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Tag: Care Plans

  • [Solved] Benchmark – Patient’s Spiritual Needs: Case Analysis

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    For this final assignment, you will be tasked to review your work in the Topic 3 case study and continue to analyze the case to best determine spiritual care interventions throughout their plan of care. In particular, the focus will be on the Christian application of the four principles, as well as …

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    Assignment Prompt & Instructions

    For this final assignment, you will be tasked to review your work in the Topic 3 case study and continue to analyze the case to best determine spiritual care interventions throughout their plan of care. In particular, the focus will be on the Christian application of the four principles, as well as appropriate options in providing a patient with spiritual care.

    Based on the chart you completed and questions you answered in the Topic 3 about "Case Study: Healing and Autonomy" ( **attached**) and reading the topic Resources, complete the "Patient's Spiritual Needs: Case Analysis" ( **attached**) document, in which you will analyze the case study in relation to the following:

    – Patient autonomy
    – Christian perspective and actions related to sickness and health, principles of beneficence, and nonmaleficence
    – Spiritual needs assessment and appropriate interventions for all involved in providing care
    – Accountability that would demonstrate an ethical manner that reflects professional standards of practice and person-centered care and participatory approach to care

    _Note: Participatory approach to care calls for involving stakeholders, particularly the participants in a program or those affected by a given policy, in specific aspects of the evaluation process. The approach covers a wide range of different types of participation, and stakeholders can be involved at any stage of the impact evaluation process, including its design, data collection, analysis, reporting, and managing a study._

    _Also, person-centered care is "empowering people to take charge of their own health rather than being passive recipients of services" (WHO, 2021). This care strategy is based on the belief that patient views, input, and experiences can help improve overall health outcomes._

    Support your response using **ONLY** the following Topic 5 Resources ( **all attached**):

    – Chapter 5 from the textbook _Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care_
    – "Assessing Spiritual Health Through the Use of Spiritual Health Assessment Tools: Indications for End-of-Life Care"
    – "Faith-Sensitive End-of-Life Care for Children, Young People, and Their Families"

    – [\
    \
    PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy1.docx](https://www.sweetstudy.com/files/phi-413v-rs-t3t5casestudyhealingandautonomy1-docx-10288137 "PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy1.docx")
    – [\
    \
    PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx](https://www.sweetstudy.com/files/phi-413v-rs-t5bmkpatientspiritualneedscaseanalysis-docx "PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx")
    – [\
    \
    AssessingSpiritualHealth.pdf](https://www.sweetstudy.com/files/assessingspiritualhealth-pdf "AssessingSpiritualHealth.pdf")
    – [\
    \
    BibliU-Print-B1B4SGSSID7LR-Part5.pdf](https://www.sweetstudy.com/files/bibliu-print-b1b4sgssid7lr-part5-pdf "BibliU-Print-B1B4SGSSID7LR-Part5.pdf")
    – [\
    \
    Faith-SensitiveEnd-of-LifeCareforChildren.pdf](https://www.sweetstudy.com/files/faith-sensitiveend-of-lifecareforchildren-pdf "Faith-SensitiveEnd-of-LifeCareforChildren.pdf")

    – a year ago

  • [Solved] Patient Safety Culture

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    Use attachment – a year ago **files (1)** – ## NRS-450-T3-CultureofPatientSafetyCaseStudies.docx **## NRS-450-T3-CultureofPatientSafetyCaseStudies.docx** ![](https://www.sweetstudy.com/questions/patient-safety-culture) ## Culture of Patient Safety Case Studies The purpose of this assignment is to cr…

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    Assignment Prompt & Instructions

    Use attachment

    – a year ago

    **files (1)**

    – ## NRS-450-T3-CultureofPatientSafetyCaseStudies.docx

    **## NRS-450-T3-CultureofPatientSafetyCaseStudies.docx**

    ![](https://www.sweetstudy.com/questions/patient-safety-culture)

    ## Culture of Patient Safety Case Studies

    The purpose of this assignment is to create a culture of patient safety using information and communication technologies and informatic processes to deliver safe nursing care while promoting health.

    ## Part 1: Creating a Culture of Patient Safety

    **Instructions:** Please review the following scenario and answer each of the following questions in 150-200 words using one to two sources to support your ideas.

    _Michael is a nurse working on a busy medical-surgical unit. He is responsible for the care of five patients with complex medical needs. Michael checks on his first patient, Mrs. Wallace. She is lying in bed with the call light button within her reach. The identification armband is in place. Michael verifies that the IV is working and the correct IV fluid is infusing. The monitor is on, and the limits/volumes are set appropriately._

    _Michael proceeds to check on his second patient, Mr. Baker. As he walks in the room, he finds Mr. Baker on the floor and alert. Mr. Baker tells Michael that he fell trying to get into the bed because the bed rolled away. Michael notes that the locks for the bed were not engaged. There is no call light in the room. The monitor is turned off. Mr. Baker does not have an identification armband on. There is an identification band on the bedside table, but it does not belong to Mr. Baker. Michael checks the IV fluid infusing and discovers that the name on the IV bag is the same as the identification armband on the bedside table._

    | |
    | — |
    | **National Safety and Quality Standards**<br>· Identify two sources and applications of national safety and quality standards to guide nursing practice. <br>· Describe two factors for Mrs. Wallace's scenario that create a culture of safety. <br>· Support your ideas using one to two sources. |
    | |
    | **Nursing Interventions**<br>· Describe three nursing interventions that are necessary for Mr. Baker to create a culture of safety. <br>· Discuss the nurse's accountability for reporting unsafe conditions, near misses, and errors to reduce harm. |
    | |
    | **Interprofessional Team Members**<br>· Identify the interprofessional team members that will need to be notified regarding Mr. Baker's situation. <br>· Select three team members and explain their role in the care of Mr. Baker's situation. <br>· Explain the nurse's role within this interprofessional team in promoting safety and preventing errors and near misses. |
    | |
    | **Basic Safety Design Principles**<br>Basic safety design principles help to reduce risk of harm. Examples of these include error-proofing, safeguards, and training. <br>· Select one of the safety design principles and explain how it applies to Mrs. Wallace and Mr. Baker. <br>· Discuss the benefits of using reporting system processes to understand causes of error and improve patient outcomes. <br>· Support your ideas using one to two sources. |
    | |
    | **References:**<br>Cite a minimum of two sources in APA format to complete this assignment. Sources must be: <br>· Published within the last five years. <br>· Appropriate for the assignment criteria.<br>· Relevant to nursing practice. |
    | |

    ## Part 2: Delivering Safe Nursing Care Using Information and Communication Technologies

    **Instructions:** Please review the following scenario and answer each of the following questions in 150-200 words using one to two sources to support your ideas.

    _Stephanie, a home health nurse, is visiting an elderly man, Mr. Turner, who lives with his daughter. Prior to the visit, Stephanie reviews the electronic health record (EHR) and the clinical decision support tools for Mr. Turner. He has a pacemaker to help with his congestive heart failure. There is a module in his home that sends information from his device to the cardiologist to monitor. During this visit, Stephanie will be assisting Mr. Turner and his daughter to send a report to the cardiologist via the module connected to the internet. Mr. Turner is also a type II diabetic using an insulin pump that is connected to an app on his phone. Due to the neuropathy of his feet, Mr. Turner is unstable with his gait and uses a walker to ambulate. He wears a senior medical alert button in case he should fall. Mr. Turner is also scheduled for a telehealth visit with his doctor during Stephanie's visit._

    _Stephanie arrives at the home for the visit. As she is starting her assessment of Mr. Turner, the insulin pump is beeping and there is an error message. Mr. Turner states that it has not been working right the last couple of days and his daughter was going to try to fix it. He also tells Stephanie that he has stopped wearing the medical alert button because it kept beeping and he was unable to get it to stop beeping._

    | |
    | — |
    | **Clinical Decision Support Tools**<br>· Describe two examples of clinical decision support tools (CDST) for Mr. Turner. <br>· Evaluate how decision support tools impact clinical judgment and help provide safe patient care. |
    | |
    | **Performance Metrics**<br>· Explain how CDST are used to report and monitor performance metrics on patient outcomes. <br>· Discuss two to three examples of healthcare performance metrics. |
    | |
    | **Technology Use for Care**<br>· Describe how the technology used to care for Mr. Turner enhances the quality and safety of care. <br>· Identify two modalities that could be used to communicate care delivery for Mr. Turner. |
    | |
    | **Benefit of Emerging Technologies**<br>· Select two emerging technologies that are used to improve healthcare delivery and clinical decision making. <br>· Describe the benefit of these emerging technologies to improve the health promotion for this patient. |
    | |
    | **Reporting System Processes and Functional Issues**<br>· Identify the importance of reporting system processes and functional issues (error messages, mis-directions, device malfunctions, etc.) according to organizational policies and procedures. |
    | |
    | **References:**<br>Cite a minimum of two sources in APA format to complete this assignment. Sources must be: <br>· Published within the last five years.<br>· Appropriate for the assignment criteria.<br>· Relevant to nursing practice. |
    | |

    2

    ## image1.jpeg

    **## NRS-450-T3-CultureofPatientSafetyCaseStudies.docx**

    ![](https://www.sweetstudy.com/questions/patient-safety-culture)

    ## Culture of Patient Safety Case Studies

    The purpose of this assignment is to create a culture of patient safety using information and communication technologies and informatic processes to deliver safe nursing care while promoting health.

    ## Part 1: Creating a Culture of Patient Safety

    **Instructions:** Please review the following scenario and answer each of the following questions in 150-200 words using one to two sources to support your ideas.

    _Michael is a nurse working on a busy medical-surgical unit. He is responsible for the care of five patients with complex medical needs. Michael checks on his first patient, Mrs. Wallace. She is lying in bed with the call light button within her reach. The identification armband is in place. Michael verifies that the IV is working and the correct IV fluid is infusing. The monitor is on, and the limits/volumes are set appropriately._

    _Michael proceeds to check on his second patient, Mr. Baker. As he walks in the room, he finds Mr. Baker on the floor and alert. Mr. Baker tells Michael that he fell trying to get into the bed because the bed rolled away. Michael notes that the locks for the bed were not engaged. There is no call light in the room. The monitor is turned off. Mr. Baker does not have an identification armband on. There is an identification band on the bedside table, but it does not belong to Mr. Baker. Michael checks the IV fluid infusing and discovers that the name on the IV bag is the same as the identification armband on the bedside table._

    | |
    | — |
    | **National Safety and Quality Standards**<br>· Identify two sources and applications of national safety and quality standards to guide nursing practice. <br>· Describe two factors for Mrs. Wallace's scenario that create a culture of safety. <br>· Support your ideas using one to two sources. |
    | |
    | **Nursing Interventions**<br>· Describe three nursing interventions that are necessary for Mr. Baker to create a culture of safety. <br>· Discuss the nurse's accountability for reporting unsafe conditions, near misses, and errors to reduce harm. |
    | |
    | **Interprofessional Team Members**<br>· Identify the interprofessional team members that will need to be notified regarding Mr. Baker's situation. <br>· Select three team members and explain their role in the care of Mr. Baker's situation. <br>· Explain the nurse's role within this interprofessional team in promoting safety and preventing errors and near misses. |
    | |
    | **Basic Safety Design Principles**<br>Basic safety design principles help to reduce risk of harm. Examples of these include error-proofing, safeguards, and training. <br>· Select one of the safety design principles and explain how it applies to Mrs. Wallace and Mr. Baker. <br>· Discuss the benefits of using reporting system processes to understand causes of error and improve patient outcomes. <br>· Support your ideas using one to two sources. |
    | |
    | **References:**<br>Cite a minimum of two sources in APA format to complete this assignment. Sources must be: <br>· Published within the last five years. <br>· Appropriate for the assignment criteria.<br>· Relevant to nursing practice. |
    | |

    ## Part 2: Delivering Safe Nursing Care Using Information and Communication Technologies

    **Instructions:** Please review the following scenario and answer each of the following questions in 150-200 words using one to two sources to support your ideas.

    _Stephanie, a home health nurse, is visiting an elderly man, Mr. Turner, who lives with his daughter. Prior to the visit, Stephanie reviews the electronic health record (EHR) and the clinical decision support tools for Mr. Turner. He has a pacemaker to help with his congestive heart failure. There is a module in his home that sends information from his device to the cardiologist to monitor. During this visit, Stephanie will be assisting Mr. Turner and his daughter to send a report to the cardiologist via the module connected to the internet. Mr. Turner is also a type II diabetic using an insulin pump that is connected to an app on his phone. Due to the neuropathy of his feet, Mr. Turner is unstable with his gait and uses a walker to ambulate. He wears a senior medical alert button in case he should fall. Mr. Turner is also scheduled for a telehealth visit with his doctor during Stephanie's visit._

    _Stephanie arrives at the home for the visit. As she is starting her assessment of Mr. Turner, the insulin pump is beeping and there is an error message. Mr. Turner states that it has not been working right the last couple of days and his daughter was going to try to fix it. He also tells Stephanie that he has stopped wearing the medical alert button because it kept beeping and he was unable to get it to stop beeping._

    | |
    | — |
    | **Clinical Decision Support Tools**<br>· Describe two examples of clinical decision support tools (CDST) for Mr. Turner. <br>· Evaluate how decision support tools impact clinical judgment and help provide safe patient care. |
    | |
    | **Performance Metrics**<br>· Explain how CDST are used to report and monitor performance metrics on patient outcomes. <br>· Discuss two to three examples of healthcare performance metrics. |
    | |
    | **Technology Use for Care**<br>· Describe how the technology used to care for Mr. Turner enhances the quality and safety of care. <br>· Identify two modalities that could be used to communicate care delivery for Mr. Turner. |
    | |
    | **Benefit of Emerging Technologies**<br>· Select two emerging technologies that are used to improve healthcare delivery and clinical decision making. <br>· Describe the benefit of these emerging technologies to improve the health promotion for this patient. |
    | |
    | **Reporting System Processes and Functional Issues**<br>· Identify the importance of reporting system processes and functional issues (error messages, mis-directions, device malfunctions, etc.) according to organizational policies and procedures. |
    | |
    | **References:**<br>Cite a minimum of two sources in APA format to complete this assignment. Sources must be: <br>· Published within the last five years.<br>· Appropriate for the assignment criteria.<br>· Relevant to nursing practice. |
    | |

    2

    ## image1.jpeg

  • [Solved] Learner’s Need

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    The instructions and the scenario for this assignment are in the file: Learner's Need Assignment Instructions and Scenario. The questions should be completed in the file: Learner's Need Assignment APA Template. All the files were attached. Thank you! Due 13/5/25 at 10 pm – [\ \ LearnersNeedsAssign…

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    Assignment Prompt & Instructions

    The instructions and the scenario for this assignment are in the file: Learner's Need Assignment Instructions and Scenario. The questions should be completed in the file: Learner's Need Assignment APA Template. All the files were attached. Thank you!

    Due 13/5/25 at 10 pm

    – [\
    \
    LearnersNeedsAssignmentAPATemplateUPDATED.docx](https://www.sweetstudy.com/files/learnersneedsassignmentapatemplateupdated-docx "LearnersNeedsAssignmentAPATemplateUPDATED.docx")
    – [\
    \
    LearnersNeedsAssignmentInstructionsandScenarioUPDATED.docx](https://www.sweetstudy.com/files/learnersneedsassignmentinstructionsandscenarioupdated-docx "LearnersNeedsAssignmentInstructionsandScenarioUPDATED.docx")

    – a year ago

  • [Solved] how do you do a nursing assessment?

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    In-depth study guidance and analytical solution covering how do you do a nursing assessment?.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] What are the steps when performing a nursing assessment?

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    In-depth study guidance and analytical solution covering What are the steps when performing a nursing assessment?.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Scientific underpinnings for evidence based practice

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    ### Formative Assessment This assignment involves creating a comprehensive overview of both quantitative and qualitative research designs. You will evaluate the strengths and limitations of Randomized Controlled Trials (RCTs), cohort studies, and case-control studies, as well as qualitative methodol…

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    Assignment Prompt & Instructions

    ### Formative Assessment

    This assignment involves creating a comprehensive overview of both quantitative and qualitative research designs. You will evaluate the strengths and limitations of Randomized Controlled Trials (RCTs), cohort studies, and case-control studies, as well as qualitative methodologies like phenomenology, grounded theory, and ethnography. Your task is to present an analysis that demonstrates your understanding and ability to apply these designs in a clinical context.

    **Instructions:**

    1. **Select a Research Design:** Choose one quantitative and one qualitative research design.
    2. **Analysis:** Write a detailed analysis comparing the strengths and limitations of each selected design in the context of nursing practice.
    3. **Application:** Provide an example of how each design could be applied to a specific clinical issue or research question in nursing.
    4. **Reflection:** Reflect on how these research designs contribute to evidence-based practice and the advancement of nursing science.

    ### Document Type/Template

    – Word Document

    – a year ago

  • [Solved] peds

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    – a year ago **files (1)** – ## JOURNALENTRYnewmay.docx **## JOURNALENTRYnewmay.docx** JOURNAL ENTRY #3 ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development d…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## JOURNALENTRYnewmay.docx

    **## JOURNALENTRYnewmay.docx**

    JOURNAL ENTRY #3

    ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development during your pediatric practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write your last and final Journal Entry, reflecting on your clinical strengths and opportunities for improvement. Further reflect on your pediatric patients you have seen and the conditions that you have diagnosed and treated. Review your Journal Entry that you submitted in Week 1.

    **Journal Entry (2–3 pages):**

    · Explain what most excited and/or concerned you throughout your pediatric clinical experience.

    · Discuss how your personal definition of family and family roles has changed or stayed the same.

    · How has your understanding of family and family roles influenced your assessment of children and their families?

    · Explain how your understanding of culture (both the culture of the provider and that of the child and his or her family) has changed and how it may have influenced the assessments you conducted during your practicum.

    · Assess how you did with accomplishing the goals and objectives you developed in Week 1 for the practicum experience.

    · Based on your practicum experience, refine your existing goals and/or develop new goals for your continued education and professional practice. Be sure to consider the NAPNAP Position Statement on Age Parameters for Pediatric Nurse Practitioner Practice.

    · Use title page and references according to APA.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/157038/pages/week-11-learning-resources?module_item_id=6269257)

    · American Academy of Pediatrics, Subcommittee on Febrile Seizures. (2011).
    [Febrile seizures: Guideline for the neurodiagnostic evaluation of the child with a simple febrile seizure.Links to an external site.](https://pediatrics.aappublications.org/content/pediatrics/127/2/389.full-text.pdf) _Pediatrics_,
    _127_(2), 389–394. http://doi.org/10.1542/peds.2010-3318

    **Note:** This is the most recent guideline.Links to an external site.

    · National Association of Pediatric Nurse Practitioners, Professional Issues Committee. (2019).
    [NAPNAP position statement on age parameters for pediatric nurse practitioner practice.Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0891524518305807?via%3Dihub) _Journal of Pediatric Healthcare, 33_(2), A9–A11. https://doi.org/10.1016/j.pedhc.2018.10.007

    Links to an external site.

    **Practicum Resources**

    · HSoft Corporation. (2019).
    [_Welcome to MeditrekLinks to an external site._](https://edu.meditrek.com/Default.html) _._ https://edu.meditrek.com/Default.html

    **Note**: Use this website to log in to Meditrek to report your clinical hours and patient encounters.Links to an external site.

    · Walden University. (2019).
    [_MSN nurse practitioner practicum manual_ Links to an external site.](https://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments). https://academicguides.waldenu.edu/fieldexperience/son/formsanddocumentsLinks to an external site.

    · Walden University Field Experience. (2019a).
    [_Field experience: College of Nursing.Links to an external site._](https://academicguides.waldenu.edu/fieldexperience/son/home) https://academicguides.waldenu.edu/fieldexperience/son/homeLinks to an external site.

    · Walden University Field Experience. (2019b).
    [_Student practicum resources: NP student orientationLinks to an external site._](https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation) _._ https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157038/modules/items/6269257)

    BY DAY 7

    **Complete** your Journal Entry #3 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.

    1. To submit your completed assignment, save your Assignment as
    **WK11Journal3+last name+first initial.**

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

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

    Rubric

    **PRAC_6541_Week11_Journal3_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week11_Journal3_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains 1-2 APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains 3-5 APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains > 5 APA errors | 5 pts |

    Total Points: 100

    ## image1.jpeg

    **## JOURNALENTRYnewmay.docx**

    JOURNAL ENTRY #3

    ![A close-up of a person writing on a piece of paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/peds-20904887)Critical reflection of your growth and development during your pediatric practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write your last and final Journal Entry, reflecting on your clinical strengths and opportunities for improvement. Further reflect on your pediatric patients you have seen and the conditions that you have diagnosed and treated. Review your Journal Entry that you submitted in Week 1.

    **Journal Entry (2–3 pages):**

    · Explain what most excited and/or concerned you throughout your pediatric clinical experience.

    · Discuss how your personal definition of family and family roles has changed or stayed the same.

    · How has your understanding of family and family roles influenced your assessment of children and their families?

    · Explain how your understanding of culture (both the culture of the provider and that of the child and his or her family) has changed and how it may have influenced the assessments you conducted during your practicum.

    · Assess how you did with accomplishing the goals and objectives you developed in Week 1 for the practicum experience.

    · Based on your practicum experience, refine your existing goals and/or develop new goals for your continued education and professional practice. Be sure to consider the NAPNAP Position Statement on Age Parameters for Pediatric Nurse Practitioner Practice.

    · Use title page and references according to APA.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/157038/pages/week-11-learning-resources?module_item_id=6269257)

    · American Academy of Pediatrics, Subcommittee on Febrile Seizures. (2011).
    [Febrile seizures: Guideline for the neurodiagnostic evaluation of the child with a simple febrile seizure.Links to an external site.](https://pediatrics.aappublications.org/content/pediatrics/127/2/389.full-text.pdf) _Pediatrics_,
    _127_(2), 389–394. http://doi.org/10.1542/peds.2010-3318

    **Note:** This is the most recent guideline.Links to an external site.

    · National Association of Pediatric Nurse Practitioners, Professional Issues Committee. (2019).
    [NAPNAP position statement on age parameters for pediatric nurse practitioner practice.Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0891524518305807?via%3Dihub) _Journal of Pediatric Healthcare, 33_(2), A9–A11. https://doi.org/10.1016/j.pedhc.2018.10.007

    Links to an external site.

    **Practicum Resources**

    · HSoft Corporation. (2019).
    [_Welcome to MeditrekLinks to an external site._](https://edu.meditrek.com/Default.html) _._ https://edu.meditrek.com/Default.html

    **Note**: Use this website to log in to Meditrek to report your clinical hours and patient encounters.Links to an external site.

    · Walden University. (2019).
    [_MSN nurse practitioner practicum manual_ Links to an external site.](https://academicguides.waldenu.edu/fieldexperience/son/formsanddocuments). https://academicguides.waldenu.edu/fieldexperience/son/formsanddocumentsLinks to an external site.

    · Walden University Field Experience. (2019a).
    [_Field experience: College of Nursing.Links to an external site._](https://academicguides.waldenu.edu/fieldexperience/son/home) https://academicguides.waldenu.edu/fieldexperience/son/homeLinks to an external site.

    · Walden University Field Experience. (2019b).
    [_Student practicum resources: NP student orientationLinks to an external site._](https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation) _._ https://academicguides.waldenu.edu/StudentPracticum/NP_StudentOrientation

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157038/modules/items/6269257)

    BY DAY 7

    **Complete** your Journal Entry #3 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.

    1. To submit your completed assignment, save your Assignment as
    **WK11Journal3+last name+first initial.**

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

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

    Rubric

    **PRAC_6541_Week11_Journal3_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week11_Journal3_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 pts**<br>**Excellent**<br>Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br>**49 to >39.0 pts**<br>**Good**<br>Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br>**39 to >30.0 pts**<br>**Fair**<br>Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br>**30 to >0 pts**<br>**Poor**<br>Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 pts**<br>**Excellent**<br>Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br>**29 to >19.0 pts**<br>**Good**<br>Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br>**19 to >9.0 pts**<br>**Fair**<br>Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br>**9 to >0 pts**<br>**Poor**<br>Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 pts**<br>**Excellent**<br>Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br>**14 to >10.0 pts**<br>**Good**<br>Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br>**10 to >5.0 pts**<br>**Fair**<br>Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br>**5 to >0 pts**<br>**Poor**<br>Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 pts**<br>**Excellent**<br>No APA errors<br>**4 to >3.0 pts**<br>**Good**<br>Contains 1-2 APA errors<br>**3 to >1.0 pts**<br>**Fair**<br>Contains 3-5 APA errors<br>**1 to >0 pts**<br>**Poor**<br>Contains > 5 APA errors | 5 pts |

    Total Points: 100

    ## image1.jpeg

  • [Solved] unit 1 discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – a year ago **files (3)** – ## 673unit1.docx – ## MSN_Discussion_Rubric_FINAL_30PTS2.docx – ## NU673_Unit_Readings.docx **## 673unit1.docx** **Discussion Overview** · Please describe your experience in supporting clients with mental health concerns. · Provide a description of you…

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    Assignment Prompt & Instructions

    see attached

    – a year ago

    **files (3)**

    – ## 673unit1.docx

    – ## MSN_Discussion_Rubric_FINAL_30PTS2.docx

    – ## NU673_Unit_Readings.docx

    **## 673unit1.docx**

    **Discussion Overview**

    · Please describe your experience in supporting clients with mental health concerns.

    · Provide a description of your current position

    · What mental health condition do you find challenging to work with? Explain why.

    · What are the current barriers to promoting mental health? What health care policy do you recommend for overcoming the barriers?

    · What measures will you incorporate as a PMHNP to promote equitable care to clients from different cultural or ethnic backgrounds?

    · What are your strengths and weaknesses in interacting effectively with clients with mental health issues?

    · What are your plans to become a confident PMHNP?

    \*\*\********

    Some notes to guide you—I can edit as needed.

    My current position is working as AGPCNP in an inpatient drug and alcohol rehab. I work with patients with co occurring disorders every day but right now my focus is on the medical issues. We have a team of psych providers that primarily work on the mental health part and we work together.

    Psychosis is what I find most difficult to work with.

    **## MSN_Discussion_Rubric_FINAL_30PTS2.docx**

    ![](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    Rubric Title:

    | |
    | — |
    | MSN 30 Point Discussion Rubric |

    Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    | | | | | |
    | — | — | — | — | — |
    | Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
    | Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
    | Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
    | Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
    | Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
    | **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
    | **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |

    _Updated December 2023_

    ## image1.jpeg

    **## NU673_Unit_Readings.docx**

    ![A black text on a white background Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    **Unit 1 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association &amp;

    American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and

    Standards of Practice (3rd ed.). American Nurses Association.

    · Scope of Practice of the Psychiatric Mental Health Nurse Practitioner p. 1-56

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Assessment Measures

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

    · Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

    · Chapter 3: “Genomics in Geriatric Psychiatry”

    · Chapter 4: “The Psychiatric Interview of Older Adults”

    **Unit 2 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Trauma- and Stressor-Related Disorders & Dissociative Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 10: “Trauma- and Stressor-Related Disorders”

    · Chapter 11: “Dissociative Disorders”

    · Chapter 12: “Somatic Symptom and Related Disorders”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 13: “Somatic Symptom and Related Disorders”

    **Unit 3 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Psychiatric Mental Health Nursing p. 59-78

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Culture and Psychiatric Diagnoses

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    · Chapter 33: “Contributions from the Neurosciences”

    · Chapter 34: “Contributions from the Behavioral and Social Sciences”

    · Chapter 35: “A Brief History of Psychiatry”

    **Unit 4 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 13: “Feeding and Eating Disorders”

    · Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

    · Chapter 23: “Psychotherapy”

    · Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 26: “Level of Care”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Feeding and Eating Disorders

    · Gender Dysphoria

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 19: “Agitation in Older Adults”

    · Chapter 24: “Clinical Psychiatry in the Nursing Home”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 5 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 4: “Substance Use and Addictive Disorders”

    · Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Substance-Related and Addictive Disorders

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 17: “Substance-Related and Addictive Disorders”

    **Unit 6 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Bipolar and Related Disorders

    · Depressive Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 6: “Bipolar Disorders”

    · Chapter 7: “Depressive Disorders”

    · Chapter 21.2: “Antidepressants”

    · Chapter 21.3: “Mood Stabilizers”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 9: “Depressive Disorders”

    · Chapter 10: “Bipolar and Related Disorders”

    **Unit 7 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Anxiety Disorders

    · Obsessive-Compulsive and Related Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 8: “Anxiety Disorders”

    · Chapter 9: “Obsessive-Compulsive and Related Disorders”

    · Chapter 21.4: “Anxiolytics”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

    **Unit 8 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Schizophrenia Spectrum and Other Psychotic Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

    · Chapter 21.1: “Antipsychotics”

    · Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

    **Unit 9 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Neurocognitive Disorders

    · Personality Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 3: “Neurocognitive Disorders”

    · Chapter 19: “Personality Disorders”

    · Chapter 21.8: “Drugs Used for Cognitive Enhancement”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 29: “End-of-Life Issues and Palliative Care”

    · Chapter 30: “Community Psychiatry”

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

    · Chapter 7: “Delirium”

    · Chapter 8: “Dementia and Mild Neurocognitive Disorders”

    · Chapter 14: “Sexuality and Aging”

    · Chapter 15: “Bereavement”

    · Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

    · Chapter 18: “Personality Disorders”

    · Chapter 23: “Working With Families of Older Adults”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 10 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Paraphilic Disorders

    · Other Mental Disorders and Additional Codes

    · Medication-Induced Movement Disorders and Other Adverse Effects of Medication

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 16: “Human Sexuality and Sexual Dysfunctions”

    · Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Professional Performance p. 79-92

    BJ 5/8/2023

    **image1.jpg**

    **image2.png**

    **## NU673_Unit_Readings.docx**

    ![A black text on a white background Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    **Unit 1 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association &amp;

    American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and

    Standards of Practice (3rd ed.). American Nurses Association.

    · Scope of Practice of the Psychiatric Mental Health Nurse Practitioner p. 1-56

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Assessment Measures

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

    · Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

    · Chapter 3: “Genomics in Geriatric Psychiatry”

    · Chapter 4: “The Psychiatric Interview of Older Adults”

    **Unit 2 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Trauma- and Stressor-Related Disorders & Dissociative Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 10: “Trauma- and Stressor-Related Disorders”

    · Chapter 11: “Dissociative Disorders”

    · Chapter 12: “Somatic Symptom and Related Disorders”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 13: “Somatic Symptom and Related Disorders”

    **Unit 3 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Psychiatric Mental Health Nursing p. 59-78

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Culture and Psychiatric Diagnoses

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    · Chapter 33: “Contributions from the Neurosciences”

    · Chapter 34: “Contributions from the Behavioral and Social Sciences”

    · Chapter 35: “A Brief History of Psychiatry”

    **Unit 4 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 13: “Feeding and Eating Disorders”

    · Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

    · Chapter 23: “Psychotherapy”

    · Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 26: “Level of Care”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Feeding and Eating Disorders

    · Gender Dysphoria

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 19: “Agitation in Older Adults”

    · Chapter 24: “Clinical Psychiatry in the Nursing Home”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 5 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 4: “Substance Use and Addictive Disorders”

    · Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Substance-Related and Addictive Disorders

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 17: “Substance-Related and Addictive Disorders”

    **Unit 6 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Bipolar and Related Disorders

    · Depressive Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 6: “Bipolar Disorders”

    · Chapter 7: “Depressive Disorders”

    · Chapter 21.2: “Antidepressants”

    · Chapter 21.3: “Mood Stabilizers”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 9: “Depressive Disorders”

    · Chapter 10: “Bipolar and Related Disorders”

    **Unit 7 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Anxiety Disorders

    · Obsessive-Compulsive and Related Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 8: “Anxiety Disorders”

    · Chapter 9: “Obsessive-Compulsive and Related Disorders”

    · Chapter 21.4: “Anxiolytics”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

    **Unit 8 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Schizophrenia Spectrum and Other Psychotic Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

    · Chapter 21.1: “Antipsychotics”

    · Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

    **Unit 9 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Neurocognitive Disorders

    · Personality Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 3: “Neurocognitive Disorders”

    · Chapter 19: “Personality Disorders”

    · Chapter 21.8: “Drugs Used for Cognitive Enhancement”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 29: “End-of-Life Issues and Palliative Care”

    · Chapter 30: “Community Psychiatry”

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

    · Chapter 7: “Delirium”

    · Chapter 8: “Dementia and Mild Neurocognitive Disorders”

    · Chapter 14: “Sexuality and Aging”

    · Chapter 15: “Bereavement”

    · Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

    · Chapter 18: “Personality Disorders”

    · Chapter 23: “Working With Families of Older Adults”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 10 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Paraphilic Disorders

    · Other Mental Disorders and Additional Codes

    · Medication-Induced Movement Disorders and Other Adverse Effects of Medication

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 16: “Human Sexuality and Sexual Dysfunctions”

    · Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Professional Performance p. 79-92

    BJ 5/8/2023

    **image1.jpg**

    **image2.png**

    **## 673unit1.docx**

    **Discussion Overview**

    · Please describe your experience in supporting clients with mental health concerns.

    · Provide a description of your current position

    · What mental health condition do you find challenging to work with? Explain why.

    · What are the current barriers to promoting mental health? What health care policy do you recommend for overcoming the barriers?

    · What measures will you incorporate as a PMHNP to promote equitable care to clients from different cultural or ethnic backgrounds?

    · What are your strengths and weaknesses in interacting effectively with clients with mental health issues?

    · What are your plans to become a confident PMHNP?

    \*\*\********

    Some notes to guide you—I can edit as needed.

    My current position is working as AGPCNP in an inpatient drug and alcohol rehab. I work with patients with co occurring disorders every day but right now my focus is on the medical issues. We have a team of psych providers that primarily work on the mental health part and we work together.

    Psychosis is what I find most difficult to work with.

    **## MSN_Discussion_Rubric_FINAL_30PTS2.docx**

    ![](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    Rubric Title:

    | |
    | — |
    | MSN 30 Point Discussion Rubric |

    Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    | | | | | |
    | — | — | — | — | — |
    | Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
    | Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
    | Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
    | Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
    | Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
    | **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
    | **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |

    _Updated December 2023_

    ## image1.jpeg

    **## NU673_Unit_Readings.docx**

    ![A black text on a white background Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    **Unit 1 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association &amp;

    American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and

    Standards of Practice (3rd ed.). American Nurses Association.

    · Scope of Practice of the Psychiatric Mental Health Nurse Practitioner p. 1-56

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Assessment Measures

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

    · Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

    · Chapter 3: “Genomics in Geriatric Psychiatry”

    · Chapter 4: “The Psychiatric Interview of Older Adults”

    **Unit 2 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Trauma- and Stressor-Related Disorders & Dissociative Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 10: “Trauma- and Stressor-Related Disorders”

    · Chapter 11: “Dissociative Disorders”

    · Chapter 12: “Somatic Symptom and Related Disorders”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 13: “Somatic Symptom and Related Disorders”

    **Unit 3 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Psychiatric Mental Health Nursing p. 59-78

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Culture and Psychiatric Diagnoses

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    · Chapter 33: “Contributions from the Neurosciences”

    · Chapter 34: “Contributions from the Behavioral and Social Sciences”

    · Chapter 35: “A Brief History of Psychiatry”

    **Unit 4 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 13: “Feeding and Eating Disorders”

    · Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

    · Chapter 23: “Psychotherapy”

    · Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 26: “Level of Care”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Feeding and Eating Disorders

    · Gender Dysphoria

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 19: “Agitation in Older Adults”

    · Chapter 24: “Clinical Psychiatry in the Nursing Home”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 5 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 4: “Substance Use and Addictive Disorders”

    · Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Substance-Related and Addictive Disorders

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 17: “Substance-Related and Addictive Disorders”

    **Unit 6 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Bipolar and Related Disorders

    · Depressive Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 6: “Bipolar Disorders”

    · Chapter 7: “Depressive Disorders”

    · Chapter 21.2: “Antidepressants”

    · Chapter 21.3: “Mood Stabilizers”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 9: “Depressive Disorders”

    · Chapter 10: “Bipolar and Related Disorders”

    **Unit 7 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Anxiety Disorders

    · Obsessive-Compulsive and Related Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 8: “Anxiety Disorders”

    · Chapter 9: “Obsessive-Compulsive and Related Disorders”

    · Chapter 21.4: “Anxiolytics”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

    **Unit 8 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Schizophrenia Spectrum and Other Psychotic Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

    · Chapter 21.1: “Antipsychotics”

    · Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

    **Unit 9 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Neurocognitive Disorders

    · Personality Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 3: “Neurocognitive Disorders”

    · Chapter 19: “Personality Disorders”

    · Chapter 21.8: “Drugs Used for Cognitive Enhancement”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 29: “End-of-Life Issues and Palliative Care”

    · Chapter 30: “Community Psychiatry”

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

    · Chapter 7: “Delirium”

    · Chapter 8: “Dementia and Mild Neurocognitive Disorders”

    · Chapter 14: “Sexuality and Aging”

    · Chapter 15: “Bereavement”

    · Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

    · Chapter 18: “Personality Disorders”

    · Chapter 23: “Working With Families of Older Adults”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 10 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Paraphilic Disorders

    · Other Mental Disorders and Additional Codes

    · Medication-Induced Movement Disorders and Other Adverse Effects of Medication

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 16: “Human Sexuality and Sexual Dysfunctions”

    · Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Professional Performance p. 79-92

    BJ 5/8/2023

    **image1.jpg**

    **image2.png**

    **## 673unit1.docx**

    **Discussion Overview**

    · Please describe your experience in supporting clients with mental health concerns.

    · Provide a description of your current position

    · What mental health condition do you find challenging to work with? Explain why.

    · What are the current barriers to promoting mental health? What health care policy do you recommend for overcoming the barriers?

    · What measures will you incorporate as a PMHNP to promote equitable care to clients from different cultural or ethnic backgrounds?

    · What are your strengths and weaknesses in interacting effectively with clients with mental health issues?

    · What are your plans to become a confident PMHNP?

    \*\*\********

    Some notes to guide you—I can edit as needed.

    My current position is working as AGPCNP in an inpatient drug and alcohol rehab. I work with patients with co occurring disorders every day but right now my focus is on the medical issues. We have a team of psych providers that primarily work on the mental health part and we work together.

    Psychosis is what I find most difficult to work with.

    **## MSN_Discussion_Rubric_FINAL_30PTS2.docx**

    ![](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    Rubric Title:

    | |
    | — |
    | MSN 30 Point Discussion Rubric |

    Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    | | | | | |
    | — | — | — | — | — |
    | Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
    | Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
    | Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
    | Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
    | Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
    | Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
    | **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
    | **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |

    _Updated December 2023_

    ## image1.jpeg

    **## NU673_Unit_Readings.docx**

    ![A black text on a white background Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/unit-1-discussion-20904833)

    **Unit 1 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association &amp;

    American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and

    Standards of Practice (3rd ed.). American Nurses Association.

    · Scope of Practice of the Psychiatric Mental Health Nurse Practitioner p. 1-56

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 1: “Examination and Diagnosis of the Psychiatric Patient”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Assessment Measures

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 1: “Epidemiology of Psychiatric Disorders in Later Life”

    · Chapter 2: “Physiological and Clinical Considerations of Geriatric Patient Care”

    · Chapter 3: “Genomics in Geriatric Psychiatry”

    · Chapter 4: “The Psychiatric Interview of Older Adults”

    **Unit 2 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Trauma- and Stressor-Related Disorders & Dissociative Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 10: “Trauma- and Stressor-Related Disorders”

    · Chapter 11: “Dissociative Disorders”

    · Chapter 12: “Somatic Symptom and Related Disorders”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 13: “Somatic Symptom and Related Disorders”

    **Unit 3 Reading and Resources**

    **Textbook Reading**

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Psychiatric Mental Health Nursing p. 59-78

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    · Section III: Emerging Measures and Models: Culture and Psychiatric Diagnoses

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    · Chapter 33: “Contributions from the Neurosciences”

    · Chapter 34: “Contributions from the Behavioral and Social Sciences”

    · Chapter 35: “A Brief History of Psychiatry”

    **Unit 4 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 13: “Feeding and Eating Disorders”

    · Chapter 17: “Gender Dysphoria, Gender Identity, and Related Conditions”

    · Chapter 23: “Psychotherapy”

    · Chapter 24: “Psychiatric Rehabilitation and Other Interventions”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 26: “Level of Care”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Feeding and Eating Disorders

    · Gender Dysphoria

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 19: “Agitation in Older Adults”

    · Chapter 24: “Clinical Psychiatry in the Nursing Home”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 5 Reading and Resources**

    **Textbook Reading**

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 4: “Substance Use and Addictive Disorders”

    · Chapter 21.7: “Drugs Used to Treat Substance Use Disorders”

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Substance-Related and Addictive Disorders

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 17: “Substance-Related and Addictive Disorders”

    **Unit 6 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Bipolar and Related Disorders

    · Depressive Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 6: “Bipolar Disorders”

    · Chapter 7: “Depressive Disorders”

    · Chapter 21.2: “Antidepressants”

    · Chapter 21.3: “Mood Stabilizers”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 9: “Depressive Disorders”

    · Chapter 10: “Bipolar and Related Disorders”

    **Unit 7 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Anxiety Disorders

    · Obsessive-Compulsive and Related Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 8: “Anxiety Disorders”

    · Chapter 9: “Obsessive-Compulsive and Related Disorders”

    · Chapter 21.4: “Anxiolytics”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 12: “Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders”

    **Unit 8 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Schizophrenia Spectrum and Other Psychotic Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 5: “Schizophrenia Spectrum and Other Psychotic Disorders”

    · Chapter 21.1: “Antipsychotics”

    · Chapter 21.10: “Drugs Used to Treat the Side Effects of Psychotropic Drugs”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 11: “Schizophrenia Spectrum and Other Psychotic Disorders”

    **Unit 9 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Neurocognitive Disorders

    · Personality Disorders

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 3: “Neurocognitive Disorders”

    · Chapter 19: “Personality Disorders”

    · Chapter 21.8: “Drugs Used for Cognitive Enhancement”

    · Chapter 25: “Consultation to Other Disciplines”

    · Chapter 29: “End-of-Life Issues and Palliative Care”

    · Chapter 30: “Community Psychiatry”

    · Chapter 31: “Global and Cultural Issues in Psychiatry”

    · Chapter 32: “Normal Development and Aging”

    American Psychiatric Association. (2022). The American Psychiatric Association Publishing Textbook of Geriatric Psychiatry (6th ed.). American Psychiatric Association Publishing.

    · Chapter 6: “Neuropsychological Assessment of Late-Life Cognitive Disorders”

    · Chapter 7: “Delirium”

    · Chapter 8: “Dementia and Mild Neurocognitive Disorders”

    · Chapter 14: “Sexuality and Aging”

    · Chapter 15: “Bereavement”

    · Chapter 16: “Sleep and Circadian Rhythm Sleep-Wake Disorders”

    · Chapter 18: “Personality Disorders”

    · Chapter 23: “Working With Families of Older Adults”

    · Chapter 26: “Ethics in Geriatric Mental Health”

    **Unit 10 Reading and Resources**

    **Textbook Reading**

    American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: Text Revision (DSM-5-TR®) (5th ed.). American Psychiatric Association Publishing.

    Section II: Diagnostic Criteria and Codes

    · Paraphilic Disorders

    · Other Mental Disorders and Additional Codes

    · Medication-Induced Movement Disorders and Other Adverse Effects of Medication

    Boland, R., Verduin, M., & Ruiz, P. (2022). Kaplan & Sadock’s Synopsis of Psychiatry (12th ed.). Lippincott Williams & Wilkins.

    · Chapter 16: “Human Sexuality and Sexual Dysfunctions”

    · Chapter 21.9: “Drugs Used to Treat Sexual Disorders”

    International Society of Psychiatric-Mental health Nurses, American Nurses Association & American Psychiatric Nurses Association (2022). Psychiatric-Mental Health Nursing: Scope and Standards of Practice (3rd ed.). American Nurses Association.

    · Standards of Professional Performance p. 79-92

    BJ 5/8/2023

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  • [Solved] Module 1

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    Chapter 3 has a description of various leadership types. Below are the leadership types: – Agile Leadership Theory – Authentic Leadership Theory – Emotional Quotient Leadership Theory – Human Capital Leadership Theory – Principal Agent Leadership Theory – Quantum Leadership Theory – Rebel Leadership…

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    Assignment Prompt & Instructions

    Chapter 3 has a description of various leadership types. Below are the leadership types:

    – Agile Leadership Theory
    – Authentic Leadership Theory
    – Emotional Quotient Leadership Theory
    – Human Capital Leadership Theory
    – Principal Agent Leadership Theory
    – Quantum Leadership Theory
    – Rebel Leadership Theory
    – Servant Leadership Theory
    – Social Capital Leadership Theory
    – Thought Leadership Theory

    **Instructions:**

    1. Pick one (1) leadership type that you favor and explain the following:
    1. Why does that type of leadership seems attractive to you?
    2. Can you use that type of leadership in a real situation that you have encountered?
    – Describe the situation.
    3. Why the type you chose works well in that situation, and, finally
    4. Does the type of leadership fits with one trait that you possess?
    2. Your post should:
    – Answer the questions as thoroughly and concisely as possible.
    – Be sure to reference any works that you utilize in answering the questions
    – Be sure that references are in [APALinks to an external site.](https://libraryguides.mdc.edu/ld.php?content_id=52531811) format.

    – a year ago

  • [Solved] ETHICS

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    In-depth study guidance and analytical solution covering ETHICS.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.