Category: Nursing

  • NRNP 6645 week 1 quiz answers

    NRNP 6645 week 1 quiz answers

    Question 1

    0.1 
    / 0.1
     pts

    How long does my instructor have to grade my assignments after the due date?

    3 days

     

    5 days

     

    7 days

     

    10 days

     

    GET QUIZ HELP HERE

    Question 2

    0.1 
    / 0.1
     pts

    Where do I find my instructor’s feedback on assignments?

    In the grading comments

     

    In the rubric

     

    Grading comments and the rubric

     

    NRNP 6645 week 1 quiz answers Question 3

    0.1 
    / 0.1
     pts

    How often should I check the announcements, email and doc sharing?

    Every day

     

    Once a week

     

    Twice a week

     

    Three times a week

     

    Question 4

    0.1 
    / 0.1
     pts

    Who do I contact about a grade I don’t agree with?

    Didactic faculty

     

    Specialty Coordinator

     

    Program Director

     

    President

     

    Question 5

    0.1 
    / 0.1
     pts

    Are assignment re-dos or extra credit allowed in the NP program?

    Yes

     

    No

     

    Incorrect
    Question 6

    0 
    / 0.1
     pts

    I cannot use my textbook as a resource or other patient centered websites such as WebMD.

    True

     

    False

     

    Question 7

    0.1 
    / 0.1
     pts

    I cannot use textbooks, notes, videos, websites, or any other resource when taking the midterm and final exams.

    True

     

    False

     

    Question 8

    0.1 
    / 0.1
     pts

    Are Grand Rounds mandatory to attend?

    Yes

     

    No

     

    Question 9

    0.1 
    / 0.1
     pts

    Can I watch a recording of Grand Rounds later?

    Yes

     

    No

     

    NRNP 6645 week 1 quiz answers Question 10

    0.1 
    / 0.1
     pts

    I have read the NP program Practicum Manual and will abide by the requirements to successfully complete this program.

    True

     

    False

     

    Question 11

    0.1 
    / 0.1
     pts

    I am responsible for everything I post on social media.

    True

     

    False

     

    Question 12

    0.1 
    / 0.1
     pts

    I understand the appropriate chain of command in the College of Nursing.

    True

     

    False

     

    Question 13

    1 
    / 1
     pts

    I acknowledge reading the syllabus and understand the course requirements to successfully pass the class.

    True

     

    False

     

    Question 14

    Not yet graded 
    / 0.1
     pts

    By signing below, I acknowledge that I have viewed the course information meeting in its entirety  and / or course materials and will adhere to the policies that have been set forth.

    Type your name and the date below.

  • Therapy for Clients With Personality Disorders

    Therapy for Clients With Personality Disorders

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

    Briefly describe the personality disorder you selected, including the 
    DSM-5-TR
     diagnostic criteria.

    Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

    Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session

    Borderline Personality Disorder AND Narcissistic Personality Disorder

    Therapy for Clients With Personality Disorders – Borderline Personality Disorder

    Personality Disorder DSM-5-TR Overview

    Borderline Personality Disorder (BPD) is a type of personality disorder that involves an unstable and disturbed pattern of mood and interpersonal relationships, as well as irresponsible behavior. The DSM-5-TR diagnostic criteria for BPD include sudden panic, the absence of a stable and secure attachment figure in their childhood, a constantly shifting sense of self, suicidal tendencies when overwhelmed by negative emotions, bipolar disorder-like tendencies, pervasive and persistent existential depression, rage reactions, brief psychotic episodes that manifest as paranoia, and split-off ego states (Leichsenring et al., 2024). According to DSM 5, the patient requires at least five of these characteristics are necessary for diagnosing the disorder. Interpersonal conflicts and perceived abandonment significantly increase emotional sensitivity, impulsivity, and self-harm in BPD. The sooner the diagnosis is made and treatment commenced, the better the prognosis.

    Therapeutic Approach for Managing Borderline Personality Disorder

    Dialectical Behavioral Therapy (DBT) is an efficient treatment method for managing BPD. DBT utilizes cognitive-behavioral approaches, but it is based on the principles of mindfulness. This modality aims to equip BPD clients with skills to control their emotions, cope with stress, and enhance their relational capabilities, making it suitable for treating the aspect of BPD that involves poor emotion regulation (Kujovic et al., 2024). This structure of DBT may be useful for clients with BPD, as it encourages the replacement of self-harming behaviors with better coping skills over time (Leichsenring et al., 2023).  Behavioral skills training further incorporates group and individual therapies to establish an organizational format to elicit healthier emotional reactions and improve Interpersonal communication skills.

    Therapeutic Relationship in Psychiatry

    In psychiatry, a therapeutic relationship can be described as a working partnership between the therapist and the client that involves trust, helpful communication, and participation in the therapeutic process. It is underpinned by empathy, respect, and positive regard for the client; they are encouraged to discuss their problems in this therapeutic alliance. Developing this trust is vital as it facilitates communication and compliance with the stipulated therapy regimes (Kujovic et al., 2024). Thus, therapists should be aware of possible power relations that impact the process and be open about this to foster a constructive relationship during the therapeutic process.

    Sharing Diagnosis with the Client

    The nurse practitioner should provide details on the patient, ensuring an understanding of the condition and the treatment plan that should be implemented. Therefore, when explaining BPD to a patient, concerns should be presented non-judgmentally, emphasizing positive qualities. I would describe the symptoms in basic language, noting how these characteristics may affect feelings and interpersonal connections and stressing the potential for recovery through medication. I emphasize that the diagnosis is driven by explaining the symptoms, prognostication, and treatment strategies (Wheeler, 2020). Applying this strategy could help the client gain more control over the process. It would not compromise the therapeutic alliance that personality disorder diagnoses often produce feelings of stigma or alienation.

     

     

    Individual vs. Family vs. Group Session Disclosure

    In the individual context, it would be critical for the nurse practitioner to explain the diagnosis, emphasizing the individual impacts of the disease and approaches for enhancing recovery. On the other hand, in the family setting, the approach should focus more on enhancing the family’s understanding of the diagnosis and the existing needs associated with the condition. The family setting interventions focus on empowering the patient and the family to understand their roles in managing the condition and address any myths and misconceptions that may affect the management of the condition. However, a group setting offers optimal opportunities for sharing experiences where patients can learn from one another and develop resilience in managing their conditions and needs (Wheeler, 2020). These settings require managing individual needs and preferences and maintaining privacy to help build trust, maintain therapeutic relationships, and foster mutual support.

     

     

    References

    Kujovic, M., Benz, D., Riesbeck, M., Mollamehmetoglu, D., Becker-Sadzio, J., Margittai, Z., Bahr, C., & Meisenzahl, E. (2024). Comparison of 8-vs-12 weeks adapted dialectical behavioral therapy (DBT) for borderline personality disorder in routine psychiatric inpatient treatment: A naturalistic study.
    Scientific Reports
    ,
    14
    (1), 11264.
    https://doi.org/10.1038/s41598-024-61795-9

    Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., Salzer, S., Spitzer, C., & Steinert, C. (2024). Borderline personality disorder: A comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies.
    World Psychiatry: Official Journal of the World Psychiatric Association (WPA)
    ,
    23
    (1), 4–25.
    https://doi.org/10.1002/wps.21156

    Leichsenring, F., Heim, N., Leweke, F., Spitzer, C., Steinert, C., & Kernberg, O. F. (2023). Borderline personality disorder: A review.
    JAMA
    ,
    329
    (8), 670–679.
    https://doi.org/10.1001/jama.2023.0589

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

     

     

    Therapy for Clients with Personality Disorders – 
    Narcissistic
    Personality Disorder

    Briefly describe the personality disorder

    Narcissistic personality disorder (NPD) is a psychiatric disorder marked by lack of empathy, need for admiration, and persistent pattern of grandiosity. NP is associated with a heightened risk of comorbid conditions, including anxiety and mood disorders; suicide substance and alcohol use disorders; and marital, relational, and vocational problems.  Narcissistic individuals are highly distressed, make others go through much pain, and have reduced quality of life (Weinberg & Ronningstam, 2022).  According to the DSM-5 diagnostic criteria, symptoms of NPD include limited ability to be empathetic, grandiose and entitled perception of self, arrogance, a disparate need for admiration and attention, being envious or believing others are envious of self, a propensity to destroy relationships, and desire for high status and exceptional achievements(Szalay et al., 2024).

    A therapeutic approach and a modality to use to treat a client presenting with the disorder

    Psychotherapeutic treatment for NPD is challenging since individuals with NPD feel ashamed of being reliant on others, a thing that makes it difficult to rely on healthcare providers. Also, they can envy the therapist along with their supposed status, which usually ignites a feeling of competitiveness (Szalay et al., 2024). Mentalization-based therapy (MBT) is a therapeutic approach I would use with a patient presenting with NPD. According to (Choi-Kain et al., 2022) metallization refers to the way humans understand their social interactions by considering the mental states (for example, intentions, desires, beliefs, and emotions) that reinforce observed behavior. Mentalizing enables an individual to create and sustain gratifying relationships and for other people to understand them in a manner that ignites a positive identity. MBT is the most appropriate therapy for NPD because it addresses personality dysfunction connected with coping in relational and self-management. MBT achieves this by augmenting contemplative abilities about self and other, stabilizing attachment, and promoting epistemic trust.  An individual with NPD have a high likelihood of being avoidant or dismissive in terms of vulnerabilities, emotional, and attachment, and the contributions and perspectives of other people (Choi-Kain et al., 2022).

    An explanation of what a therapeutic relationship is in psychiatry

    A therapeutic relationship refers to a collaborative partnership between the patient and healthcare provider in mental health care. According to Weinberg and Ronningstam (2022), the ability of a therapist to build a collaborative alliance with a patient is scheme to increase treatment effectiveness and  achieve treatment goal. Being attentive to the patient’s behaviors and inner experience and taking a nonjudgmental stance assist in treatment. Being attentive to the therapeutic relationship enables both the patient and therapist to negotiate contradictory perceptions, remain connected through affective tempests, and promote open-mindedness. Wheeler (2021) indicates that psychotherapy enhances healing happens through the connection that the patient has with the therapist.  Psychiatric nurses cultivate a relationship intended to alter patient’s interpersonal situation and the intrapsychic situation, thus altering the brain functioning.  The patient-nurse is the active component in therapeutic change.

    I would share the NPD diagnosis with a patient by not using the diagnostic to avoid damaging the therapeutic relationship.  According to Hersh et al. (2019), sharing a diagnosis is essential in NPD to assist discussion of clinical features, etiology, treatment options, and course of illness.  Diagnostic sharing is the basis of informed consent to treatment (Hersh et al., 2019). Weinberg and Ronningstam (2022) emphasize that at the onset of treatment, it is essential explain diagnostic impressions to the patient.  Although some patients positively receive NPD disclosure on NPD diagnosis, others feel that NPD is a reprehensible label. As such, clinicians need to be flexible, and consider taking about the diagnosis without essentially utilizing the diagnostic label by referring to the patient as narcissist.  This will assist in describing treatment goals and behaviors that interfere with treatment,  and assists develop a longer commitment to treatment.

    I would share the diagnosis with the individual in an individual session by providing the patient with useful information about NPD diagnosis and available treatments.  In a group and family session, I would discuss the diagnosis with the group members about NPD and provide education to group and family members about the disorder, behaviors that might interfere with treatment

    Why sources are considered scholarly

    The article by Choi-Kain et al. is peer-reviewed and authored by experts in psychiatry

    The article by Hersh et al. is peer-reviewed and authored by experts in behavioral sciences

    The article by Weinberg and Ronningstam is is peer-reviewed and authored by experts in psychiatry

    The article by Szalay et al. is peer-reviewed and authored by experts in psychiatry

     

     

    References

    Choi-Kain, L. W., Simonsen, S., & Euler, S. (2022). A Mentalizing Approach for Narcissistic Personality Disorder: Moving From “Me-Mode” to “We-Mode.
    American Journal of Psychotherapy, 75
    (1), 38-43.
    https://doi.org/10.1176/appi.psychotherapy.20210017

    Hersh, R. G., McCommon, B., & Golkin, E. G. (2019). Sharing a Diagnosis of Narcissistic

    Personality: a Challenging Decision with Associated Risks and Benefits. 
    Current Behavioral Neuroscience Reports, 6
    (16), 1-8.
    https://doi.org/10.1007/s40473-019-00193-2

    Szalay, Z., Hardaker, M., & Tsanikos, E. (2024). Narcissistic personality disorder: an opinionated review of the efficacy of psychotherapy.
    Academia Mental Health & Well-Being, 1
    , 1-8. https://doi.org/10.20935/MHealthWellB6239

    Weinberg, I., & Ronningstam, E. (2022). Narcissistic Personality Disorder: Progress in Understanding and Treatment.
    Focus, 20
    (4), 368-377. doi:
    10.1176/appi.focus.20220052

    Wheeler, K. (2021). Psychotherapy for the Advanced Practice Psychiatric Nurse:  
    A How-To Guide for Evidence-Based Practice
    . Springer Publishing. Therapy for Clients With Personality Disorders

  • NRNP-6645 Psychotherapy Multiple Modalities

    Week 1: Discussion

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?

    Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.

    For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).

    Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.

    By Day 3

    Post
     an explanation of
    whether psychotherapy has a biological basis
    . Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

    Read
     a selection of your colleagues’ responses.

    By Day 6

    Respond
     to 
    at least two
     of your colleagues on 
    2 different days
     by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource.

     

    Week 2: Assignment –
    Family Assessment

    Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues.

     

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources and reflect on the insights they provide on family assessment. Be sure to review the resource on psychotherapy genograms.

    Download the Comprehensive Psychiatric Evaluation Note Template and review the requirements of the documentation. There is also an exemplar provided with detailed guidance and examples.

    View the 
    Mother and Daughter: A Cultural Tale
     video
    in the Learning Resources and consider how you might assess the family in the case study.

    The Assignment

    Document the following for the family in the video, using the Comprehensive Evaluation Note Template:

    Chief complaint

    History of present illness

    Past psychiatric history

    Substance use history

    Family psychiatric/substance use history

    Psychosocial history/Developmental history

    Medical history

    Review of systems (ROS)

    Physical assessment (if applicable)

    Mental status exam

    Differential diagnosis—Include a minimum of three differential diagnoses and include how you derived each diagnosis in accordance with 
    DSM-5-TR
     diagnostic criteria

    Case formulation and treatment plan

    Include a psychotherapy genogram for the family

    Note:
     For any item you are unable to address from the video, explain how you would gather this information and why it is important for diagnosis and treatment planning.

     

    Week 3: Assignment
    – Analyzing Group Techniques

    Analyzing Group Techniques

    Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

    As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Select one of the
    group therapy video demonstrations
    from this week’s required media Learning Resources.

    The Assignment

    In a 3- to 4-page
    paper
    , identify the video you selected and address the following:

    What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

    What evidence from the literature supports the techniques demonstrated?

    What did you notice that the therapist did well?

    Explain something that you would have handled differently.

    What is an insight that you gained from watching the therapist handle the group therapy?

    Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

    Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

    By Day 7

    Submit
     your Assignment.

    Reminde
    r
    Links to an external site.
     The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK3Assgn_LastName_Firstinitial

    Then, click on 
    Start Assignment
     near the top of the page.

    Next, click on 
    Upload File
     and select 
    Submit Assignment
     for review.

     

    Week 5: Discussion
    – Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    There are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for
    CBT in group settings and CBT in family settings
    . In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in individual, group, and family settings, consider challenges of using this approach with groups you may lead, as well as strategies for overcoming those challenges.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.

     

    By Day 3

    Post
     an explanation of how the use of
    CBT in groups compares to its use in family or individual settings
    . Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

    Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

    Read
     a selection of your colleagues’ responses.

     

    By Day 6 of Week 1

    Respond
     to at least 
    two
     of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

     

    Week 7: Assignment
    – Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Understanding the strengths of each type of therapy and which type of therapy is most appropriate for each patient is an essential skill of the psychiatric-mental health nurse practitioner. In this Assignment, you will compare humanistic-existential therapy to another psychotherapeutic approach. You will identify the strengths and challenges of each approach and describe expected potential outcomes.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review the humanistic-existential psychotherapy videos in this week’s Learning Resources.

    Reflect on humanistic-existential psychotherapeutic approaches.

    Then, select another psychotherapeutic approach to compare with humanistic-existential psychotherapy. The approach you choose may be one you previously explored in the course or one you are familiar with and especially interested in.

    The Assignment

    In a 2- to 3-page paper, address the following:

    Briefly describe
    humanistic-existential psychotherapy
    and the second approach you selected.

    Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

    Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient.

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

    Week 8: Assignment
    -Psychotherapy for Clients With Addictive Disorders

    Psychotherapy for Clients With Addictive Disorders

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 
    187 Models of Treatment for Addiction
     video, consider what treatment model you may use the most with clients presenting with addiction.

    Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a
    5- to 10-slide PowerPoint presentation
    , address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    Provide an overview of the article you selected.

    What population (individual, group, or family) is under consideration?

    What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    What were the author’s claims?

    Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

     

    Week 9: Assignment
    –

    Posttraumatic Stress Disorder

    It is estimated that more almost 7% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Institute of Mental Health, 2017). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to behavioral issues, adolescent substance abuse issues, and even physical ailments. For this Assignment, you examine a PTSD video case study and consider how you might assess and treat clients presenting with PTSD.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.

    View the media 
    Presentation Example: Posttraumatic Stress Disorder (PTSD)
     and assess the client in the case study.

    For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.

    Note:
     To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.

     

    The Assignment

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

    Briefly explain the neurobiological basis for PTSD illness.

    Discuss the 
    DSM-5-TR
     diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?

    Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

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

    By Day 7

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

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK9Assgn_LastName_Firstinitial

    Then, click on 
    Start Assignment
     near the top of the page.

    Next, click on 
    Upload File
     and select 
    Submit Assignment
     for review.

     

    Week 10: Assignment
    – Therapy for Clients With Personality Disorders

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

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.

    Select one of the
    personality disorders
    from the 
    DSM-5-TR
     (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.

    The Assignment:

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

    Briefly describe the personality disorder you selected, including the 
    DSM-5-TR
     diagnostic criteria.

    Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

    Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

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

    By Day 7

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

  • NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash

    NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash – I-HUMAN PATIENTS CASE STUDY: EVALUATING AND MANAGING INTEGUMENTARY CONDITIONS

    History and physical exam

    How can I help you today?

    Do you have any other symptoms or concerns we should discuss?

    Tell me how that makes you feel?

    How does this affect your lifestyle?

    What symptom is the most distressing for you?

    Have you been having fevers?

    Have you ever been exposed to poison ivy/oak/sumac?

    Have you been exposed to mosquitoes or ticks? Any bites?

    Have you…

     

    All Physical Exams

    Temperature

    Vitals: Pulse

    Vitals: Blood pressure

    Vitals respiration

    Vitals…

    GET i-HUMAN HELP HERE

    Key Findings and Problem Statement

    Key. Einding

    Blateral, circular thigh rash for two weeks

    Constant Itching, severity 6/10

    Frequent workouts in hot, humid environments

    No exposure to irritants or new products

    No fever, recent camping, travel, or insect bites

    PMH of type 2 diabetes

    No discharge, palpable nodules, or fluctuance in affected areas Additional past medical/family history

    Medications/Allergies

    Additional social history (habits)

    ROS: Inquiry into constitutional symptoms

    ROS:…

    Case: Problem Statement

    This patient is a 36-year-old overweight female with a PMH of type 2 diabetes who reports two weeks of progressively worsening 6/10 ichy, circular rashes on both thighs. She has used an over-the-counter topical steroid for three days and reports intensified redness and a burning sensation. Reports beginning workouts at an indoor pool. She denies fever, recent travel exposure to known irritants or new skin products, recent skin injuries, insect or animal bites, or any infections. Physical exam reveals multiple circular lesions on the bilateral thighs with raised borders, central clearing, and associated erythema and scaling. No discharge palpable nodules, fluctuance, vesicles, or pustules are present.

     

    Management Plan

    …

     

    I-HUMAN PATIENTS CASE STUDY: EVALUATING AND MANAGING INTEGUMENTARY CONDITIONS

    This course will require you to complete a series of case studies using the i-Human Patients software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

    The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections and categorized as disorders, to skin cancer and severe burns, which can be life threatening.

    For this NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash Assignment, you will examine an i-Human Patients case study. You will then work with an i-Human patient with an integumentary condition.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    By Day 1 of this week, your Instructor will assign an i-Human Patients case study for this Assignment. 
    Note:
     Please see the 
    Course Announcements
     section of the classroom for your i-Human Patients Assignment.

    Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.

    Access and review the assigned i-Human Patients case study. Based on the provided patient information, think about the health history you would need to collect from the patient.

    Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.

    Reflect on how the results would be used to make a diagnosis.

    NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash

    Identify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient.

    Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.

    Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions.

    Assignment

    As you interact with this week’s i-Human Patients patient, complete the assigned case study. For guidance on using i-Human Patients, refer to the 
    i-Human Graduate Programs Help
     link within the i-Human Patients platform.

    By Day 7 of Week 4

    Upload
     your PDF from i-Human Patients to submit this Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the 
    Turnitin Drafts
     from the 
    Start Here
     area.

    To submit your completed assignment, save your Assignment as 
    WK4Assgn_LastName_FirstInitial

    Then, click on 
    Start Assignment
     near the top of the page.

    Next, click on 
    Upload File
     and select 
    Submit Assignment
     for review.

    By submitting this NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash Assignment, you confirm that you have complied with Walden University’s Code of Conduct including the expectations for academic integrity while completing the i-Human Patients Assessment. 

     

    Rubric – NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash

    NURS_6512_Week 4_Assignment_Rubric

    NURS_6512_Week 4_Assignment_Rubric

    Criteria

    Ratings

    Pts

    This criterion is linked to a Learning Outcome
    History: Complete an appropriate health history. (Scores are automatically calculated in the i-Human platform.)

    20
     pts

    Excellent

    Achieves a score of 85–100%

    15
     pts

    Good

    Achieves a score of 84–75%

    10
     pts

    Fair

    Achieves a score of 74–65%

    5
     pts

    Poor

    Achieves a score of 64–55%

    0
     pts

    Unsatisfactory

    Achieves a score of 54% or below

    20
     pts

    This criterion is linked to a Learning Outcome
    Physical Exam: Complete an appropriate physical exam. (Scores are automatically calculated in the i-Human platform.)

    20
     pts

    Excellent

    Achieves a score of 85–100%

    15
     pts

    Good

    Achieves a score of 84–75%

    10
     pts

    Fair

    Achieves a score of 74–65%

    5
     pts

    Poor

    Achieves a score of 64–55%

    0
     pts

    Unsatisfactory

    Achieves a score of 54% or below

    20
     pts

    This criterion is linked to a Learning Outcome
    EMR Documentation History of Present Illness: 5 criteria: 1.) Complete; 2.) Accurate; 3.) Written in Professional Language; 4.) Pertinent to the Chief Complaint; 5.) Includes Subjective findings only

    10
     pts

    Excellent

    Complete HPI meeting all 5 criteria.

    8
     pts

    Good

    4 requirements are met.

    6
     pts

    Fair

    3 requirements are met.

    4
     pts

    Poor

    1–2 requirements are met.

    0
     pts

    Unsatisfactory

    No requirements are met.

    10
     pts

    This criterion is linked to a Learning Outcome
    EMR Documentation Subjective Data Document Current Medications, Review of System: 5 criteria: 1.) Complete; 2.) Accurate; 3.) Written in Professional Language; 4.) Pertinent to the Chief Complaint; 5.) Includes Subjective findings only

    10
     pts

    Excellent

    Complete HPI meeting all 5 criteria.

    8
     pts

    Good

    4 requirements are met.

    6
     pts

    Fair

    3 requirements are met.

    4
     pts

    Poor

    1–2 requirements are met.

    0
     pts

    Unsatisfactory

    No requirements are met.

    10
     pts

    This criterion is linked to a Learning Outcome
    EMR Documentation Objective Data Document Physical Exam Findings: 5 criteria: 1.) Complete; 2.) Accurate; 3.) Written in Professional Language; 4.) Pertinent to the Chief Complaint; 5.) Includes Objective findings only

    10
     pts

    Excellent

    Complete HPI meeting all 5 criteria.

    8
     pts

    Good

    4 requirements are met.

    6
     pts

    Fair

    3 requirements are met.

    4
     pts

    Poor

    1–2 requirements are met.

    0
     pts

    Unsatisfactory

    No requirements are met.

    10
     pts

    This criterion is linked to a Learning Outcome
    Key Findings: Organize the key findings with the most important first and least important last.

    5
     pts

    Excellent

    The key findings are complete and appropriately organized.

    4
     pts

    Good

    The key findings are complete but the organization is not correct.

    3
     pts

    Fair

    There are 1–2 key findings missing or organized inappropriately.

    2
     pts

    Poor

    There are 3 key findings missing and organization is incorrect.

    0
     pts

    Unsatisfactory

    There are more than 3 key findings missing and organization is incorrect.

    5
     pts

    This criterion is linked to a Learning Outcome
    Problem Statement: Document a brief and accurate problem statement using professional language that includes the following: 1.) Name or initials, age; 2.) Chief complaint; 3.) Positive and negative subjective findings; 4.) Positive and negative objective findings.

    5
     pts

    Excellent

    All requirements are met.

    4
     pts

    Good

    3 requirements are met.

    3
     pts

    Fair

    2 requirements are met.

    2
     pts

    Poor

    1 requirement is met.

    0
     pts

    Unsatisfactory

    No requirements are met.

    5
     pts

    This criterion is linked to a Learning Outcome
    Management Plan: Use the expert diagnosis provided to create a pertinent, comprehensive, evidenced-based management plan. Address the following criteria in the plan: 1.) Diagnostic tests; 2.) Medications (write out a complete order, even for OTC meds); 3.) Suggested consults/referrals; 4.) Patient education; 5.) Follow up, including time interval and specific symptoms to prompt a return visit sooner; 6.) Provide rationales for each intervention and include references to support your plan. Clinical practice guidelines should be utilized as applicable.

    15
     pts

    Excellent

    All requirements are met.

    13
     pts

    Good

    5 requirements are met.

    10
     pts

    Fair

    4 requirements are met.

    7
     pts

    Poor

    1-3 requirements are met.

    0
     pts

    Unsatisfactory

    No requirements are met.

    15
     pts

    This criterion is linked to a Learning Outcome
    References and Format: Current APA citations for references in management plan. Use of clinical practice guidelines when applicable.

    5
     pts

    Excellent

    0–1 errors Clinical practice guidelines used when applicable.

    4
     pts

    Good

    2–3 errors Clinical practice guidelines used when applicable.

    3
     pts

    Fair

    4–5 errors Clinical practice guidelines not used when applicable.

    2
     pts

    Poor

    6–7 errors Clinical practice guidelines not used when applicable.

    0
     pts

    Unsatisfactory

    More than 7 errors; clinical practice guidelines not used when applicable.

    5
     pts

    Total Points: 
    100 NURS 6512 week 4 ihuman – 36 y/o 5′ 0″ (152 cm) 144.0 lb (65.5 kg) with Itchy rash

  • NRNP-6645 Week 8: Assignment – Psychotherapy for Clients With Addictive Disorders

    Psychotherapy for Clients With Addictive Disorders

    Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.

    Resources

     

    Be sure to review the Learning Resources before completing this activity.

    Click the weekly resources link to access the resources.

    WEEKLY RESOURCES

    To prepare:

    Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 
    187 Models of Treatment for Addiction
     video, consider what treatment model you may use the most with clients presenting with addiction.

    Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders.

    The Assignment

    In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

    Provide an overview of the article you selected.

    What population (individual, group, or family) is under consideration?

    What was the specific intervention that was used? Is this a new intervention or one that was already studied?

    What were the author’s claims?

    Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

    Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

    Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides.

    Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment.

     

    Psychotherapy for Clients With Addictive Disorders

    Psychotherapy for Clients with Addictive Disorders

    Student Name, Student number

    Program, Institution

    Course Number, Course Name

    Instructor

    Due Date

    ARTICLE OVERVIEW

    “Online Group Psychotherapy for Addiction During Covid-19”

    Published in 2021

    Efficacy of using online group psychotherapy

    90% recovery.

    60% improved health and anxiety outcomes.

    “
    Online Group Psychotherapy for Addiction During Covid-19
    ” is a research article by Leah Orme and Andre Geel and published in 2021 in the
    Open Access Journal of Addiction and Psychotherapy.
    It presents the results of a primary research study exploring the efficacy of using online group psychotherapy in providing effective addiction treatment. The study is conducted against the backdrop of the Covid-19 pandemic landscape, pointing to a shift towards remote and distance care provision for mental health issues. It points to the pandemic’s limitations, including limited physical contact and proximity. These limitations have hastened the evolution of healthcare delivery, with online care delivery being identified as a viable alternative to therapy attended physically. The research study revealed that 90% of persons who attended the online group psychotherapy for addiction sessions had full recovery and were determined as drug-free and alcohol-free at the end of the treatment program. In addition, the study reveals that 60% of the program attendees had significant improvements in the results for patient health questionnaire-9 (PHQ-9) and generalized anxiety disorder 7-item questionnaire (GAD-7). Based on these results, it is clear that online group psychotherapy delivers effective addiction treatment (Orme & Geel, 2021).

    ORDER CUSTOM-WRITTEN WORK HERE

    PATIENT POPULATION

    Psychotherapy for addiction.

    Unable to attend therapy physically.

    Covid-19 pandemic limitations.

    The study is conducted among persons seeking psychotherapy for addiction but who are unable to attend the therapy sessions physically. As earlier indicated, the Covid-19 pandemic brought about unique challenges as public health measures were implemented to limit physical contact and proximity. The social distancing, along with the national lockdown, meant that options for delivering psychotherapy were similarly limited. Many therapies requiring physical attendance were suspended, especially those that may have involved groups of patients in a session. Consequently, the logical option was turning to online psychotherapy as a strategy for ensuring that persons with addiction could still attend therapy from a distance (Orme & Geel, 2021). While the restrictions from the Covid-19 pandemic have since been eased, there are many patients who may seek psychotherapy for addiction but are prevented owing to physical distance. Presenting evidence on and validating the effectiveness of online psychotherapy for addiction would help make available a convenient therapy option.

     

    INTERVENTION

    Online psychotherapy for addiction treatment.

    Online formats, including video conferencing, email, text and telephone.

    Internet-based communication tools.

    Weekly group sessions.

    12-weeks program.

    The study explores the effectiveness of online psychotherapy for addiction treatment. In this case, the online psychotherapy model is delivered through a combination of online formats, including video conferencing, email, text, and telephone. The group interactions during psychotherapy are mediated using internet-based communication tools in the treatment setting. The online psychotherapy is delivered through weekly group sessions in which participants attend a sixty-minute meditation session by a trained psychotherapist once every week. The sessions are held from Monday to Friday for twelve weeks. Although online psychotherapy is not a new concept, the Covid-19 pandemic necessitated the study to present results on its effectiveness (Orme & Geel, 2021).

     

     

    AUTHORS’ CLAIMS

    Online psychotherapy is not a new concept.

    Effective in treating anxiety, depression and alcohol abuse.

    Computer technology is widely accepted and permeates everyday life.

    Online psychotherapy saves time and money.

    Orme and Geel claim that online psychotherapy is not a new concept. It has been successfully applied to effectively treat patients diagnosed with anxiety, depression and alcohol abuse. In addition, they claim that computer technology is widely accepted and permeates everyday life, thereby driving acceptance of online psychotherapy as an adjunct to physically delivered psychotherapy and also an independent alternative. Besides that, they claim that online psychotherapy has significant support from stakeholders because of unique advantages in saving time and money and allowing for more efficient use, such as a patient not spending time on the weekly commute to and from therapy sessions and simply logging in to the session (Orme & Geel, 2021).

     

    FINDINGS

    90% of participants passed drug-free and alcohol-free assessments.

    60% of participants had improvements in health and anxiety outcomes.

    Online group psychotherapy is effective in treating addiction.

    Help maintain abstinence and develop psychological skills for recovery.

    The study’s outcomes indicate that 90% of the participants passed the drug-free and alcohol-free assessments at the end of the 12-week online psychotherapy program, thereby indicating that it is effective. In addition, the study findings reveal that 60% of the participants had significant improvements in health and anxiety outcomes as per assessment with the patient health questionnaire-9 (PHQ-9) and generalized anxiety disorder 7-item questionnaire (GAD-7). Based on the study’s findings, it is clear that online group psychotherapy is effective in treatment addiction by helping participants maintain abstinence and develop psychological skills to recover from addiction (Orme & Geel, 2021).

     

    limitations

    A small sample size of 20 participants.

    No comparison group.

    No results beyond the 12-week program.

    The research study is well conducted to show that online psychotherapy is effective in treating addiction. However, three limitations in the research approach impact the ability to use these findings. First, only 20 participants were recruited for the study. This is a very small sample size when considering the large number of persons attending psychotherapy for addiction. The small sample size implies that the results may not be generalized for the whole population of persons attending psychotherapy for addiction. Extrapolating the results to the whole population is difficult, thus bringing into question the validity of the results (Hall & Roussel, 2022).

    Second, the study does not include a comparison group. This makes it unclear how well online psychotherapy compares to other therapy approaches regarding effectiveness. Psychotherapy for addiction is typically conducted in sessions requiring the physical presence of participants in the same physical space. It would be more prudent to have a study that compares online psychotherapy against physical psychotherapy as this would prevent intervention and control groups that better frame and validate the research outcomes. Comparing only psychotherapy against other psychotherapy delivery models is vital for determining what differences exist in patient outcomes and whether the differences result from the delivery models or other influences (Schmidt & Brown, 2022).

    Third, the research uses an online psychotherapy program for 12 weeks. The results are only reported for the research duration of 12 weeks, but not beyond that period. This makes it hard to determine if the intervention has any effects beyond the 12 weeks. Collecting results beyond the 12-week program period is important (Schmidt & Brown, 2022).

     

    SUPPORTING SOURCES

    Feijt et al. (2020)

    Perspectives of mental health professionals.

    A trend towards online therapy

    Ierardi et al. (2020)

    Online counselling is comparable to face-to-face counselling.

    Davies et al. (2020)

    Online therapy is accessible, flexible,and cheaper.

    The findings from Orme and Geel indicate that online psychotherapy is an effective model. Other studies present comparable results. First, Feijt et al. (2020) explore the perspectives of mental healthcare practitioners delivering care using online platforms. The results indicate that the shift towards online psychotherapy is a trend, but it faces limiting challenges because of technological and usability problems and difficulty establishing rapport with clients. In addition, the study notes that while online psychotherapy may be effective for certain mental health conditions, it is not practical for all conditions. Still, the merits of online psychotherapy cannot be ignored as it is flexible, lowers the threshold for contact, and saves commute time and money.

    Second, Ierardi et al. (2020) compare the performance of online and face-to-face psychodynamic counselling. The findings reveal that online counselling is comparable to face-to-face counselling as they have similar performance in reducing psychological distress scales of depression, obsessive-compulsive, interpersonal sensitivity, and anxiety. Although comparable, face-to-face counselling is considered more advantageous in moderating life satisfaction.

    Third, Davies et al. (2020) present a systematic review of online therapy for treating a range of disorders, including depression and anxiety. The review notes that this trend is gaining traction because of the unique advantages offered by online therapy, including improved accessibility, flexibility, lack of mental health professionals to cover the need, and cost considerations. Online therapy can be accessed from anywhere with an internet connection, easing the strain from a shortage of mental health professionals while cutting down on commute costs.

     

    SCHOLARLY SOURCES

    Experts and credentials.

    Credible publishers.

    Cite and references other sources.

    Documented claims supported by evidence, and not biased.

    The selected supporting sources are scholarly. They are written by experts on the subject with impressive credentials showing they are authorities on the subject. In addition, the sources are published by credible publishers whose publication protocols indicate all manuscripts are subjected to scrutiny before publication. Besides that, the sources cite and reference other sources, indicating that they synthesize information from other sources to build knowledge on the subject. Furthermore, the research makes claims that are well documented with a methodology showing the conclusions are based on the evidence presented and not biased (Hall & Roussel, 2022).

     

    REFERENCES

    Davies, F., Shepherd, H. L., Beatty, L., Clark, B., Butow, P., & Shaw, J. (2020). Implementing Web-Based Therapy in Routine Mental Health Care: Systematic Review of Health Professionals’ Perspectives.
    Journal of Medical Internet Research, 22
    (7), e17362.
    https://doi.org/10.2196/17362

    Feijt, M., de Kort, Y., Bongers, I., Bierbooms, J., Westerink, J., & IJsselsteijn, W. (2020). Mental Health Care Goes Online: Practitioners’ Experiences of Providing Mental Health Care During the COVID-19 Pandemic.
    Cyberpsychology
    , Behavior, and Social Networking, 23
    (12), 860-864.
    http://doi.org/10.1089/cyber.2020.0370

    Hall, H. R., & Roussel, L. A. (2022).
    Evidence-Based Practice: An Integrative Approach to Research, Administration, and Practice
    (3rd ed.). Jones & Bartlett Learning, LLC.

    Ierardi, E., Bottini, M., & Crugnola, R. C. (2022). Effectiveness of an online versus face-to-face psychodynamic counselling intervention for university students before and during the COVID-19 period.
    BMC Psychology, 10
    , Article number 35.
    https://doi.org/10.1186/s40359-022-00742-7

    Orme, L., & Geel, A. C. (2021). Online Group Psychotherapy for Addiction During Covid-19.
    Open Access Journal of Addiction and Psychotherapy – OAJAP, 4
    (3), 1-4.
    http://dx.doi.org/10.33552/OAJAP.2020.04.000588

    Schmidt, N., & Brown, J. (2022).
    Evidence-Based Practice for Nurses: Appraisal and Application of Research
    (5th ed.). Jones & Bartlett Learning, LLC. Psychotherapy for Clients With Addictive Disorders

  • Differential Diagnosis Exercise

    Differential Diagnosis Exercise 

    Question 1

    CC – “I have drainage from my eye”

    HPI – 26 year old female complains of drainage from her right eye that started 3 days ago and has gotten worse.  She describes the drainage as white and stringy.  She notices the drainage all day long  and is quite bothersome to her.  She has tried Visine but it has not made it any better. Nothing specific seems to make it worse.  She denies any fever, eye pain, or feeling like there is anything in the eye.  Denies any difficulty with her vision.  The amount of drainage is significant utilizing one Kleenex an hour to absorb it.

    Based on the Case Study – generate 5-7 potential diagnosis based on the patient complaints.

    Your Answer:

    Risk for injuring

    Risk for infection spread
     
    – 

    Disturbed body image related to eye drainage
     

    Anxiety related to unknown cause of eye drainage
     

    Fear of unknown

    GET I-HUMAN, ASSIGNMENTS, AND EXAM HELP HERE 

    Question 2

    For Question 1, you should have outlined the following potential diagnosis:

    Bacterial conjunctivitis

    Viral Conjunctivitis

    Allergic Conjunctivitis

    Keratitis (inflamed Cornea)

    Blocked Tear Duct

    Foreign Object in the Eye

    Scratched Cornea

    Glaucoma

    Now that you have a list of potential diagnosis utilize your knowledge of each condition to identify common symptoms / characteristics to narrow down the list.

     

    Potential Diagnosis

    Characteristics

    Bacterial conjunctivitis

    Thick yellow or green drainage.  Eye lid can be stuck in the morning with crusty colored drainage

    Viral Conjunctivitis

    Drainage is watery, mucous like, eye lid can be stuck in the morning with clear drainage

    Allergic Conjunctivitis

    White or pale yellow stringy drainage, consistent

    Keratitis (inflamed Cornea)

    Red eye, difficulty with vision, eye pain,  sensitive to light

    Foreign Object in the Eye

    Complaints of something in the eye – clear drainage

    Scratched Cornea

    Clear drainage (tear like),  pain in the eye

    Glaucoma

    Watery eyes, decreased vision, eye pain

     

    Based on the case study and table above, what is the working diagnosis?

     

    Your Answer:

    Allergic Conjunctivitis ;  White or pale yellow stringy drainage, consistent

    Differential Diagnosis Exercise Question 3

    For Question 2, you should have determined the working diagnosis is allergic conjunctivitis. Now, let’s move on to Student Case #1:

    CC: “I have a cough”

    HPI – 36-year-old female complains of a cough.  The cough started about 3 weeks ago and occurs nightly, it is non-productive and dry and occurs mostly at bedtime.   She feels fine and then goes to bed and starts coughing.   She gets up for a drink and it gets better but then gets worse when she lays down again. She has not tried any medications or treatments.  Nothing seems to make it better or worse.  She denies any wheezing, congestion, nasal stuffiness, or aching.

    Generate a list of 5-7 potential diagnosis.

    Your Answer:

    Gastroesophageal Reflux Disease

    Asthma

    Hay Fever

    COPD

    Pneumonia

    Pertussis

    Question 4

    Add characteristics for each of the potential diagnoses, outlined in question 3.

    Potential  Diagnosis

    Characteristics

     

     

     

     

     

     

     

     

     

     

     

     

    Your Answer:

    Asthma : Wheezing, coughing especially at night

    GERD: Non productive dry cough, coughing after eating or lying down.

    Hay Fever : Watery eye, sniffing, chronic  non productive cough

    fatigue.

    Pertussis: Running nose, Mild to severe coughing

    Pneumonia : fatigue, cough, SOB sweating.

    Question 5

    Here are some potential diagnosis and characteristics to compare to your answers:

    Diagnosis

    Characteristics

    Bronchitis

    Symptoms throughout the day, wheezing, chest tightness

    Asthma

    Coughing, wheezing, chest tightness, Consistent symptoms day / night

    Pneumonia

    Productive cough, fever, wheezing, symptoms day / night

    Cold (virus)

    Nasal congestion, achy, consistent symptoms through the day / night

    Allergies

    Sneezing, runny nose, wheezing, itchy eyes  Consistent symptoms through the day / night

    Gastroesophageal reflux disease (GERD)

    Cough starts when laying flat, no wheezing, nigh time symptoms (positional)  non productive

     

    The mostly likely working diagnosis would be GERD.

    How did you do?

    Your Answer:

    Very well

    Differential Diagnosis Exercise Question 6

    CC: “I have pain in my abdomen”

    HPI – 56-year-old male complains of pain in his abdomen that started about a month ago. He states the pain comes and goes and is usually worse after meals. He points to his right upper abdomen for the location of the pain. He has some nausea but no vomiting. He describes the pain as severe, sharp, and crampy after eating and radiates into the shoulder and back. He denies any bloating or diarrhea. His stools have been a clay like color recently. He denies any fever or chills. Eating bland food seems to make the pain better. He has tried antacids and omeprazole without much effect. The worse pain was rated a 9 after a meal of cheeseburger and fries.

    Generate a list of 5-7 potential
    diagnosis related to this case.

    Your Answer:

    Acute cholecystitis

    Gallstones

    Appendicitis

    Bowel obstruction,

    Diverticular disease

    Liver or Pancreases issues

    Gastritis

    Question 7

    Add characteristics for each of the potential diagnosis:

    Potential Diagnosis

    Characteristics

     

     

     

     

     

     

     

     

     

     

     

     

    Your Answer:

    Diverticular disease: Pain in the upper stomach.  White or pale stool

    Appendicitis:  A dull ache around the belly bottom that can radiate to the upper stomach

    Gallstones:  Intense pain in the upper right stomach, fatigue, vomiting

    Liver or Pancreases issues: Untreated block biliary duct causing pain in the liver, inflammation

    Bowel Obstruction :  Constipation, difficult digesting and absorbing food , intense pain

    Gastritis:  Swollen stomach lining  and pain, allergies, NSAID

    Question 8

    Compare your answers to these:

    Potential Diagnosis

    Characteristics

    Pancreatitis

    Pain worsens after eating, pain radiates to back / chest, swelling / tenderness of abdomen, diarrhea, fluid build up in the abdomen, no change in the color of the stool

    Appendicitis

    Pain usually starts periumbicular and then moves to right lower quadrant, fever is late sign,  nausea / vomiting,  pain usually not related to meals,  increase pain with cough or ambulation

    Peptic Ulcer Disease

    Dull pain or burning in upper abdomen,  nausea / vomiting, bloating, belching, heartburn, pain worsens after eating, black or bloody stools

    Cholecystitis

    Pain worsens after eating, pain radiates to back / chest,  color change in stools,  nausea / vomiting,  bloating

    Kidney Infection

    Pain is located more in the CVA, pain not related to meals, usually fever associated, not as common in men

    Hepatitis

    Pain or bloating in the belly, nausea/vomiting, fatigue, jaundice, dark urine, pale stools, diarrhea,

    The working Diagnosis: Cholecystitis

    How did you do?

    Your Answer:

    Fair

    Differential Diagnosis Exercise Survey Score:
    25
     out of 25

  • Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Comparing Humanistic-Existential Psychotherapy with Other Approaches

    The Assignment

    In a 2- to 3-page paper, address the following:

    Briefly describe humanistic-existential psychotherapy and the second approach you selected. 

    Explain at least three differences between these therapies. Include how these differences might impact your practice as a PMHNP.

    Focusing on one video you viewed, explain why humanistic-existential psychotherapy was utilized with the patient in the video and why it was the treatment of choice. Describe the expected potential outcome if the second approach had been used with the patient. 

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

     

    Sample 1 – Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Humanistic Existential Therapy

               
    This approach in therapy is concerned with helping clients discover personal meaning, or meaning of themselves and their world. It also helps them establish their uniqueness. Using this approach, the therapist guides the client on how to discover a more meaningful experience and existence of their lives (Feizi et al., 2019). With the therapist’s guidance, the client begins to explore the areas in their lives which are positive and can thus support them in their healing endeavors. The client then identifies with the aspects of their life that are problematic or affect their mental health; and works to disposing them so as to enjoy a fuller life. Generally, humanistic-existential therapy focuses on individual experience, their personal responsibility, and search for meaning (Feizi et al., 2019). The individual learns more about free will, finding their personal meaning, and navigating through their life’s challenges intentionally and authentically. The therapist encourages the client to foster personal responsibility by helping them realize their power in creating their life experiences, and promoting change (Pacciolla, 2019). The therapist also creates a non-judgmental space for the client, as this fosters trust and a therapeutic alliance.

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    Individual Cognitive Therapy

    Referred to as cognitive behavioral therapy (CBT), this therapeutic approach focuses on helping the client to identify their unhelpful or maladaptive thinking patterns that lead to their psychological difficulties or emotional distress, and replace them with healthier and positive thinking patterns (Heidenreich et al., 2021). At the epicenter of this therapeutic approach is the negative thoughts and beliefs that shape how the client acts, and changing these distortions so as to enhance the client’s emotional health and consequently, their behavior. The therapist also helps the client develop problem-solving skills and various coping strategies to deal with daily stressors. For instance, the therapist can train the client to identify triggers for maladaptive thinking, and taking the moment to engage in breathing exercises so as to calm their thoughts. Often, this approach is used to treat conditions such as anxiety, depression, and schizoaffective disorder, among others.

    Differences between Humanistic-Existential Therapy and CBT

    A noteworthy difference between these two therapeutic approaches is that humanistic-existential therapy is rooted in the philosophy that individuals have an inner ability for developing themselves personally, creating self-awareness, and finding true meaning in life. This approach focuses on one’s subjective experience and the client’s ability to make choices that shape the outcomes in their lives (Gehart, 2024). Conversely, CBT is rooted in the idea that one’s thoughts tend to influence their behaviors, and consequently, their emotions. It focuses on identifying dysfunctional thinking patterns and modifying them by replacing them with realistic and more positive though patterns (Heidenreich et al., 2021). Ultimately, CBT views emotional challenges as stemming from cognitive distortion, and seeks to change these through changing thought processes.

    Another difference between the two approaches is that humanistic-existential therapy focuses on personal meaning, self-discovery, and authenticity (Paciolla, 2019). Clients explore their feelings and life purpose, with the goal of fostering personal growth and helps the client to confront existential issues such as anxiety (Gehart, 2024). Conversely, CBT is more problem-focused by identifying specific issues such as negative thoughts, and replacing them with realistic ones. It is also focused on specific issues such as anxiety and depression, where the client sets goals, and seeks to alleviate emotional symptoms contributing to their distress.

    Another difference is that with existential-humanistic therapy, the therapist offers the client empathy and non-judgmental acceptance through the sessions; with the aim of developing a therapeutic alliance. This relationship has a healing effect on the client. Conversely, with CBT, the relationship between the client and the therapist tends to be collaborative, with the client taking instruction from the therapist regarding changing their maladaptive thinking patterns (Heidenreich et al., 2021).

    As a PMHNP, these differences would affect my practice in that the PMHNP needs to be conversant with how to explore life’s purpose and find personal meaning when applying existential- humanistic therapy (Wheeler, 2020). A PMHNP who utilizes the CBT approach needs to develop skills in instructing the client how to challenge their negative thoughts and replace them with positive ones.

    Humanistic-Existential Therapy in the Video

    In the video, it is evident that
    humanistic-existential therapy
    was applied to help the patient gain a clearer understanding of their true self. Dr. Bugental argues that for clients to achieve inner peace, they need to develop a strong sense of self and a deeper understanding of the world around them, completely independent of societal influences. Bugental argues that clients need to move beyond their usual defenses to fully grasp the despair they may be experiencing. By using humanistic-existential therapy, individuals can prevent themselves from feeling lost or directionless. However, cultivating a deeper sense of self is often challenging due to the effects of social conditioning. For instance, cultural factors shape one’s identity by influencing how they perceive themselves in relation to their environment. Developing a subjective self-concept, free from societal pressures, is the initial step in resolving existential crises, which are often linked to psychological and emotional distress.

    On the other hand, if
    cognitive therapy
    were applied in this session, the client would focus on challenging negative thoughts and replacing them with more balanced, realistic perspectives. While existential therapy emphasizes subjective self-exploration, cognitive therapy relies on applying objective reasoning to reshape thought patterns, which is a key difference between the two approaches.

     

    References

    Feizi, M., Kamali, Z., Gholami, M., Abadi, B., & Moeini, S. (2019). The effectiveness of existential psychotherapy on attitude to life and self-flourishing of educated women homemakers.
    Journal of education and health promotion
    ,
    8
    , 237.
    https://doi.org/10.4103/jehp.jehp_473_18

    Gehart, D. R. (2024). Mastering competencies in family therapy: A practical approach to theories and clinical case documentation (4th ed.). Cengage Learning.

    Heidenreich, T., Noyon, A., Worrell, M., & Menzies, R. (2021). Existential Approaches and Cognitive Behavior Therapy: Challenges and Potential.
    International journal of cognitive therapy
    ,
    14
    (1), 209–234.
    https://doi.org/10.1007/s41811-020-00096-1

    Pacciolla, A. (2019). Humanistic and Existential Psychology in the Practice of Psychotherapy.
    Studia Philosophica Et Theologica
    ,
    19
    (1), 1-19.
    https://doi.org/10.35312/spet.v19i1.84

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

     

    Sample 2 – 
    Humanistic-Existential Psychotherapy vs. Cognitive Behavioral Therapy (CBT)

    Humanistic-Existential Psychotherapy vs. Cognitive Behavioral Therapy (CBT)

    Effective psychotherapy care is determined by diverse factors, including the experience of the mental health professional, the effectiveness of the approach used, and the ability to tailor the approach to address the client’s needs effectively. With the existence of different psychotherapeutic approaches, understanding the limitations and strengths of each of them is critical to psychiatric-mental health nurse practitioners (PMHNPs) and their ability to deliver personalized and effective care (Wheeler, 2020). Some psychotherapeutic approaches used include humanistic-existential psychotherapy, cognitive behavioral, behavioral, modeling, and skill training approaches. This explores and compares humanistic-existential psychotherapy and cognitive behavioral therapy, focusing on their strengths, limitations, application to specific clinical cases, and how they align with PMHNPs’ efforts to meet their patient’s needs.

    Brief description of humanistic-existential psychotherapy and Cognitive Behavioral Therapy (CBT)

    According to Heidenreich et al. (2021), humanistic-existential psychotherapy is a therapeutic approach that focuses on individual clients’ capacity for self-awareness, search for meaning, and free will. The approach is based on Carl Rogers’s ideologies of person-centered therapy and existential therapy by Rollo May. It focuses on patients’ subjective empathy and therapeutic relations. The method is suitable in cases where the focus is personal growth, self-acceptance, and encouragement. More so, it helps address issues such as isolation, anxiety, and death. On the other hand, Cognitive Behavioral Therapy (CBT) is an approach that focuses on the interactions between a client’s behaviors, feelings, and thoughts. According to Nakao et al. (2021), CBT is a structured goal-driven model that utilizes techniques such as cognitive restructuring and behavior activation to help clients face issues such as depression and anxiety, among other mental health disorders.

    Major Differences Between The Two Therapeutic Models

    While they are major therapeutic strategies in psychotherapy, CBT and humanistic-existential differ in diverse aspects, including focus, technique, and application. According to Robbins (2021),  the two strategies differ in approach, with one focusing on the present. In contrast, the other focuses on the past/present, whereby humanistic-existential therapy emphasizes living in the present moment while exploring personal meaning (PsychotherapyNet, 2009b). On the other hand, CBT focuses on the present, yes, but reviews past behaviors and thought patterns to identify areas that need change. Another difference is that while CBT is structured and problem-focused, targeting a defined issue, i.e., anxiety, the humanistic-existential model is open-ended and centered on the client’s needs, prioritizing growth and meaning-making. Thirdly, humanistic, existential therapy recognizes the therapeutic relationship with the client as an integral part of healing (PsychotherapyNet, 2009). CBT, while recognizing a good alliance with the client, focuses more on strategies and techniques that would help the client alter his/her behaviors and thinking.

    How the Differences Impact PMHNP Practice

    Understanding the differences between the CBT and humanistic-existential approaches helps the PMHNP select the best approach depending on therapeutic goals and client needs. On the other hand, the differences inform the treatment plans for PMHNPs. For example, for a care provider working in a clinical setting where patients’ immediate relief of symptoms is key, i.e., anxiety, the CBT approach may be preferred. On the other hand, in cases where patients may be wrestling with existential issues such as making meaning or long-term distress, a humanistic approach was a better fit (Gehart, 2024). Understanding the differences between the two models demands flexibility regarding PMHNP practice. This allowed the professional nurse to factor in aspects such as progressive monitoring, length of therapy, expected outcomes and treatment plan, and culturally informed care.

    Selected Video Review

    The selected video is ‘
    Theories of Counseling – Existential Therapy”
    by Dr. Todd Grande.’ It provides an overview of existential therapy and its key facets. The doctor explains how the use of the existential theory helps the focused client face key aspects of his existence, i.e., isolation, freedom, etc. The doctor’s input is to help the client shape his life as the therapist assists in attaining the required goals (Grande, 2016).

    As to why the choice for humanist-existential psychotherapy suited the case scenario, it aligned with the type of client and their needs as they were identified as facing an existential crisis or searching for meaning in their life. Utilizing the therapeutic approach allows the patient to work collaboratively with the therapist to confront the diverse uncertainties, creating personal fulfillment. The choice also fits clients identified with issues such as profound anxiety, feeling lonely or isolated, or fear of death. The choice for this therapeutic model is key to addressing the personal input of those facing deeply rooted issues or personal concerns.

    Using the CBT model in the same video or case, the therapist would engage in finding the source of irrational thoughts and subsequently reshaping them to reduce stress. The use of CBT may help address some client’s immediate symptoms, such as depression or anxiety. However, the practice may fail to address the clients underlying existential concerns adequately. In summary, CBT would successfully address immediate client needs by addressing symptoms. Still, it lacks the comprehensive exploration of the existential issues designed to be addressed using humanistic-existential psychotherapy practice.

    Conclusion

    Humanistic-existential and CBT are different therapeutic approaches used to address mental issues. CBT focuses on the client changing maladaptive patterns of thoughts and behaviors, adopting a structured approach to address the symptoms. Conversely, humanistic-existential therapy stresses on clients’ personal growth and self-awareness by exploring existential issues. It is indispensable for PMHNP to understand different psychotherapy practices, including their differences, to effectively leverage their strengths and address diverse mental health and patient needs.

     

    References

    Gehart, D. R. (2024).
    Mastering competencies in family therapy: A practical approach to theories and clinical case documentation (4th ed.).
    Cengage Learning.

    Grande, T. (2016). Theories of Counseling – Existential Therapy. In
    YouTube
    .

    Heidenreich, T., Noyon, A., Worrell, M., & Menzies, R. (2021). Existential Approaches and Cognitive Behavior Therapy: Challenges and Potential. 
    International journal of cognitive therapy
    , 
    14
    (1), 209–234.
    https://doi.org/10.1007/s41811-020-00096-1

    Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive–behavioral Therapy for Management of Mental Health and stress-related disorders: Recent Advances in Techniques and Technologies.
    BioPsychoSocial Medicine
    ,
    15
    (1), 1–4.
    https://doi.org/10.1186/s13030-021-00219-w

    PsychotherapyNet. (2009). Existential-Humanistic Psychotherapy with James Bugental Video. In YouTube.

    PsychotherapyNet. (2009b). James Bugental Existential-Humanistic Psychotherapy Video. In
    YouTube
    . https://www.youtube.com/watch?v=4-B2MVr30Yw

    Robbins B. D. (2021). The Joyful Life: An Existential-Humanistic Approach to Positive Psychology in the Time of a Pandemic. 
    Frontiers in psychology
    , 
    12
    , 648600.
    https://doi.org/10.3389/fpsyg.2021.648600

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

     

    Sample 3 –
    Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Comparing Humanistic-Existential Psychotherapy with Other Approaches

    Humanistic-existential psychotherapy (H-EP) focuses on current circumstances by promoting personal growth and self-awareness. Humanistic-Existential Psychotherapy involves the therapist helping clients in accepting responsibility for the state they are in currently and its consequences (Ziaee et al., 2021). In addition to this, H-EP assumes that every person is inherently good and the application of this form of therapy guiding them to improve their awareness of personal existence. According to Ziaee et al. (2021), H-EP focuses on key aspects such as human potential, free will, and creativity. An added benefit in using this method is that it aids the client in acknowledge that free will involves making a choice when facing an uncertain future. 2021). On the other hand, cognitive behavioral therapy (CBT) is defined by Xena as talk therapy. Through CBT, focus is placed on the problems management by identifying and changing destructive behaviors and thoughts. According to Nakao et al. (2021), CBT is applied based on the premise of an interconnection between thoughts, actions, feelings, and physical sensations. Given this, there is an understanding that negative thoughts and feelings create a negative cycle and positive and optimistic thoughts lessen the negative cycle. Based on CBT, clients are guided to focus less on past problems and focus more on current issues. Arguably, this is a pragmatic approach that identifies and solves specific current problems (Nakao et al., 2021). As well, the approach adopts a structured method that discusses specific issues, focuses on the current problems, sets achievable goals.

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    Differences Between These Therapies

    The first evident difference between CBT and H-EP is that the latter helps the client understand how past experiences influence present goals, whereas CBT alters cognition and behavior to facilitate self-growth (Hajibabaei et al., 2020). Another difference lies in the fact that H-EP analyzes the present existentially with emphasis placed on transcendence and motivation of the client. This is done to achieve a personal sense of life. Quite the opposite, CBT focuses on thoughts, emotions, somatic reactions, and behaviors recognizing that these are learned and maintained in the present. This way, this method suggests that these can be deliberately changed. Another difference is that while H-EP creates an elaborate outlook of expectations and desired future, CBT focuses on gaining self-growth through strategies such as targeting cognition and behavior for alteration (Hajibabaei et al., 2020). From a PMHNP’s point of view, these differences have the potential to impact practice in several ways. For example, utilizing H-EP would require the PMHNP to place more emphasis on exploring past experiences of the client and these shape current goals. This would enable the PMHNP to better understand their personal journey and sense of purpose. With CBT, the approach by the PMHNP would be more focused on identifying and modifying current thought patterns and behaviors to address present issues Comparing Humanistic-Existential Psychotherapy with Other Approaches.

    H-EP Utilized and the Expected Potential Outcome if the CBT Approach was Used

    Dr. Todd Grande explains existential therapy as a counseling theory whereby he clarifies that this approach to therapy is appropriate for guiding clients to attain self-actualization. He also mentions that the use of this approach helps in searching for purpose and establishing meaning in life. A client taken through H-EP is expected to receive client-centered therapy and be guided by a PMHNP or a psychologist in understanding that life has meaning. This way, they are able to acknowledge personal responsibility for self-direction over time (Grande, 2016). In contrast, using CBT with the same patient may not achieve the same results because it focuses on changing cognition and behavior without considering past experiences. More importantly, CBT may be unsuitable for persons with complex issues because it involves confronting anxieties and emotions. According to Nakao et al. (2021), this is something that anxious clients may not appreciate. Notably, since human experiences are often complex, the use of CBT is limited in identifying and addressing issues efficiently.

    Scholarly Sources

    The supported sources are considered scholarly because they were authored by scholars and experts whose credentials and affiliations indicate that they are experts on the subject. In addition, the information presented in the sources is based on facts that can be verified, have citations and references for verification, and are accurate. This appeals to scholarly use as it has a sense of logic, not emotion, is not biased, and uses facts, not opinions, to explore the ideas presented. Besides that, the information is presented using technical and specialized language, indicating that it is written for an audience familiar with and understanding the subject. The language is not simplistic and reasonably technical. Furthermore, it contributes to current knowledge by sharing insights, analyses, theories, and summaries. Moreover, they have been peer-reviewed and published in the past five years, showing that they present current knowledge and have passed an assessment for originality, validity, and significance.

    References

    Grande, T.  (2016, January 9).
    Theories of counseling – Existential therapy
    . [Video]. YouTube.

    Hajibabaei, M., Kajbaf, B., Esmaeili, M., Harirchian, M. H., & Montazeri, A. (2020). Impact of an Existential-Spiritual Intervention Compared with a Cognitive-Behavioral Therapy on Quality of Life and Meaning in Life among Women with Multiple Sclerosis.
    Iranian journal of psychiatry
    ,
    15
    (4), 322–330.
    https://doi.org/10.18502/ijps.v15i4.4298

    Heidenreich, T., Noyon, A., Worrell, M., & Menzies, R. (2021). Existential Approaches and Cognitive Behavior Therapy: Challenges and Potential.
    International journal of cognitive therapy, 14
    (1), 209–234.
    https://doi.org/10.1007/s41811-020-00096-1

    Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive-behavioral therapy for management of mental health and stress-related disorders: Recent advances in techniques and technologies. 
    BioPsychoSocial medicine
    , 
    15
    (1), 16.
    https://doi.org/10.1186/s13030-021-00219-w

    Ziaee, A., Nejat, H., Amarghan, H. A., & Fariborzi, E. (2021). Existential therapy versus acceptance and commitment therapy for feelings of loneliness and irrational beliefs in male prisoners. 
    European Journal of Translational Myology
    , 
    32
    (1), 102171.
    https://doi.org/10.4081/ejtm.2022.102171 
     Comparing Humanistic-Existential Psychotherapy with Other Approaches

  • NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

    NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

    Differential Diagnosis Exercise

    The assignment this week is intended to demonstrate a method to develop a list of differential diagnosis based on a case study and then how to attach characteristics to those diagnosis to facilitate reaching a realistic working diagnosis.

    The first case is an example and will demonstrate the process and information you are expected to generate for the 3 cases that follow.

    This is a self-paced exercise. You will receive full credit for completion. Please carefully review the feedback to check your answers.

    By Day 7 of Week 3

    Complete and submit
     the Differential Diagnosis Exercise. Click the 
    Take the Survey
     button below to begin the exercise.

    Score for this survey:
    25
     out of 25

    Submitted Mar 10 at 10:41 am

    This attempt took 1,001 minutes.

    Question 1

    CC – “I have drainage from my eye”

    HPI – 26 year old female complains of drainage from her right eye that started 3 days ago and has gotten worse.  She describes the drainage as white and stringy.  She notices the drainage all day long  and is quite bothersome to her.  She has tried Visine but it has not made it any better. Nothing specific seems to make it worse.  She denies any fever, eye pain, or feeling like there is anything in the eye.  Denies any difficulty with her vision.  The amount of drainage is significant utilizing one Kleenex an hour to absorb it.

    Based on the Case Study – generate 5-7 potential diagnosis based on the patient complaints.

    Your Answer:

    Allergic Conjunctivitis
     – Often presents with 
    stringy, white mucus
    , itching, and bilateral involvement but can start in one eye. Common triggers include pollen, pet dander, and dust.

    Viral Conjunctivitis
     – Typically associated with 
    watery discharge
    , redness, and possible recent upper respiratory infection. Highly contagious.

    Bacterial Conjunctivitis: It usually
     has 
    thick, purulent discharge (yellow/green)
     with 
    eyelid matting
     in the morning. It is often unilateral but can spread.

    Dry Eye Syndrome (Keratoconjunctivitis Sicca)
     – Can cause 
    stringy mucus discharge
    , irritation, and foreign body sensation, worsened by environmental factors (wind, screens, etc.).

    Dacryocystitis
     – 
    Infection of the lacrimal sac
    , causing 
    excessive tearing, discharge, and possible swelling near the inner corner of the eye
    .

    Blepharitis
     – Chronic eyelid inflammation that can cause 
    stringy discharge, crusting of the eyelashes, and irritation
    . Often associated with meibomian gland dysfunction.

    Contact Lens-Related Conjunctivitis
     – If the patient wears contact lenses, irritation and 
    mucus discharge
    can result from improper lens hygiene or allergic reactions to lens solution. NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

     LET’S HANDLE YOUR CLASSWORK 

    Question 2

    For Question 1, you should have outlined the following potential diagnosis:

    Bacterial conjunctivitis

    Viral Conjunctivitis

    Allergic Conjunctivitis

    Keratitis (inflamed Cornea)

    Blocked Tear Duct

    Foreign Object in the Eye

    Scratched Cornea

    Glaucoma

    Now that you have a list of potential diagnosis utilize your knowledge of each condition to identify common symptoms / characteristics to narrow down the list.

     

    Potential Diagnosis

    Characteristics

    Bacterial conjunctivitis

    Thick yellow or green drainage.  Eye lid can be stuck in the morning with crusty colored drainage

    Viral Conjunctivitis

    Drainage is watery, mucous like, eye lid can be stuck in the morning with clear drainage

    Allergic Conjunctivitis

    White or pale yellow stringy drainage, consistent

    Keratitis (inflamed Cornea)

    Red eye, difficulty with vision, eye pain,  sensitive to light

    Foreign Object in the Eye

    Complaints of something in the eye – clear drainage

    Scratched Cornea

    Clear drainage (tear like),  pain in the eye

    Glaucoma

    Watery eyes, decreased vision, eye pain NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

     

    Based on the case study and table above, what is the working diagnosis?

     

    Your Answer:

    Working Diagnosis: Allergic Conjunctivitis

    Rationale:

    Primary Symptoms:
     The patient describes a 
    white, stringy discharge that is present all day
    , aligning with 
    allergic conjunctivitis
     rather than bacterial or viral causes.

    No Pain or Vision Issues:
     The patient denies 
    eye pain, foreign body sensation, or vision disturbances
    , making 
    keratitis, foreign objects, scratched cornea, and glaucoma less likely
    .

    No Thick or Purulent Drainage:
     
    Bacterial conjunctivitis typically has a thick yellow/green discharge
     with eyelid crusting in the morning, which the patient does not describe.

    No Watery or Mucous Discharge:
     
    Viral conjunctivitis typically presents with watery, mucous-like discharge
     and is often associated with an upper respiratory infection, which was not reported.

    Chronic and Consistent Discharge:
     The 
    persistent white, stringy drainage all day
     aligns most closely with 
    allergic conjunctivitis
    , which is characterized by 
    consistent
     clear-to-white mucus production without significant worsening overnight.

    Question 3

    For Question 2, you should have determined the working diagnosis is allergic conjunctivitis. Now, let’s move on to Student Case #1:

    CC: “I have a cough”

    HPI – 36-year-old female complains of a cough.  The cough started about 3 weeks ago and occurs nightly, it is non-productive and dry and occurs mostly at bedtime.   She feels fine and then goes to bed and starts coughing.   She gets up for a drink and it gets better but then gets worse when she lays down again. She has not tried any medications or treatments.  Nothing seems to make it better or worse.  She denies any wheezing, congestion, nasal stuffiness, or aching.

    Generate a list of 5-7 potential diagnosis.

    Your Answer:

    Differential Diagnosis for Chronic Nighttime Cough

    Gastroesophageal Reflux Disease (GERD)
    —A dry, non-productive cough that worsens at night when lying down is a classic symptom of GERD, which is caused by acid irritating the upper airway. Improvement with drinking water may also suggest this diagnosis.

    Postnasal Drip (Upper Airway Cough Syndrome – UACS)
     – Even though the patient denies congestion or nasal stuffiness, 
    silent postnasal drip
     can cause irritation and a dry nighttime cough.

    Asthma (Cough-Variant Asthma)
     – Nighttime cough is a common symptom of cough-variant asthma, even without wheezing or shortness of breath.

    ACE Inhibitor-Induced Cough—If the patient is taking
     an 
    ACE inhibitor (e.g., lisinopril, enalapril),
     it could cause a persistent dry cough, typically worsening at night.

    Allergic Rhinitis
     – Environmental allergens (e.g., dust mites, pet dander) may irritate, leading to nighttime coughing. The absence of nasal congestion does not rule this out.

    Heart Failure (Mild or Early Stage)
     – A 
    dry cough that worsens at night when lying flat
     can indicate fluid buildup in the lungs, though the patient denies other symptoms like shortness of breath or swelling.

    Habit Cough (Psychogenic Cough)
    – A persistent dry cough with no apparent cause, often worsened by specific situations (e.g., lying down), may be psychogenic. NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

    Question 4

    Add characteristics for each of the potential diagnoses, outlined in question 3.

    Potential  Diagnosis

    Characteristics

     

     

     

     

     

     

     

     

     

     

     

     

    Your Answer:

    Potential Diagnosis

    Characteristics

    Gastroesophageal Reflux Disease (GERD)

    Dry, non-productive cough worse at night or when lying down; may improve with drinking water; often no other symptoms or occasional heartburn.

    Postnasal Drip (Upper Airway Cough Syndrome – UACS)

    Sensation of mucus in the throat, throat clearing, nighttime cough, often no nasal congestion; worsens when lying down.

    Cough-Variant Asthma

    Chronic dry cough, typically worse at night; may not have wheezing but can be triggered by cold air, allergens, or irritants.

    ACE Inhibitor-Induced Cough

    Persistent dry cough that worsens at night; associated with ACE inhibitors (e.g., lisinopril, enalapril); resolves after stopping medication.

    Allergic Rhinitis

    Dry cough triggered by environmental allergens (e.g., dust, pet dander, pollen); may be associated with itchy eyes, sneezing, or mild throat irritation.

    Heart Failure (Mild or Early Stage)

    Dry cough that worsens at night or when lying flat; may have mild shortness of breath or fatigue, especially with exertion.

    Habit Cough (Psychogenic Cough)

    Persistent dry cough with no apparent cause; often occurs in specific situations (e.g., at night or when lying down); no improvement with typical treatments.

    Question 5

    Here are some potential diagnosis and characteristics to compare to your answers:

    Diagnosis

    Characteristics

    Bronchitis

    Symptoms throughout the day, wheezing, chest tightness

    Asthma

    Coughing, wheezing, chest tightness, Consistent symptoms day / night

    Pneumonia

    Productive cough, fever, wheezing, symptoms day / night

    Cold (virus)

    Nasal congestion, achy, consistent symptoms through the day / night

    Allergies

    Sneezing, runny nose, wheezing, itchy eyes  Consistent symptoms through the day / night

    Gastroesophageal reflux disease (GERD)

    Cough starts when laying flat, no wheezing, nigh time symptoms (positional)  non productive

     

    The mostly likely working diagnosis would be GERD.

    How did you do?

    Your Answer:

    I choose GERD has well

    Question 6

    CC: “I have pain in my abdomen”

    HPI – 56-year-old male complains of pain in his abdomen that started about a month ago. He states the pain comes and goes and is usually worse after meals. He points to his right upper abdomen for the location of the pain. He has some nausea but no vomiting. He describes the pain as severe, sharp, and crampy after eating and radiates into the shoulder and back. He denies any bloating or diarrhea. His stools have been a clay like color recently. He denies any fever or chills. Eating bland food seems to make the pain better. He has tried antacids and omeprazole without much effect. The worse pain was rated a 9 after a meal of cheeseburger and fries.

    Generate a list of 5-7 potential diagnosis related to this case.

    Your Answer:

    Differential Diagnoses for Right Upper Quadrant (RUQ) Abdominal Pain

    Cholelithiasis (Gallstones)
     – Intermittent, 
    postprandial RUQ pain
    , worsened by fatty foods, radiates to the 
    shoulder/back
    , nausea, and 
    clay-colored stools
     suggest biliary involvement.

    Cholecystitis (Inflamed Gallbladder)
     – Persistent 
    RUQ pain after eating
    , nausea, and potential 
    radiation to the back/shoulder
    . Typically associated with fever, which this patient does not have, but still a consideration.

    Biliary Colic
     – 
    Severe, crampy RUQ pain after meals
    , particularly after fatty foods, with nausea and shoulder radiation; transient and resolves after a few hours.

    Choledocholithiasis (Common Bile Duct Stones)
    —Gallstones lodged in the common bile duct
     can cause 
    RUQ pain, nausea, and clay-colored stools
     (due to bile duct obstruction), but they usually present with jaundice, which is not reported.

    Peptic Ulcer Disease (PUD)
     – 
    Epigastric pain
    , sometimes 
    radiating to the back
    , nausea, worsened or improved by food, and may not respond well to 
    antacids or PPIs
     (as seen in this case). Less likely, given the RUQ localization.

    Hepatitis or Liver Disease
     – 
    RUQ discomfort, nausea, and clay-colored stools
     could suggest liver dysfunction, though the 
    sharp, crampy nature
     of pain is less typical.

    Pancreatitis
     – Severe 
    epigastric or RUQ pain radiating to the back
    , nausea, and worsening with fatty meals could indicate 
    gallstone-induced pancreatitis. However,
     
    lack of vomiting or fever
     makes this less likely.

    Question 7

    Add characteristics for each of the potential diagnosis:

    Potential Diagnosis

    Characteristics

     

     

     

     

    NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

     

     

     

     

     

     

     

    Your Answer:

    Potential Diagnosis

    Characteristics

    Cholelithiasis (Gallstones)

    Intermittent 
    RUQ pain
    , worsened by 
    fatty meals
    , nausea, 
    radiates to shoulder/back
    , 
    clay-colored stools
     due to bile flow obstruction. No fever.

    Cholecystitis (Inflamed Gallbladder)

    Severe, persistent RUQ pain
    , worsened after eating, 
    nausea
    , possible 
    fever
    , 
    Murphy’s sign positive
     (pain with deep inspiration during palpation of RUQ).

    Biliary Colic

    Crampy, sharp RUQ pain after fatty meals
    , nausea, 
    radiates to the back or shoulder
    , pain resolves within hours. No fever.

    Choledocholithiasis (Common Bile Duct Stones)

    Severe RUQ pain
    , 
    clay-colored stools, nausea
    , potential 
    jaundice
    , may progress to infection (cholangitis) if untreated.

    Peptic Ulcer Disease (PUD)

    Epigastric or RUQ pain
    , can radiate to back, 
    nausea
    , pain may improve or worsen with food, may not respond well to 
    antacids or PPIs
    .

    Hepatitis or Liver Disease

    RUQ discomfort
    , nausea, 
    clay-colored stools
    , possible 
    jaundice
    , fatigue, and 
    elevated liver enzymes
    . Usually 
    not crampy or severe pain
    .

    Pancreatitis

    Severe epigastric or RUQ pain radiating to the back
    , worsened by 
    fatty foods
    , 
    nausea, possible vomiting
    , history of gallstones or alcohol use. NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

    Question 8

    Compare your answers to these:

    Potential Diagnosis

    Characteristics

    Pancreatitis

    Pain worsens after eating, pain radiates to back / chest, swelling / tenderness of abdomen, diarrhea, fluid build up in the abdomen, no change in the color of the stool

    Appendicitis

    Pain usually starts periumbicular and then moves to right lower quadrant, fever is late sign,  nausea / vomiting,  pain usually not related to meals,  increase pain with cough or ambulation

    Peptic Ulcer Disease

    Dull pain or burning in upper abdomen,  nausea / vomiting, bloating, belching, heartburn, pain worsens after eating, black or bloody stools

    Cholecystitis

    Pain worsens after eating, pain radiates to back / chest,  color change in stools,  nausea / vomiting,  bloating

    Kidney Infection

    Pain is located more in the CVA, pain not related to meals, usually fever associated, not as common in men

    Hepatitis

    Pain or bloating in the belly, nausea/vomiting, fatigue, jaundice, dark urine, pale stools, diarrhea,

    The working Diagnosis: Cholecystitis

    How did you do?

    Your Answer:

    Cholecystits

    Survey Score: 
    25
    out of 25 – NURS-6512 Week 3: Assignment 1 Differential Diagnosis Exercise quiz

  • Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    There are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in individual, group, and family settings, consider challenges of using this approach with groups you may lead, as well as strategies for overcoming those challenges.

    By Day 3

    Post
     an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

    Upload a copy of your discussion writing to the draft Turnitin for plagiarism check.  Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

    Read
     a selection of your colleagues’ responses.

     

    By Day 6 of Week 1

    Respond
     to at least 
    two
     of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

     

    POST ONE
    – Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

    The mental healthcare approach of cognitive behavioral therapy (CBT) relies on the aspect of restructuring to create the needed change concerning a maladaptive negative sequence in a patient and turn it into a positive thinking one. CBT works with the hypothesis that a person is at risk of being a victim of a maladaptive thinking pattern of themselves, their immediate environment, and the general ecosystem that interacts with their day-to-day life (Nakao et al., 2021). To ensure a better understanding and application of this approach, this work delves into the difference between employing CBT in a family and group scenario.

    ORDER NOW 

    Concerning its application in a family setting, CBT works on the aspect that elements of feelings, emotions, and behaviors are usually interconnected among the family members. It means that a person is likely to face mental health challenges if the immediate family members engage in activities such as emotional manipulation, verbal assault, and other decisions that might have adverse outcomes on the identified patient. Therefore, when striving to offer a long-term solution, the Cognitive Behavioral Therapy approach inclines towards providing proper support to everyone in the affected household. Incorporating this wellness method serves the vital role of altering the thinking process of the family members into practical adaptive thinking (Hanani et al., 2022). In the long run, such members develop the positive behavior of creating a positive environment around their loved ones and engage in a better decision-making process that incorporates everyone. Hence, it creates a sense of belonging and cultivates a new positive atmosphere within the family. An excellent example is a scenario in which a 17-year-old male patient was battling alcoholism. An in-depth view of the issue revealed that his parents were the leading risk factor for his behavior. He had not been performing well in his grades, and the parents had made a habit of verbally abusing him and leaving him out of the family decision-making process with the claims that he was not worth engaging in crucial family decisions. As a way of finding a long-lasting solution, all three family members started attending the CBT therapy sessions. The parents understood that their son’s behavior emanated from their actions and the general adverse environment they created within the family setting. Eventually, the family took a positive route.

    Moreover, regarding its application in a group setting, CBT focuses on offering therapy services to people facing an identical issue. The goal is to alter the existing maladaptive thinking to one that is adaptive. During this process, the therapist tends to be keen on elements such as the relationship between him, the individual group members, and the general group setting. A positive aspect associated with the application of CBT in a group setting is that it creates a safe space where members share the issues they are experiencing and how to manage them, enabling their counterparts to embrace the same approaches and develop the desired adaptive thinking pattern. Through its members, the group acts as a source of support for the involved members (Neufeld et al., 2020). An example of CBT in a group setting was prevalent during and in the post-COVID-19 era when firms had to arrange CBT group therapies to enable employees to manage stress and anxiety that emanated from work environments.

    Therapists are likely to face challenges when executing CBT in group sessions. First, patient privacy will likely become an issue during the counseling sessions. Although participants might face the same problem, the underlying risk factors might differ, and not everyone would be okay with their intimate issues being broadcast in the group. Secondly, it can be challenging for the therapist to try and restructure a new thinking pattern of individuals within the group (Jasmin Rejaye Gryesten et al., 2023).
    source1.pdf
    Download source1.pdf

    References

    Hanani, A., Badrasawi, M., Zidan, S., & Hunjul, M. (2022). Effect of cognitive behavioral therapy program on mental health status among medical student in Palestine during COVID pandemic. 
    BMC Psychiatry
    , 
    22
    (1). https://doi.org/10.1186/s12888-022-03915-1

    Researchers of this source employed evidence-based methods among medical students to determine the impacts of CBT on managing mental health status amid the COVID-19 period. Relying on an actual study to make the study conclusion makes the evidence-based source credible to apply to the selected subject.

    Jasmin Rejaye Gryesten, Poulsen, S., Moltu, C., Elisabeth Belmudez Biering, Kirsten Alling Møller, & Sidse Arnfred. (2023). Patients’ and Therapists’ Experiences of Standardized Group Cognitive Behavioral Therapy: Needs for a Personalized Approach. 
    Administration and Policy in Mental Health
    , 
    617–633
    . https://doi.org/10.1007/s10488-023-01301-x

    The aspect of study authors conducted 21-individual-in-depth interviews with patients dealing with depression and their therapists, and the findings reveal that the article is an evidence-based source. It also relies on past research studies to expound more on the issues likely to face therapists employing group CBT.

    Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive–behavioral Therapy for Management of Mental Health and stress-related disorders: Recent Advances in Techniques and Technologies. 
    BioPsychoSocial Medicine
    , 
    15
    (1), 1–4. 
    https://doi.org/10.1186/s13030-021-00219-wLinks to an external site.

    The authors exhibited an in-depth understanding of the mental health field, making the source applicable to understanding the subject of CBT. It is also published in BMC, a credible healthcare database.

    Neufeld, C. B., Palma, P. C., Caetano, K. A. S., Brust-Renck, P. G., Curtiss, J., & Hofmann, S. G. (2020). A randomized clinical trial of group and individual Cognitive-Behavioral Therapy approaches for Social Anxiety Disorder. 
    International Journal of Clinical and Health Psychology
    , 
    20
    (1), 29–37. https://doi.org/10.1016/j.ijchp.2019.11.004

    This source proves to be evidence-based due to various reasons. First, all the researchers boast of a rich history in the mental health profession; hence, they proved to be the right professionals to delve into this resource and establish the findings about the benefits of CBT in a group setting. Further, the study occurred in the form of a randomized clinical trial that involved 86 participants. Relying on actual study research ensured that the source was an evidence-based one.

     

     

     
    POST TWO
    – Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

                                           Cognitive Behavioral Therapy

    Cognitive Behavioral Therapy (CBT) is a structured, short-term form of psychotherapy that focuses on identifying and reshaping negative thought patterns and behaviors. (Chand et al., 2023) By helping individuals recognize distortions in their thinking, CBT encourages the development of healthier cognitive and emotional responses to challenging situations. The therapy promotes self-awareness and empowers clients to adopt more effective problem-solving skills.

    CBT Across Contexts

    Cognitive Behavioral Therapy (CBT) functions differently in group, family, and individual settings, each presenting unique opportunities for therapeutic growth. In group CBT, participants work together to identify and modify dysfunctional thoughts and behaviors, benefiting from collective insight and support. Group members often relate to shared struggles, which fosters a sense of belonging and normalizes personal challenges (Moloud et al., 2022). This environment encourages peer feedback and learning, allowing individuals to practice social skills and reinforce behavioral changes in a supportive space.

    In family CBT, the focus shifts to improving interpersonal dynamics within the family system. The therapy addresses how negative cognitive and behavioral patterns affect relationships, encouraging open communication and problem-solving among family members. Family CBT targets shared issues, such as conflict resolution or coping with a member’s mental health condition, promoting collective change rather than just individual progress (Reuman et al., 2020). It emphasizes the idea that behavior is influenced by interactions within the family, making it essential to modify the patterns that perpetuate dysfunction.

    In contrast, individual CBT focuses on personal exploration and transformation, as the therapist works closely with the client to identify specific thought distortions and maladaptive behaviors, providing a highly tailored and intensive approach (Nakao et al., 2021). Individuals engage in self-reflection, developing strategies to manage their unique challenges. The therapist and client work one-on-one to implement changes directly linked to the individual’s experiences, often allowing for deeper insight and focused behavioral interventions. While individual CBT offers a personalized approach, group and family settings provide the added benefit of interpersonal learning and relational dynamics.

    CBT Implementation Challenges

    In individual CBT, PMHNPs often face the challenge of sustaining patient motivation, especially when progress feels slow due to deeply rooted cognitive distortions. This requires consistent encouragement and the setting of achievable goals to keep patients engaged. Additionally, tailoring interventions to meet the unique needs of each patient can be demanding, as individual histories and triggers necessitate a flexible approach that adapts over time (Prusiński, 2022).

    In family CBT, balancing the emotional needs of all family members is crucial, as one person’s concerns can easily overshadow others. PMHNPs must ensure that everyone feels heard while navigating underlying conflicts that may disrupt progress (SAMHSA, 2020). Resistance from family members can also be a hurdle, particularly if they are skeptical about therapy or reluctant to engage.

    In group CBT, managing diverse group dynamics presents a significant challenge, as participants may have varying levels of engagement and differing perspectives, which can lead to tension. PMHNPs must facilitate discussions to ensure all voices are heard while maintaining focus on therapeutic objectives (Malhotra & Baker, 2022). Encouraging vulnerability is another key challenge, as individuals may feel uncomfortable sharing personal experiences. Creating a safe, supportive environment is essential to help participants open up and engage fully in the therapeutic process.

    CBT for Couples Video

    The CBT for Couples video explains that PMHNPs encounter distinct challenges due to the presence of two individuals with differing perspectives. For example, one challenge is navigating each partner’s automatic thoughts and interpretations of the other’s behavior. The video illustrates how one spouse may perceive yelling as abusive, while the other views it as a stress management technique, highlighting the difficulty in aligning their perceptions (Beck Institute for Cognitive Behavior Therapy, 2018). Another challenge involves encouraging each partner to focus on what they can control, such as their behavior and interpretations, while recognizing their limited influence over their spouse’s actions. This dynamic adds complexity, as couples must learn to practice empathy, communication, and assertiveness while addressing underlying beliefs that may trigger negative reactions. PMHNPs must skillfully mediate these processes, helping couples reframe their automatic thoughts and encouraging them to assume the best in their partner’s actions, fostering healthier relationship dynamics.

    In summary, CBT can be useful in many settings as its success depends on handling the specific challenges each setting brings. PMHNPs need to adjust their approach to help clients make real progress, whether working with individuals, families, groups, or couples.

    The resources cited in this discussion are considered scholarly because they undergo a peer-review process, where experts in the field evaluate their accuracy and credibility. These sources also include extensive references to existing research, which enhances their reliability and supports evidence-based conclusions.

                                              References

    Nakao, M., Shirotsuki, K., & Sugaya, N. (2021). Cognitive–Cognitive-behavioral therapy for Management of Mental Health and Stress-Related Disorders: Recent Advances in Techniques and Technologies. 
    BioPsychoSocial Medicine
    , 
    15
    (1), 1–4. 
    https://doi.org/10.1186/s13030-021-00219-wLinks to an external site.

    Prusiński, T. (2022). The Strength of Alliance in Individual Psychotherapy and Patient’s Wellbeing: The Relationships of the Therapeutic Alliance to Psychological Wellbeing, Satisfaction with Life, and Flourishing in Adult Patients Attending Individual Psychotherapy. 
    Frontiers in Psychiatry
    , 
    13
    . 
    https://doi.org/10.3389/fpsyt.2022.827321Links to an external site.

    Reuman, L., Thompson-Hollands, J., & Abramowitz, J. S. (2020). Better together: A review and recommendations to optimize research on family involvement in CBT for anxiety and related disorders. 
    Behavior Therapy
    , 
    52
    (3). 
    https://doi.org/10.1016/j.beth.2020.07.008Links to an external site.

    SAMHSA. (2020). Chapter 3—Family Counseling Approaches. In 
    www.ncbi.nlm.nih.gov
    . Substance Abuse and Mental Health Services Administration (US). 
    https://www.ncbi.nlm.nih.gov/books/NBK571088/Links to an external site.

  • BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION

    BUILDING A HEALTH HISTORY: COMMUNICATING EFFECTIVELY TO GATHER APPROPRIATE HEALTH-RELATED INFORMATION

    To prepare:

    Reflect on your experience as an advanced practice nurse and on the information provided in the Week 1 Learning Resources on building a health history and the Week 2 Learning Resources on diversity issues in health assessments.

    By Day 1 of this week, your Instructor will assign a case study for this Assignment. 
    Note:
     Please see the 
    Course Announcements
     section of the classroom for your Case Study Assignment.

    Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of your assigned patient.

    Consider how you would build a health history for the patient. What questions would you ask? How might you target your questions based on the patient’s social determinants of health? How would you frame the questions to be sensitive to the patient’s background, lifestyle, and culture?

    Identify any potential health-related risks, based on the patient’s age, gender, ethnicity, or environmental setting, which should be taken into consideration.

    What risk assessment instruments would be appropriate to use with this patient?

    What questions would you ask to assess the patient’s health risks?

    Select 
    one (1)
     risk assessment instrument discussed in the Learning Resources, or another tool with which you are familiar, related to your selected patient.

    Develop 
    five (5)
     targeted questions you would ask the patient to build their health history and to assess their health risks.

    Think about the challenges associated with communicating with patients from a variety of specific populations. What communication techniques would be most appropriate to use with this patient? What strategies can you as an APRN employ to be sensitive to different cultural factors while gathering the pertinent information?

    Assignment: Building a Health History With Cultural and Diversity Awareness  

    Include the following:

    Explain the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Be specific.

    Explain the issues that you would need to be sensitive to when interacting with the patient, and why.

    Describe the communication techniques you would use with this patient. Include strategies to demonstrate sensitivity with this patient. Be specific and explain why you would use these techniques.

    Summarize the health history interview you would conduct with this patient. Provide at least 
    five (5)
     targeted questions you would ask the patient to build their health history and to assess their health risks. Explain your reasoning for each question and how you frame each for this specific patient.

    Identify the risk assessment instrument you selected, and then justify why it would be applicable to your assigned patient. Be specific.

     

    Building a health history: Effective communication in gathering appropriate health information

    The purpose of constructing a patient-centered health history is to comprehend the demographic, social, cultural and spiritual characteristics of individual patients and their means of expressing themselves. Because of these patients’ individual characteristics, it is crucial for the APRN to adapt his/her communication style in order to build trust and obtain the necessary health information. When it comes to
    WH, a recent immigrant Chinese male aged 62 with low English language proficiency, culturally sensitive strategies are obligatory
    . WH’s cultural heritage, the language, and the organization of his family, where he had to count on his daughter for translation and support, are all aspects that define his health care process. Therefore, while implementing the communication strategies such as professional interpretation, the APRN has to put into consideration the above factors and the effects of culture on building a health history. This approach will improve the nurse-patient relationship and help WH follow the recommended treatment and long-term health goal.

    Socioeconomic, Spiritual, Lifestyle, and Cultural Factors

    Socioeconomic status of WH depends on his living standards as well as family strength. Living alone after the death of his spouse, having an adult daughter and a 13-year-old grandchild as caretakers may also negatively impact his ability to manage his health. His daughter complained that her father does not want anyone to look after him. That could be a generational or cultural issue. It is imperative to understand that conventional Chinese mindsets usually involve the family-centered approach to caregiving as well as the reluctance to impose children. Due to WH’s limited English proficiency, communication barriers in access to health care services are enhanced, which might result in poor compliance with medical advice, medical instructions, and follow-up on taking of his medications.

    BUY A PLAGIARISM-FREE PAPER HERE

    Religious beliefs may also determine WH’s health choices and routines. Some modern Chinese people place their faith in both Buddhism and Taoism, although the Confucianism is also quite popular there. These belief systems may encourage natural healing practices and even regard diseases as the lack of harmony in the energy of the body (de Vries et al., 2019). Knowledge of WH’s beliefs, which are majorly of spiritual nature, could help explain why he would agree to embrace Western medicine practices, while he may prefer traditional products such as herbs. It is also possible that he has certain cultural beliefs regarding diet, and the type of food that he should eat without compromising on the traditional Chinese foods and how they might influence his hypertension.

    Sensitive Issues in Interaction

    There are several issues of a rather sensitive nature that should be taken into consideration during communication with WH. First, cultural sensitivity is important, in such Asian cultures as Chinese and Japanese where older people are highly regarded. Lack of respect or perceived arrogance on the side of the healthcare providers may result in loss of trust and lack of compliance (de Vries et al., 2019). Also, WH may experience his ailment as a private affair, which may make him resist the disclosure of information.

    One must also consider the possible social implication/stigma of always depending on his daughter in translation. Since his daughter is a bi-lingual young woman who stands in for his medical decisions, WH may feel ‘ashamed’ to discuss issues like mental health or sexuality/physical health complaints. Due to patient self-determination, it might be relevant to offer WH a chance to talk alone in case this is required. Moreover, it can be posited that WH may not understand how exactly to manage such conditions as hypertension in a Western context that necessitates a gentle counsel.

    Communication Techniques and Sensitivity

    When dealing with WH, it is crucial to consider cultural and language barriers to ensure that appropriate communication methods are used. Firstly, seeking the services of a medical interpreter rather than depending on his daughter would assist in avoiding distortion of the conversation and violation of the patient’s privacy. This approach is consistent with the general principles of minimization of medical errors and development of effective communication (Magsamen-Conrad et al., 2019).

    Culturally sensitive nonverbal communication is also crucial, especially in the initial stages to establish a common ground. This means avoiding informal language with WH, avoiding unnecessary eye contact, as well as addressing WH formally by either his last name or ‘Mr.’ until he allows the use of his first name to build a rapport.

    Also, it would be easier to understand information that does not include any medical terms that WH might not understand. Strategies like teach back, where WH is expected to repeat what has been said to him in order to be certain that he has understood the message would ensure that vital health information is relayed well. He may also require other visualization aids and writing documents in his preferred language to comprehend instructions on treatment.

    Health History Interview

    When conducting a health history interview with WH, general information about his health and well-being that would be sought include his current state of health, social support, lifestyle and cultural practices. Whenever speaking to him, respect and patience should be observed for the time required in the interpretation while bearing in mind his cultural origin. The five target questions are as follows;

    Target Questions

    How have you been feeling since you started the pressure medications?

    This question enables WH to provide insight into new treatment he has been undergoing. Presenting the question in such a direct and basic way makes the patient answer freely and allows to evaluate medication compliance and possible side effects.

    What do you know about your current state of hypertension and its management?

    This question is useful in ascertaining the level of health literacy and knowledge that WH has about his condition. It would facilitate the education process because cultural beliefs or language barriers would be considered.

    What questions do you have concerning your current medications or the traditional remedies that you are using?

    This question embraces the possibility of WH using traditional Chinese medicinal component and opens up a chance to address the combination of his Chinese practices with the Western treatments.

    What feeling do you have pertaining your daughter’s effort of helping you in healthcare?

    This question touches on issues to do with family and cultural beliefs on the aspects of independence and being cared for by relatives. It can help investigate any resistance that WH may have towards it.

    Do you have any food or practice in mind that you would like us to integrate in your treatment plan?

    This is an aspect of cultural competence and will assist in establishing factors related to his hypertension concerning diets without compromising WH’s culturally appropriate values.

    Risk Assessment Instrument

    Considering the case of WH, the Framingham Risk Score (FRS) would be appropriate to apply since it is a well-known tool for estimating the probability of cardiovascular disease occurrence (Nyirenda, 2021). Since WH has hypertension and could have other cardiometabolic risk factors in the future due to diet and physical activity, then the FRS could assist in optimizing further management. More importantly, the constituents of the identified tool’s screening including hypertension, cholesterol, smoking, and diabetes tally with WH’s cardinal cardiovascular issues.

    In a recap, establishing a
    complete health history
    for WH has to encompass his cultural, economic, and language barriers. With the help of appropriate and polite language, the use of professional translators, and correct wording of questions, an appropriate rapport between the patient and the provider is made. understanding and incorporating the cultural factor into nursing care together with an appropriate risk assessment will enhance the client’s health and compliance with the plan of care.

    References

    de Vries, K., Banister, E., Dening, K. H., & Ochieng, B. (2019). Advance care planning for older people: The influence of ethnicity, religiosity, spirituality and health literacy. 
    Nursing Ethics
    , 
    26
    (7-8), 1946-1954. https://doi.org/10.1177/0969733019833130

    Magsamen-Conrad, K., Dillon, J. M., Billotte Verhoff, C., & Faulkner, S. L. (2019). Online health-information seeking among older populations: family influences and the role of the medical professional. 
    Health communication
    , 
    34
    (8), 859-871. https://doi.org/10.1080/10410236.2018.1439265

    Nyirenda, M. (2021). Assessment of cardiovascular disease risks using Framingham risk scores (FRS) in HIV-positive and HIV-negative older adults in South Africa. 
    Preventive medicine reports
    , 
    22
    , 101352. https://doi.org/10.1016/j.pmedr.2021.101352