and caption are on

separate lines and are placed above the figure,

and the style matches that for tables: Figure

number is bold, figure caption is title case and

Quiz: APA Style and Format

As a nurse embarking on an advanced degree, you are developing the characteristics of a scholar-practitioner, which include strong communication skills. Writing in a scholarly manner involves supporting your thoughts with evidence from the literature and appropriately using APA formatting.

LET’S DO YOUR QUIZ

One of the challenges of scholarly writing is paraphrasing the thoughts of others in your work. Paraphrasing, and correctly citing the original author for his or her ideas, allows you to take the ideas of others, summarize them, and incorporate them into your own writing. When summarizing the ideas of others, it is important to avoid plagiarizing (i.e., copying the words and ideas of others as though they were your own). In addition to expanding your knowledge of APA Style, this modules’ Learning Resources help you distinguish between paraphrasing and plagiarizing.

This Quiz will help you determine how your understanding of these concepts and preparedness to reflect them in your work. The questions presented on the Quiz are derived from the Resources related to APA writing standards, plagiarism, and academic integrity.

What Is APA Style?

The American Psychological Association (APA) developed a set of standards that writers in the social sciences follow to create consistency throughout publications. These rules address:

crediting sources

document formatting

writing style and organization

APA’s guidelines assist readers in recognizing a writer’s ideas and information, rather than having to adjust to inconsistent formatting. In this way, APA allows writers to express themselves clearly and easily to readers. The APA materials developed in the Walden Writing Center are based on 
The Publication Manual of the American Psychological Association, Seventh Edition
, often referred to on this website as “APA 7” or “the APA manual.”

APA References & Citations Diagnostic Quiz

This quiz will help you test your references and citations knowledge, as well as tell you which reference and citation module you should take.

APA Style Diagnostic Quiz

This quiz will help you test your APA style knowledge, as well as tell you which APA style module you should take.

Why APA Style?

When you are writing as a student, you are entering into 
a new writing community
; just as you would need to learn the customs and rules of any new country you visit, you need to learn the customs and rules of academic writing. These guidelines will be different than guidelines for writing in other environments (such as letters to friends, emails to coworkers, or writing for blogs). The academic community has its own rules. These standards help writers

improve clarity

avoid distracting the reader

indicate sources for evidence

provide uniform formatting

To learn more about transitioning into academic writing, view 
“What Is Academic Writing?”
 Remember that it’s your job as the author to engage your readers, and inconsistencies in formatting and citations distract the reader from the content of your writing. By using APA style, you allow your readers to focus on the ideas you are presenting, offering a familiar format to discuss your new ideas.

ORDER HERE

Getting Started With APA Style

APA style can seem overwhelming at first. To get started, take some time to look through these resources:

Familiarize yourself with the column on the left; peruse the different pages to see what APA has to say about citations, reference entries, capitalization, numbers, et cetera.

Find our 
APA templates
, determining which is the most appropriate for your assignments (hint: the first “Course Paper” template is best for most course assignments).

Use this 
APA Checklist
 to review your assignments, ensuring you have remembered all of APA’s rules.

If you previously used the 6th edition of APA, visit our 
APA 6 and APA 7 Comparison Tables
 to learn what’s new in the 7th edition.

Review one of our 
APA webinars
 (like 
“How and When to Include APA Citations”
), based on your interest.

Find the APA resources in our 
APA Scavenger Hunt
, helping to familiarize yourself with the APA resources we have on the website.

Check out our 
APA-related blog posts
.

Lastly, feel free to contact 
writingsupport@waldenu.edu
 with any questions you may have.

USW1_NURS_6003_PlagiarismAndAcademicIntegrity

USW1_NURS_6003_commonAPAchallenges_EDITED_RB

USW1_NURS_6003_CitingaDiscussionPostinginAPAStyle_7.9

APA Basics Checklist

Writing Center staff created this APA checklist to help students remember the basics of APA citations, reference lists, and style. It is not meant to be comprehensive, but students should use it as a reminder of the various APA rules that academic papers follow. If students are not sure what a particular item in the checklist refers to or entails, they should follow the link for more information. Additionally, the Writing Center can always help with APA questions at 
writingsupport@waldenu.edu
.

Citations

Citations
 follow APA guidelines as articulated in section 8.1 of the APA manual (7th edition).

Sources used and cited in the paper are included in the reference list.

The abbreviation “
et al.
” is punctuated appropriately.

Parenthetical citations

Author(s) and publication year are always included.

A page or paragraph number is included for all quoted material, using the appropriate abbreviation: (p. xx) or (para. xx).

The citation is included within
 
the ending punctuation for the sentence.

Narrative citations

Authors of cited studies are included within the sentence.

The publication year is included in parentheses immediately after
 
the authors’ names.

Publication years
 are included the first
 
time a source is used in a paragraph; all subsequent uses of that same source do not
 
include the publication year. Note: Rule starts over with a new paragraph.

Quiz: APA Style and Format

Reference List

The title of the list is centered and bolded.

Sources listed in the reference list are cited at least once in the paper.

Reference entries.

Each entry has an automatically formatted 
hanging indent
.

Each entry has the basic information (as available): author(s), publication year, title, and retrieval information.

Each entry has been compared against the 
common reference entries
 and 
reference list basics
 on the Writing Center website, checking for:

Punctuation: periods and commas

Formatting: italics is used only when needed

Parentheses and brackets: used only when needed

Appropriate 
electronic information
 is included

APA Style

Past tense
 is used whenever literature or sources are talked about (i.e., Smith discussed).

Serial commas
 are used for all lists of three or more items (i.e., lions, tigers, and bears).

Hyphens
 are

used to join words that work together to modify another word (i.e., evidenced-based practice);

used to join “self” compounds (i.e., self-esteem); and

not
 
used with prefixes such as “non,” “semi,” “pre,” “post”, “anti,” “multi,” and “inter.”

Block quotations (of 40 or more words) are formatted as such.

Headings
 follow proper APA style (i.e., Level 1 headings are centered and bolded).

Numbers

10 and above are expressed using numerals,

nine and below are expressed using words.

expressing specific numbers and time use numerals, and

expressing approximate time use words.

Complex lists of items within a sentence or paragraph can use letters to separate the items.

Bulleted and numbered lists
 are used for specific reasons.

The 
third person editorial “we”
 is avoided (including “us
,” 
“our
,” 
and “you”).

Capitalization rules
 are followed (i.e., names of models and theories are not capitalized).

Formatting

Course paper template
 is used.

Title page follows the template guidelines.

Double spacing
 is used throughout the paper (including the reference list).

Use one space after periods or other punctuation marks that end a sentence.

Quiz: APA Style and Format

Witting an essay could sound fun and easy especially if you enjoy the mastery of the queen’s language. It could also be a nightmare when it comes to giving it a befitting title. The title of an essay says a lot about the essay. It is said that the first impression lasts forever so is the title of your essay.

Are you still wondering how this looks, depending on the targeted audience? The title of your essay could draw the readers to your essay or send them a way to read an article with a more catchy title however much you could have the content they needed. Good, let’s learn how to title an essay and some examples of titles in different types of essays.

What is an Essay Title           

The title of the essay should sum up the whole content in a few words. Titling could be dependent on the type of the essay but never the less the title should strike some curiosity in the mind of the reader.

Choosing a good essay for your title is dependent on a number of things like the type of the essay or the intended audience. The major task that will linger in your mind is how to come up with a title for an essay. Well, it is always good to ask such questions at times. A good title for an essay should have the following qualities;

A precise but very clear one should be one of the qualities of a good title. The title should not be too wordy. I will be boring to the reader.

Eye-catching.

Readers will be drawn by the kind of words you use in the title.  Use a catchphrase that speaks volumes.

Easy to read and understand.

There is no need to use bombastic words to express a title. Ensure your wording are easy to understand and relatable.

Must be in active voice.

The titles must never be in passive voice. You want to commutate to the reader.

Above mentioned among others are what should be considered when writing good essay titles.

Bad vs. Good essay titles

Is it okay to say that there are bad and good essay titles? Yes. The table below shows some comparisons between good and a bad title content

 

Bad title

Good title

Too many words

Precise to the point

Vague title

Eye-catching

Bombastic words

Simple English words

Passive voice

Active voice

Jumbled words

Accurate wording

Far fetched

Believable

The table above shows the difference between a bad and a good title.  This could leave you wondering how long should a title be for an essay. An essay title should contain no more than 12 words as recommended by APA with no abbreviations in the title.  Let’s see some examples of good essay titles

How to title different types of Essay

There are different types of essays i.e. argumentative essays, persuasive essays,
college essays
, creative essays, and application essays among other types of essays. In the 21
st
century, there has been a number of evolving issues worth looking into.

Among the titles are the uses of technology and the effects of covid-19 which has had its effects researched worldwide in different aspects. Let us delve into some examples of types of essays and their titles.

Argumentative Essay

The main difference between title formulations for
argumentative essay
titles and other types of essays is that the title must establish your stand introducing the reader to know where the argument is beginning.  In such essays, it is advised that the essay should be written in full before coming up with a title.  

An argumentative essay title should be able to convince the reader to agree with your thesis. Below is a list of examples of argumentative essay titles that can be adopted.

Bhang should be legal

The government is spending unnecessarily

Marriage is becoming overrated

Money is the only key to happiness

Social media platforms are changing our communication

Climate change is an illusion

Military service should be compulsory

Education is a key to reducing poverty

Parents are at the forefront to choose careers for the children

Persuasive essays

The nature of persuasive essays is the use of logic and arguments to convince the reader to agree with your viewpoint.

The title follows these rules:

The tone to be used

Have a drafted work

Draft questions

Be concise

Read through

The topics of the persuasive essays could be picked from colleges, schools, social life, or general life occurrences and make a point valid convincing the reader to see sense in what you are advocating for.

Below is a list of persuasive essay title examples. Persuasive essays could contain emotional language and convictive language.

Students should have phones at school

Students should choose the subject of their interest

The necessity of homework in schools

Pets should be allowed in school

Movies should be watched at home, not in theatres

Cats make the best pets

Bullying in schools should be burned

Creative essay

Essays could also be categorized as creative. These types of essays are meant to provoke particular emotions in the reader. Creative essay titles should grab the attention of the reader by giving hints about the content of the article. Below are some examples of creative titles;

The price

The Power of Music: The way Heavy Metal changed my Life

A letter to my young self

The appropriate age to talk about sex ex

Effective parenting style

Same-sex marriage impacts the world today

Tiktok: Its Influence on the young generation

Listed above are a few examples of creative writing which breaks from the normal titling but still keeps to the catchy and attentive nature of an essay title.

How to title a catchy essay

Catchy essays are in the same categories as creative essays. They are meant to catch the attention of the audience at the first sight. Catchy essay titles do not follow the normal rules of titles as they can contain some punctuation marks. Below are some of the considerations when writing a catchy essay title.

They should be short

Must be able to provoke discussion in the reader’s mind

The tone must not be passive

The writer should not take sides

Some examples of catchy essay titles are listed below:

Internet: Raising the internet generation

Africa: The cradle of humankind

Real estate is the next big venture

Bill Gates: Genius or Interest

How to become a billionaire without a university degree

Coping up with the 21st-century generation

CRM the new normal

Working from home is the new normal

E-Commerce: Running your mufti million business without a physical location

President

Online Courses: Studying online free courses cheaper than traditional universities

Titling Research Papers

Research paper papers are academic papers that tend to give an in-depth analysis, evaluation, and interpretation of a specific topic as provided. Students are often assisted by the lectures to choose a topic to research and the title is as important.

To have a worthy title for your essay research paper below should be considered

Avoid abbreviations

The choice of words should be those that invoke the reader’s interest in further reading

The title must be able to give a hint of the content to the reader

The use of a descriptive phrase is highly recommended.

The research paper topic is expected to be the qualities of a good title price and to the point. Below are some examples of research paper titles students would be required to research one among others:

Computer security in the Modern World

Impacts of adoption of e-commerce

Impacts of Covid-19 on businesses

Impact of mental health in the 21
st
century

Subcontracting by big companies

Impact on the remuneration of employees in the big companies

Preference between white-collar jobs and blue-collar jobs

Performance evaluation on physical class attendance vs online class reading

Titling a College Essay

A college essay is a piece or article written by a student dependent on the topic given. The topic could range from an application essay or a specific topic as instructed. The college essay has two main two parts that are the personal statement problem and the supplementary essay

These are the tips for writing a good college essay title

The title should be interactive and relatable to the reader

The title should be very creative.

The title should be attention-grabbing

It should be very interesting to add a comic if need be.

These are examples of college essay titles:

The Problem of Homelessness in the city

Impact of ‘Fake News on the media industry

The problem of teenage pregnancies

Malaria prevention in swampy areas

The effects of substance abuse among youths

The effects of telecommunication

Increased immigration to the developed countries

Schooling is overrated without talents

Effects of the internet on the education sector

Considerations while titling English Essay

An English essay is a piece of writing focusing on one subject. The literature discussion is dependent on the topic and often organized, discussed, analyzed, and interpreted in English. The below tips should be considered.  

Should explain the content of your essay

Must be eye-catching

Must be precise and to the point

Here are some examples of English essay titles are:

The day I left my childhood behind

My love for music:
Therapeutic sounds

My mother my incredible superheroine

When to educate my children about sex

The working parenting styles

Handling sexuality issues in today’s world

Which type of punishment style works?

Impact of same-sex relationships

Facebook: A breakthrough in social media

Writing an essay is one thing and giving it a good catchy title is another. The body and the content of the essay could be top-notch but with a bad title. Your essays will not reach the target audience. Your titling should communicate and call the reader. Brief, concise, and to the point is how your title should be.

Summary

Titling is the most important aspect of writing an essay. It is the mirror that reflects that whole content in a few sentences. The readers will either read or drop your content just by reading the title. Therefore, some of the things you need to remember while titling your essay are:

The title must be an attention grabber

Your title should depict the essay’s tone

The title should not be long

The essay should be clear and to the point for the reader’s ease of understanding

Do not mix tones in the essay

The titling must be active

Regardless of the type of essay, to have a knockout essay title the above is a must-have.

Need Help with Your essay’s title?

In many instances after writing breathtaking content in an essay, a title might not have popped up. This could be because of the type of the essay or you’re being unable, to sum up, the article into a title. It happens and running out of ideas is very acceptable.

Are you in need of editing and proofreading? Working with us is rewarding. Our deliverables are proofread and edited and a knockout title is given. You can
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Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Subjective:

CC
(chief complaint): “Well, you know there is a pain in my neck, it aches, it spreads to my back; I think there is a lump there. I am really worried.” “And it’s slowly killing me, and it’s all because of them and Eric’s obsession with me”.

HPI
: Ms. Fatima is a 28-years-old lady presenting with the chief complaint of being worried about being fired by her boss. She has been referred to a psychiatrist by her boss due to having difficulties at work. According to her boss, she has not made any sales for the last three weeks. She claims the boss wants to fire her from work because he feels threatened by the fact that the supervisor wants her. “They have ganged up to fire me because they don’t want me to get in their way; I’m probably a distraction.” She claims it wouldn’t be bad if they fired her because all these problems worsened her health. She complains of pain, suffering, and a broken heart. “Well, you know there is a pain in my neck, it aches, it spreads to my back; I think there is a lump there Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders. I am really worried.” Although she has not seen a doctor, she thinks it’s cancer. “And it’s slowly killing me, and it’s all because of them and Eric’s obsession with me.

BUY A PLAGIARISM-FREE PAPER NOW

Past Psychiatric History
:

G
eneral Statement: Lives alone and denies any past psychiatric history and family mental illness issues.

C
aregivers (if applicable): Lives alone.

H
ospitalizations: No known hospitalizations.

M
edication trials: No known medication trials.

P
sychotherapy or
P
revious Psychiatric Diagnosis: Denies to discuss.

Substance Current Use and History:
No known history or current substance use.

Family Psychiatric/Substance Use History:
The patient denied any family mental health issues.

Psychosocial History:
Ms. Fatima was raised by her parents and lives alone in Coronado, CA. She is the only child. She has a hospitality degree but works as an administrative assistant in car sales.

Medical History:
Has a medical history of Scoliosis and is currently treated with chiropractic care.

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

 

Current Medications
: Has a scoliosis history and is undergoing chiropractic treatment at the moment.

Allergies
: The patient is allergic to latex.

Reproductive Hx
: Receives regular menses and uses no birth control pills.

ROS
:

GENERAL: The client denies losing or gaining weight; however, she reports neck pain stretching to her back and a broken heart.

HEENT: The patient denies dizziness, headache, or ear or eye ache signs. She also denies dysphagia, nasal discharge, and blurred vision.

SKIN: reports no bruises or abnormal skin rashes.

CARDIOVASCULAR: Denies chest pain, chest tightness, and shortness of breath.

RESPIRATORY: the patient reports no dyspnea, cough, or nocturnal dyspnea.

GASTROINTESTINAL: Reports no signs of stomach cramps, vomiting, stomach upset, or diarrhea.

GENITOURINARY: The patient reports no signs of urinary frequency, urgency, or pain when urinating.

NEUROLOGICAL: The patient denies numbness or ataxia

MUSCULOSKELETAL: The client denies joint or muscle pain.

HEMATOLOGIC: No signs of bruising or abnormal bleeding

LYMPHATICS: Reports no painful or swollen lymph nodes

ENDOCRINOLOGIC: The client reports zero signs of hypothyroidism

Objective:

Vitals; T- 98.4 P- 82 R 18 124/74 Ht 5’0 Wt 118lbs

Diagnostic results
: Urine and drug tested negative

Assessment:

Mental Status Examination: Ms. Fatima is a 28-year-old female who has been referred for psychiatric assessment by her boss. She is well groomed for the interview and well-oriented X4. She appears at her stated age and maintains good eye contact throughout the interview. She has pressured speech and is spontaneous. She looks confused with delusional thoughts. No signs of abnormal psychomotor movements. She denies auditory or visual hallucinations. No suicidal or homicidal ideations were noticed. She has poor judgment.

Differential Diagnosis

Schizophrenia (Primary Diagnosis):
The DSM 5 diagnosis for Schizophrenia requires the client to present delusion, hallucinations, disorganized speech, and grossly disorganized and negative symptoms (American Psychiatric Association, 2022). Criterion B also requires the patient to have experienced reduced achievements in one or significant areas, e.g., the workplace. Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders The client expresses delusions by assuming her boss wants to fire her because of her love affair. The patient also exhibits disorganized speech. When asked why she thinks Mr. Nehring and Eric have ganged up against her, she responds to a different topic by saying Eric is lustful. The client also meets criterion B, having made no sale for the previous three weeks. Zero sales implicate the reduced performance in her workplace.

Substance/Medication-Induced Psychotic Disorder (SMIPD):
SMIPD diagnosis is characterized by solid delusions and hallucinations attributed to the substance’s/physiological dosage effects. Even though this diagnosis met criteria A, there lacked medical and physical history, laboratory findings, or physical examination evidence that the above symptoms are caused by substance/ medical use (American Psychiatric Association, 2022). The urine and drug laboratory test proved negative.

Brief Psychotic Disorder:
The diagnosis of brief psychotic disorder includes two out of the following symptoms: hallucinations, disorganized speech, delusions, or grossly abnormal psychomotor behavior occurring in at least one day in at least a month. However, for Schizophrenia, the disorder has shown consistency in declined work performance.

Reflections:

If I were to conduct this session, I would create a strong rapport with patients to ensure they disclose sufficient information to make a diagnosis. This information includes psychiatric past medical history and consent to allow for communication with parents to obtain necessary, crucial details. One legal issue when dealing with Schizophrenia is hospitalizing a patient against their will. A clinician might fail to hospitalize a patient for fear of legal action. A clinician acting for their legal safety other than the client’s best interest poses legal and ethical dilemmas. Conducting group therapies can help in health promotion. Through these therapies, the community will reduce social isolation (Sadock et al., 2015), enhance cohesiveness and improve reality testing Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders.

 
 
References

American Psychiatric Association. (2022). Medication-induced movement disorders and other adverse effects of medication. In
Diagnostic and statistical manual of mental disorders
 (5th ed., text rev.).

American Psychiatric Association. (2022). Schizophrenia spectrum and other psychotic disorders. In
Diagnostic and statistical manual of mental disorders
 (5th ed., text rev.).

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

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.

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

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

Identify at least three possible differential diagnoses for the patient.

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-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

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

Submission and Grading Information

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.

Rubric Detail

BUY AN ESSAY HERE

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

Name: NRNP_6635_Week7_Assignment_Rubric

Grid View

List View

 
Show Descriptions

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

• ROS
—

Excellent
 18 
(18%)
 – 20 
(20%)

Good
 16 
(16%)
 – 17 
(17%)

Fair
 14 
(14%)
 – 15 
(15%)

Poor
 0 
(0%)
 – 13 
(13%)

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.
—

Excellent
 18 
(18%)
 – 20 
(20%)

Good
 16 
(16%)
 – 17 
(17%)

Fair
 14 
(14%)
 – 15 
(15%)

Poor
 0 
(0%)
 – 13 
(13%)

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-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR 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.
—

Excellent
 23 
(23%)
 – 25 
(25%)

Good
 20 
(20%)
 – 22 
(22%)

Fair
 18 
(18%)
 – 19 
(19%)

Poor
 0 
(0%)
 – 17 
(17%)

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!), social determinates of health, 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.).
—

Excellent
 9 
(9%)
 – 10 
(10%)

Good
 8 
(8%)
 – 8 
(8%)

Fair
 7 
(7%)
 – 7 
(7%)

Poor
 0 
(0%)
 – 6 
(6%)

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

Excellent
 14 
(14%)
 – 15 
(15%)

Good
 12 
(12%)
 – 13 
(13%)

Fair
 11 
(11%)
 – 11 
(11%)

Poor
 0 
(0%)
 – 10 
(10%)

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.
—

Excellent
 5 
(5%)
 – 5 
(5%)

Good
 4 
(4%)
 – 4 
(4%)

Fair
 3.5 
(3.5%)
 – 3.5 
(3.5%)

Poor
 0 
(0%)
-3(3%)

Written Expression and Formatting—English writing standards:

Correct grammar, mechanics, and punctuation
—

Excellent
 5 
(5%)
 – 5 
(5%)

Good
 4 
(4%)
 – 4 
(4%)

Fair
 3 
(3%)
 – 3 
(3%)

Poor
 0 
(0%)
 – 2 
(2%)

Total Points: 100

Name: NRNP_6635_Week7_Assignment_Rubric Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example

Subjective:

CC
(chief complaint): The individual cannot handle negative situations

HPI
: Sergeant Berry Sullivan, a 27-year-old man, came to the clinic for mental examination after serving in the military for eight years and deciding to leave active service in the marines. Mr. Sullivan entered the military shortly after graduating from high school and served three extended tours in various warzones. This implies that the individual has witnessed traumatic events during his active days in the military, considering his long participation in different warzones. The individual highlights that his father is abusive when drunk and that he has never used alcohol and drugs due to his father’s behavior. Mr. Sullivan also indicated that he does not experience any symptoms of anxiety, PTSD, or major depressive disorder.

BUY A CUSTOM-WRITTEN PAPER HERE

Past Psychiatric History
:

G
eneral Statement: Mr. Sullivan is a 27 years old man who was brought up in a low-income family with an alcoholic father who was abusive when drunk. The client joined the military immediately after completing high school. He left the military less than a year ago. He visited the facility for psychiatric examination for anxiety, PTSD, and major depressive disorder. He states that his grandfather, who also served in the military, suffered from depression though he never told one.

C
aregivers (if applicable): Not applicable

Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example

H
ospitalizations: The client has no prior history of psychiatric health or drug abuse therapy. (The health practitioner needs to enquire from the client if he has had any psychiatric health treatment, inpatient mental hospitalization, or intensive outpatient treatment, whether during his time in the military or in the past)

M
edication trials: Not known

P
sychotherapy or
P
revious Psychiatric Diagnosis: Not known

Substance Current Use and History:
Mr. Sullivan reports that he has never used alcohol or any substances in the past.

Family Psychiatric/Substance Use History:  

Sullivan’s father is a heavy alcohol drinker and engages in abusive behaviors when drunk. Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example

The client’s paternal grandfather served in the military and reported that he suffered from depression Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example

Psychosocial History:
Mr. Sullivan was born in a low-income family to an alcoholic father who was abusive to them when drunk. Currently, the father is diagnosed with various health conditions such as DM, liver cirrhosis, and HTN. Her mother is in good health condition. The client has two siblings, one brother, and one older sister. The family also comprises his paternal grandfather, who was diagnosed with depression. The client served in the military for eight years and currently lives with his fiancé.

Medical History:

 

Current Medications
: Mr. Sullivan is currently taking asthma medication. The condition is connected to seasonal allergies from his service in the military Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example.

Allergies
: None

Reproductive Hx
: Mr. Sullivan has no children, but they want kids someday.

ROS
:

GENERAL: Mr. Sullivan is attentive and oriented, well dressed, suitably clothed for the weather and event, and does not appear to be in extreme discomfort.

HEENT: No trauma or head injury.

SKIN: The client does not have a skin rash or itchy skin

CARDIOVASCULAR: Mr. Sullivan denies chest pains, discomfort, congestion, and edema in the lower extremities. Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example

RESPIRATORY: Mr. Sullivan reports that he has difficulty catching his breath.

GASTROINTESTINAL: Mr. Sullivan has nausea and vomiting.

GENITOURINARY: The client does not have abnormal urine color and no burning sensation when urinating Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example.

NEUROLOGICAL: The client does not have any symptoms of neurological conditions.

MUSCULOSKELETAL: No joint pains or swelling and no muscle pains

HEMATOLOGIC: No bleeding, no bruising, and no blood infection

LYMPHATICS: Mr. Sullivan does not have enlarged lymph nodes

ENDOCRINOLOGIC: The client has no polyuria, polydipsia, or polyphagia

Objective:

Physical exam:

T-98.8

P-86

R-18

B/P-122/7

Ht-5’8

Wt-160lbs

Diagnostic results
: The healthcare practitioner should examine the individual for depression and anxiety scores. The doctor should also request the patient undergo a blood test to determine the complete blood count, and thyroid-stimulating hormone Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example.

Assessment:

Mental Status Examination
:

Appearance: The individual was well-groomed. Healthcare providers should assess for any odor.

Eye contact: Fair

Speech: The individual had an everyday speech in rhythm and volume.

Behavior: Cooperative and Calm.

Psychomotor: No involuntary motions.

Mood: Depressed.

Thought: Paranoid, organized, goal-directed.

Thought content: No delusions. The provider should ask the individual if he is experiencing self-harm thoughts and suicidal ideation.

Perception: He shows no reaction to external stimuli. This implies that the provider should assess for other signs such as audio-visual hallucinations.

Concentration: The patient portrays signs of sustained attention and concentration.

Cognition: Alert

Memory: The individual shows symptoms of recollection of events which implies that his short-term and long-term memory is not well intact.

Insight: Fair

Judgment: Fair

Fund of Knowledge: Medium

Intelligence: average

 

Differential Diagnoses:

Post-Traumatic Stress Disorder

Post-traumatic stress disorder is a mental disease, which is most common in those who have encountered or seen a traumatic event, such as a natural catastrophe, terrorism, or a serious accident. The condition is associated with various negative symptoms such as trauma memory impairment, low self-esteem, pathological guilt, unpleasant feelings, decreased involvement in activities, alienation, and emotional numbing. Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example Other symptoms experienced by an individual diagnosed with the condition include irritability, aggression, sleep disturbance, and impaired concentration. Thus, PSTD should be ruled in as the mental health issue facing the patient since his Symptoms match those of PSTD.

Anxiety Disorder

Anxiety disorder is another condition common mental condition due to extreme stress (Bryant, 2019). This is another type of mental health condition associated with difficulty getting through a typical day due to a high level of anxiety (Koyuncu et al., 2019) Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example. The condition’s primary symptoms include excessive nervousness, rapid palpitations, excessive sweating, shortness of breath, trembling, chest pain, nausea, dizziness, fear of death, insanity, and paresthesias.

Major Depressive Disorder

The individual should also be diagnosed with major depressive disorder. This disease is associated with a continuous sense of despair and loss of interest. It mostly affects how a people feel, think, and conduct themselves and can result in a series of expressive and physical difficulties. The main signs and symptoms of the psychiatric condition include depressed mood and loss of interest in activities and pleasures one initially enjoyed.

Reflections:

         
The client presented to the clinic and served in the military for eighteen years, highlighting his participation in three long tours of duty in different warzones worldwide. This implies that the individual witnessed the death of many people, including people he knew personally in the military. This case study highlights the trauma that military personnel and veterans experience while serving. According to (Chin & Zeber, 2020), the trauma that military personnel experience during their deployment has a high chance of manifesting in the form of fear and anxiety. Another study by Smith & Hartelius (2020) indicates that different smells and sounds can trigger flashbacks and reactions, which can cause the veterans to avoid places, and things, detach from people, and experience nightmares. As mentioned in the interview, many veterans do not share their stories and the mental problems they experience after serving in the military because the majority believe that taking that step will make them look weak. It takes much courage to open up to other people. This implies that it is essential that individuals surrounding veterans support them and encourage them to seek help. It is also essential to provide veterans with the necessary training and education on recognizing signs and symptoms of mental conditions to seek the relevant help for symptoms management (Waitzkin et al., 2018) Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example. The government should also focus on providing proper and timely resources, services, and support to eliminate the barriers veterans face in seeking mental health treatment.

References

Bryant, R. A. (2019). Post‐traumatic stress disorder: a state‐of‐the‐art review of evidence and challenges. 
World psychiatry
, 
18
(3), 259-269.

Chin, D. L., & Zeber, J. E. (2020). Mental health outcomes among military service members after severe injury in combat and TBI. 
Military medicine
, 
185
(5-6), e711-e718.

Koyuncu, A., İnce, E., Ertekin, E., & Tükel, R. (2019). Comorbidity in social anxiety disorder: diagnostic and therapeutic challenges. 
Drugs in context
, 
8
.

Smith, G. P., & Hartelius, G. (2020). Resolution of dissociated ego states relieves flashback-related symptoms in combat-related PTSD: A brief mindfulness based intervention. 
Military Psychology
, 
32
(2), 135-148.

Waitzkin, H., Cruz, M., Shuey, B., Smithers, D., Muncy, L., & Noble, M. (2018). Military personnel who seek health and mental health services outside the military. 
Military Medicine
, 
183
(5-6), e232-e240 Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD Assignment Example.

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template
AND
the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar.

BUY A PLAGIARISM-FREE PAPER HERE

In the
Subjective
section, provide:

Chief complaint

History of present illness (HPI)

Past psychiatric history

Medication trials and current medications

Psychotherapy or previous psychiatric diagnosis

Pertinent substance use, family psychiatric/substance use, social, and medical history

Allergies

ROS

Read rating descriptions to see the grading standards!

In the
Objective
section, provide:

Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

Read rating descriptions to see the grading standards!

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-TR
diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR
criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case
.

Read rating descriptions to see the grading standards!

Reflect on this case. Include: NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar 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
!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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

EXEMPLAR BEGINS HERE

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

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

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

Or

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment  NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

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

Past Psychiatric History
: This section documents the patient’s past treatments. Use the mnemonic
G
o
Ch
a
MP. 

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

C
aregivers are listed if applicable.

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

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

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

Substance Use History:
This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar.

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

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

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

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

Educational Level

Hobbies:

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

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

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

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

 

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

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

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

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

You should list each system as follows:
General:

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

Example of Complete ROS
:

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

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

SKIN: No rash or itching.

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

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

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

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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

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

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

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

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

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

A
ssessment

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

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

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

 

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

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

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar.

Discussion: Strategies for Academic Portfolios

RE: Discussion – Week 8 Main Post

The first strategy for including academic activities in a professional development portfolio is to proactively collect evidence of learning (Daughtery & Cumberland, 2018). Next, students can use reflection to choose work to display that shows proof of education. Next, portfolios show a student’s professional and academic achievements (Daughtery & Cumberland,2018). Finally, a strategy is for students to pick and display their best work throughout their educational journey and add to the portfolio throughout the program Discussion: Strategies for Academic Portfolios.

Portfolios can also be used in reflective ways to show personal goals and professional growth, making this a strategy to show accomplishments related to these goals and future goals someone wants to accomplish (Daughtery &Cumberland, 2018). Professional accomplishments can be seen in portfolios by collecting patient, manager, and leader feedback (Denning, Holmes, & Pepper, 2018). Portfolios show professional development goals by providing evidence of accomplishments and showing things the person has done to accomplish these goals (Denning, Holmes, & Pepper, 2018).
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Walden University defines social change as having a positive impact on a community or population by improving things by creating new ideas or actions (Walden University, 2021). Showing positive social change means improving a social situation or human condition (Walden University, 2021). For personal or professional development goals to align with Walden University, they need to be committed to continually growing and improving themselves. Social change can be accomplished through a learning leadership style where leaders take an appreciative inquiry approach to listen and learn new things (Hodza & Rowe, 2018).

Portfolios can be used for professionals to reflect on their thoughts and what they learned. This reflection helps someone understand their views on a subject, and then they can compare stories of what they have learned from others and how they can use this information to create a goal to promote positive social change. In addition, studying a community or a population for a specific change needed can help identify how a person can use their skills and training to positively promote social change (Hodza & Rowe, 2018).

References

Daughtery, K. & Cumberland, D. (2018). The Use of Portfolios in US Pharmacy School. 
American Journal of Pharmaceutical Education, 82(3), 
240-252, 
https://doi.org/10.5688/ajpe6239

Dennis, K., Holmes, D., & Pepper, A. (2018). Implementation of E-Portfolios for the Professional Development of Admiral Nurses. 
Nursing Standard, 32(22),
1-13,https://doi.org/10.7748/ns.2018.e10825

Hodza, F., & Rowe, C. (2018). Learning Leaders in Grassroots Programs: Appreciative Inquiry and Storytelling.
AI Practitioner, 20(2), 
1-8, 
https://doi.org/10.1278/978-1-907549-35-9-3

Walden University (2021). College of Nursing Handbook. Retrieved from https://academicguides.waldenu.edu/id.php?content_rd=50982255

 

By Day 3 of Week 8

Post
 an e
xplanation
of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.

By Day 6 of Week 8

Respond
 to at least 
two
 of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.

 

Response: 

Hello, Stephanie,

I agree with you that creating a nursing portfolio is an excellent way to show personal goals and collect evidence of educational and professional growth. Since a large number of employers search potential employees on-line, it is also a good idea to create a digital e-portfolio (Hannans & Olivo, 2017). LinkedIn is a one of the largest on-line networks for working professionals and can be used to create an on-line portfolio (Carlson, 2017). Discussion: Strategies for Academic Portfolios Creating a portfolio aligns with Walden University’s commitment to enact positive social change by documenting professional development which promotes the development of society as a whole (Walden University, 2021). I also agree with you that portfolios can be a good source for reflection on past experiences which can also be useful when promoting social change.

References

Carlson, K. (2017). Why every nurse should have a LinkedIn profile. Retrieved from https://nurse.org/articles/nurse-linkedin-profile/

Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. Retrieved December 14, 2021, from 
https://www.myamericannurse.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf

Walden University. (2021). College of nursing handbook. Retrieved December 16, 2021, from 
https://academicguides.waldenu.edu/ld.php?content_id=50982255

 

 

 

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10 months ago

Sonya Spellman 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi Stephanie,

I enjoyed your post. I have learned a lot from the required reading and research on the use and development of portfolios. According to Burns (2018), nurses can use a portfolio to document competencies and achievements during evaluations and applications regarding promotions or awards. A good starting point is to collect, organize, file, and store the information. File the information as it becomes available. Place items, chronologically, beginning with the most recent data (Burns, 2018). A well-constructed portfolio should show how learning has occurred as well as its application in practice (Casey & Egan, 2018).

 

 

References

Casey DC, & Egan D. (2010). The use of professional portfolios and profiles for career enhancement. 
British Journal of Community Nursing
, 15(11), 547–552.

Burns, M. K. (2018). Creating a Nursing Portfolio. Ohio Nurses Review, 93(3), 16–17.

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10 months ago

Rex Boyson Olpoc 

RE: Discussion – Week 8 Response 1

COLLAPSE

Hello Stephanie,

Very detailed discussion you got here about portfolio. Portfolio can also serve as a tool for academic accreditation (Casey & Egan, 2013). For instance, prior to starting the MSN program, Walden has requested a transcript of records for the BSN RN graduate for review of evidence of learning. There are times wherein courses are credited, thus granting exemption from a subject or subjects of the program study. In addition, according to Burns (2018), having a professional portfolio summarizes the APRN’s qualifications including subjects taken during his or her higher level of education which helps in the smooth process of credentialing. For example, an FNP seeking his or her first job in an organization must go through the process of credentialing before starting. Portfolio thus is considered a professional requirement displaying how learning took place with its use in practice (Casey & Egan, 2013).

References

Burns, M. K. (2018). Creating a nursing portfolio. 
Ohio Nurses Review, 93
(3), 16–17.

Casey, D., & Egan, D. (2013). The use of professional portfolios and profiles for career enhancement. 
British Journal of Nursing, 15
(11), 547–552.

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10 months ago

Quenia Alfrenard 

RE: Discussion – Week 8 Main Post

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10 months ago

Susan Bencomo 

RE: Discussion – Week 8 Main Post

COLLAPSE

Excellent post, Stephanie! A professional portfolio is a collection of work and other documentations providing insight into an individual’s abilities for prospective employers. According to Burns (2018), creating a professional portfolio is essential for every nurse to showcase his/her experiences, continuing education, awards, skills, experiences, community activities, professional membership, and promotions. I find your post insightful on the strategies a nurse can use to include his/her academic activities and accomplishments into his/her professional development goal. One can also include evidence-based practice (EBP). The goal of including EBP is to synthesize the evidence and facilitate the transition of evidence-based research findings so as to improve the quality, appropriateness, and effectiveness of health care one delivers (LoBiondo-Wood & Haber 2021).  The use of these strategies align with the focus of the University on embracing new ways of learning new things for better shaping of the world.
 

References

Burns, M.K. (2018). Creating a nursing portfolio.
 
Ohio Nurses Review
, 93 (3), 16-17.
 

LoBiondo-Wood, G., & Haber, J. (2021). 
Nursing Research E-Book: Methods and Critical Appraisal for Evidence-Based Practice
. Elsevier Health Sciences.
 

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10 months ago

Janelle McEwen 

RE: Discussion – Week 8 Main Post

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10 months ago

Stephanie Kachin 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi Janelle,

This is a great idea to start saving assignments now. I save all my assignments and paper through an iCloud and one drive account. I like your recommendation of starting to save pertinent information for starting a portfolio now. I have not done this yet, but now I plan to. Thanks.

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10 months ago

Crystal Lewis 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi, Stephanie,

What does a portfolio suggest to potential employers?

Excellent post!

Dr. Lewis

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11 months ago

Teresa Woody 

RE: Discussion – Week 8

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Main Discussion Post:

 

Discussion: Strategies for Academic Portfolios

 

Teresa LeeAnn Woody

Department of Nursing, Walden University

NURS 6003C: Transition to Graduate Study

Dr. Crystal Lewis

December 16, 2021

 

Discussion: Strategies for Academic Portfolios

Creating a nursing portfolio is an excellent way to show academic and professional achievements throughout one’s nursing journey. Research shows that portfolios have 4 main purposes (McMillan, Parker, & Sport, 2014). Firstly, to facilitate learning in a course. Secondly, to showcase career skills. Thirdly, to aid in program review and assessment. And finally, to showcase professional standards. The use of a comprehensive professional portfolio can provide “a format for self-reflection on practice and for goal planning, capturing both the art and science of nursing” (Williams & Jordan, 2007). One of the most important aspects of creating a portfolio is reflection “because it can facilitate self-evaluation and development of future goals” (McMillan, Parker, & Sport, 2014). A portfolio is not just a resume. According to “How to Make an Impressive Nursing Portfolio” blog from James Cook University, each item in a portfolio has a purpose, and when carefully structured and organized, it becomes a useful tool for a variety of purposes (2020).

Developing a nursing portfolio aligns with Walden University’s commitment to enact positive social change. Students are committed to improving human and social conditions by creating and applying ideas which promote the development of society as a whole (Walden University, 2021). A portfolio demonstrates progress, archives coursework through college, and provides evidence of learning outcomes which aligns with Walden University’s professional development goals of growth and improvement (Hannans & Olivo, 2017).

Because an estimated 60% to 80% of employers search potential new hires online, a digital e-portfolio can be helpful (Hannans & Olivo, 2017). An e-portfolio is an online presentation of your academic and professional experiences and achievements. Students and practicing nurses should create their digital identity “to ensure that they’re seen in a positive light by potential employers, academic institutions, colleagues, and even patients” (Hannans & Olivo, 2017). Documents collected in the e-portfolio throughout one’s nursing journey gives an individual a foundation on which to build his/her career advances. While in nursing school, development of an e-portfolio is essential to help students identify performance gaps, foster student development, and promote a student’s learning responsibility (McMillan, Parker, & Sport, 2014). As a Family Nurse Practitioner student at Walden University, I am confident that I am learning the essential skills to evolve my nursing portfolio. Through this development, I will be able to strive for positive social change.

 

References

Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. Retrieved December 14, 2021, from 
https://www.myamericannurse.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf

How to make an impressive professional nursing portfolio
. (2020, March 2). James Cook University. 
https://online.jcu.edu.au/blog/how-to-make-an-impressive-nursing-portfolio

McMillan, Libba, Reed PhD, RN, Parker, Francine, EdD, RN, Sport, Andrea & BSN, RN. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. 
Nursing Management
, 45, 52-54. 
https://doi.org/10.1097/01.NUMA.0000444882.93063.a7

Walden University. (2021). College of nursing handbook. Retrieved December 16, 2021, from 
https://academicguides.waldenu.edu/ld.php?content_id=50982255

Williams, M., & Jordan K. (2007). The nursing portfolio: A pathway to career development. 
Journal for Nurses in Staff Development
, 23(3), 125-131.

 

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10 months ago

Stephanie Kachin 

RE: Discussion – Response 1 Teresa

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10 months ago

Crystal Lewis 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 8

COLLAPSE

Hi, Teresa,

Prior to this class, did you maintain a portfolio? Discuss how your portfolio will assist your career.

Excellent post!

Dr. Lewis

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10 months ago

Teresa Woody 

RE: Discussion – Week 8

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Response:

Hello, Dr. Lewis,

Thank you for your response to my post. Prior to this class, I did not maintain a portfolio. However, I’ve learned how valuable a portfolio is to one’s nursing career after taking this class. It is an excellent way to document educational and professional accomplishments. “A well-developed portfolio provides potential employers with a deeper understanding of the scope of your professional experience, education, evaluations and awards” (Schneider, 2016). Nurses who have invested valuable time in their careers should highlight their accomplishments with the use of portfolio.

References

Schneider, A. (2016). Building a professional nursing portfolio. https://www.rn.com/nursing-news-building-professional-nursing-portfolio/

 

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10 months ago

Christine Hoffmann 

RE: Discussion – Week 8

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Response 1, Week 8

Hi Teresa! Development of a portfolio is an excellent way to document your chronological learning and display competence to prospective employers (HealthLeaders, 2019). The ePortfolio can be used as a medium to promote self-regulated learning and critical thinking (Segaran & Hasim, 2021). I did not previously have a portfolio, however, I plan to create one now as a means to set myself apart from other nurses seeking employment alongside me. By utilizing the portfolio as my “toolbox,” I will need to identify what other learning needs will be helpful to add. Knowing that employers will be looking at my portfolio gives me motivation to continue learning and adding to my “toolbox.” While I find that it is easier to find subjects related to my studies as a PMHNP, I can see how it would be overwhelming to hone in on options in the FNP program. Do you have any identified learning needs that you plan on adding to your portfolio outside of your coursework at Walden?

References

HealthLeaders. (2019). The importance of a professional nursing portfolio | healthleaders media. Healthleadersmedia.com. https://www.healthleadersmedia.com/nursing/importance-professional-nursing-portfolio

Segaran, M. K., & Hasim, Z. (2021). Self-regulated learning through eportfolio: a meta-analysis. Malaysian Journal of Learning and Instruction, 18(1), 131–156. https://doi.org/10.32890/mjli2021.18.1.6

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10 months ago

Teresa Woody 

RE: Discussion – Week 8

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Response:

Hello, Christine,

Thank you for your response to my post. You asked if I have any identified learning that I plan on adding to my portfolio outside of my coursework at Walden. The simple answer to that is, yes. As a nurse for more than 20 years, I feel it is vital to include educational and professional accomplishments over the course of my entire career. One example, that I’m proud of, is my achievement of professional certification in the nursing fields I’ve specialized in. I believe that when you specialize in a certain field of nursing, it is helpful to become certified in that field. When I started working in dialysis in 1999, I soon after became a certified dialysis nurse. When I started working in infection prevention in 2014, I soon after became certified in infection prevention and epidemiology. Now that I am working in dialysis again, and have experience in more than one area of dialysis, I plan to certify as a nephrology nurse. Adding certifications to your portfolio can let potential employers know that you are dedicated to that particular field of nursing and highlights your knowledge as a nurse.

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10 months ago

Claudy Jean Gilles 

RE: Discussion – Week 8

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Hi Teresa,

It is a great post, a portfolio should highlight your academic and your professional success of your career. Walden University teach us how to be an advocate for social changes and how to be better to individual. The portfolio demonstrate your reflection on your personal and your professional goals. According to Walden University, “Positive social change promote the worth, dignity, and development of individuals, communities, organizations, institutions cultures, and societies” (Walden University, n.d.).  Growing with the changes is essential to show in the portfolio because the portfolio helps you outline your goals, your academic goals and your career success. Every single goal and accomplishment must be documented in the portfolio.

Reference:

Walden University. (n.d.). 
Vision, mission, and goals.
 Retrieved January 18, 2022, from https://catalog.waldenu.edu/content.php?

Walden University (2021). College of Nursing Handbook. Retrieved from https://academicguides.waldenu.edu/id.php?

 

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10 months ago

Susan Bencomo 

RE: Discussion – Week 8

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Great post, Teresa! I concur with your assertion that creating a professional nursing portfolio is an excellent way of showcasing professional and academic accomplishments throughout one’s nursing journey. Cope & Murray (2018) assert that a professional nursing portfolio confirms that one is well prepared and licensed to practice and shows his/her skills, achievements, experience, and history of employment as a nurse. When one is creating a section of his/her professional goals in the portfolio, he/she would possibly want past and current activities to support his/her career path. In this way, the use of such strategies as facilitating learning in a course, showcasing career skills, and career advancement can be effective for including academic activities and accomplishments into his/her professional development goals. Walden has a goal for social change to prepare students for the immediate solutions of dire societal/communal challenges (Walden University n.d.), which aligns with the professional development goals.
 

References

Cope, V., & Murray, M. (2018). Use of professional portfolios in nursing. Nursing Standard (2014+), 32(30), 55. doi:
http://dx.doi.org.ezp.waldenulibrary.org/10.7748/ns.2018.e10985

Walden University. (n.d.). 
Social Change.
 
Walden University. 
https://www.waldenu.edu/why-walden/social-change