Tag: Clinical-Nursing

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

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

What is an Essay Cover Page?

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

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

Writing a cover Page for an Essay Using MLA Style

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

Contents of MLA Cover Page Format

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

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

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

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

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

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

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

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

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

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

How to write a cover page using APA Style

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

APA style cover page format

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

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

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

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

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

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

Must contain the title of the APA format paper

Must have the names of all the authors

Must have the name of the institution

Must include the course number and the title

The lecture’s name must be included

The timeline of the project must be included.

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

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

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

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

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

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

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

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

 Cover page using Chicago Style

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

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

Chicago Style Cover Page Format

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

Below are to be considered when applying the Chicago format

Consider double-space the words.

Use font 12 pt in Times New Roman.

Use margins of 1 – inch

New paragraphs are to be indented new with ½ inch.

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

The title is ⅓ of the way down.

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

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

The headline must be capitalized and put in bold.

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

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

Example of Chicago Style

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

ASA style cover page

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

The format of the cover page

Below are elements of the APA title format:

A title can be followed by an asterisk

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

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

The acknowledgement must be included

An indication of complete word count

The running head has to be included

Credits must also be mentioned.

Turabian title page format

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

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

Here are the guidelines in Turabian format

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

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

There should be equal and uniform alignment

Consider the rule of double spacing

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

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

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

They have been rigorously trained to deliver:

Your cover page paperwork is timely

Fully edited and revised work

Non-plagiarized work

Academic acceptable standards

Perfectly researched work.

Summary

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

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

It is the responsibility of the parents and teachers to ensure that every student is allowed to learn. Irrespective of the challenges they may be facing, the students are supposed to get what they need concerning their academics. Those with disabilities or who have specific learning difficulties deserve to get special education.

This article will give you detailed information about special education. As a school nurse, you are in a position where you are required to meet the potential and actual needs of all students, especially those with special needs. As part of the multidisciplinary special education team, you need to know about special education. Grab a pen and a piece of paper and let us get right into it! You are in the right place.

What is Special Education?

It refers to different education services provided in different ways and in various academic settings. Children learn differently; hence special education is tailored to meet the needs of students with special needs or disabilities. Providing special education does not mean isolating children with disabilities from the rest.

It is about giving care, support, and all the necessary resources to individual students to help them progress in school. You cannot generalize the needs of all the students because they may vary from student to student. Some students may spend most of the day in a general education classroom, and others might need to attend a different school specializing in teaching kids with learning disabilities. Others may spend an hour or two in a resource room working with a specialist.

Basic Terms used in Special Education

An individualized education program (IEP)

IEP is a written statement by parents and school instructors to help a child with any disability or learning disorder succeed in school. It establishes the child’s position in their learning journey, where the parent would like them to end up at the end of an academic year, and strategies to help them get there. It is like a plan.

Students viable for special education have an Individualized Education Program (IEP). They get specialized and individualized teachings at zero cost to their families. Specialists work with students on their challenges as well as strengths. Families are key members of the team that decide what the special education students need to perform in school.

The function of the IEP Special Education is to ensure that every child receives an evaluation of whether they qualify for extra school support or not. If they do, the Act entitles them to an IEP to fit their needs. This federal law also requires that an IEP contains parts that show key information about the child and details about how and when the team will successfully implement the plan.

Components of an Individualized Education Program

A statement of the child’s present levels

That comes in terms of functional performance and academic achievement. It entails how the student’s disability affects their involvement and general performance in the special education program.

Measurable annual goals Statement

Once the needs of the disabled student are identified, the teachers, parents, and the rest of the IEP team work to develop appropriate goals to cater to those needs. Annual goals describe what the child is expected to do or learn within 12 months. That includes both academic and functional goals.

A Description of Student’s Progress

Short-term objectives are set and required only for students with disabilities to monitor their academic progress. How the child performs toward meeting the short team goals will be progressively measured. The team will be providing the reports periodically.

A statement of the special education

A statement of special education must be in the IEP. Other resources and special education-related services and resources to be provided to the child to support their learning should be in the IEP.

A statement of the program modifications

Another support for school personnel is provided to enable the child to move appropriately toward attaining the annual education goals, participate in extracurricular activities, be educated, and interact with other children with disabilities and nondisabled students.

An explanation of the extent of nonparticipation

In case there is an extent to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities, give a detailed explanation in the IEP report.

The IEP should include why the child cannot participate in the regular assessment and took an alternate assessment. Explain why the alternate assessment selected is appropriate for the child.

A statement of service delivery and any individual accommodations

Give a statement of the personal accommodations necessary to measure the child’s academic achievement and functional performance on different level assessments. That includes the state or districtwide assessments.

Age of Majority and Transition Goals

At least one year before the student reaches the age of majority. The IEP team must include a statement that the student has been told about the transition plan that will transfer to them at the age of majority. What is the “age of majority,” and how does this statement in the IEP look?

Transitional goals and services focus more on support services needed to help the child move from the school environment to something higher, like a vocational program, job, or another program that promotes independent living. If the child wishes to go to college, the IEP must also include strategies to help prepare them for advocating for themselves in a college environment.

Free Appropriate Public Education (FAPE)

It is a legal right for students with disabilities to access a free appropriate public education. Commonly referred to as FAPE. In this article, we will break down what FAPE means.

1.     
F is free

Free means the government caters to the academic fees for special education students. Their families incur no cost. However, for other expenditures like club subscriptions or sports, the families cater to them.

2.      A stand for appropriate

That means qualified students get an Individualized Education Program (IEP) with services to meet their needs. Other students with disabilities may obtain a plan that gives equal access to learning.

3.     
P stands for the public

Public means being overseen by the public school. An IEP team is in charge of deciding what support and services the student get. Sometimes, the government may pay for kids with disabilities to attend private school.

4.     
E is for education

Education can include special education or related services, like counselling, special education quotes, speech therapy, or even transportation. The goal is for kids to progress in school and be well-prepared for the future.

The Student Support Team (SST)

SST engages in a problem-solving process to provide intensive support to students experiencing difficulties in the classroom and their teachers. The primary support services for special education students are accommodations, modifications, and remediations. Many
nursing schools
offer additional services for special needs students, such as speech-language therapy and occupational therapy. These are often based on alternative learning expectations specified by an Independent Education Plan.

Individuals with Disabilities Education Act (IDEA)

IDEA Special Education provides certain requirements to assure disabled students in the least restrictive environment (LRE) a free appropriate public education (FAPE). LRE and FAPE are the governed rights of each qualified child in U.S. Territories and states.

Every state is required to issue regulations that govern the implementation of federal law within the state. At the lowest, state regulations must provide all the protections published in IDEA. Some states may have additional requirements that go past federal law.

Children who fully qualify may receive early childhood special education services in various settings, such as in community settings, pre-kindergarten classrooms, and the home. That is to help parents understand these policies and procedures given by the state and participate in designing a special education curriculum.

Functional Behavioral Assessment (FBA)

FBA Special Education is a process used by schools to find out what’s causing some students to struggle to learn. When the challenging behaviours are assessed, the team comes up with strategies to improve this behaviour to enable students to perform well in school.

Special Education Programs

Public or Private Schools

Choosing a school that provides special education will be the first step to helping the child. Students can get the most out of their capabilities in public or private schools while accessing education. The parents, teachers, and other IEP team members should create an IEP program that fits the child’s needs and addresses its challenges.

The IEP program should include a plan for admitting them to public or private schools. Choose a school that will care for the child’s needs and helps them to succeed.

Team of Advocates for Special Kids

That is one of the special education programs that provide community links to programs that help children with special needs. They give referrals for education, health, and
financial resources
and sometimes organize activities for community support and awareness.

National Organization for Rare Disorders

The function of this organization is to collect data and disseminate information about rare disabilities in society. Their information is fit for helping people with rare disabilities find services relating to their disabilities, health resources, and information from the government.

Special Needs Scholarship programs

Some states have several funding programs in place. They help eliminate the burden of academic costs on families with special education students. Alaska provides one of the best special education programs in the U.S. Similar programs exist in other states like Mayland and Oregon, among other states.

3E Love

The 3E Love program helps children with disabilities have high self-esteem and feel included despite their challenges. Its aim is to help individuals celebrate their unique journey to acceptance. The program fosters self-love, community education and awareness, and empowerment. Their community-building efforts help children with disabilities embrace the diversity they bring to the world and find others like them.

Health Insurance Counseling and Advocacy Program

Healthcare expenses can be an enormous burden for families with children with disabilities. Luckily, there are programs in place to help families get help in covering medical costs. The Health Insurance Counseling and Advocacy Program helps individuals with special needs understand the nature of healthcare coverage and allows them to find resources to help them cover their healthcare expenses. The counselling centre provides informational pamphlets, consultations, and knowledge about health insurance and the health care system.

Center For Emerging Leadership

There are a lot of programs at regional and local levels to assist students with special needs in developing their leadership skills and higher functioning. One of these programs is the Center for emerging leadership. It helps students with disabilities develop their leadership abilities and general life skills. Parents can learn how to nurture these qualities in their children daily.

Activities for students with special education needs

Here are some of the Special Education ideas that special education teachers can apply to open students’ potential by taking care of their special needs through engagement in a range of classroom activities. Some of these activities aim to make the students proactive and improve their classroom performance.

Puzzle games

In this game, students do word fishing. They have to make words by putting syllables or individual letters in the correct form. Word fishing helps to form new connections within the brain cells, improving short-term memory. The difficulty levels will automatically move up or down depending on the student’s performance.

Correct Image and Word Matching

Correct Image Name is a worksheet in which students must determine which word matches the image indicated.

Who raised their hand?

In this activity, special education students have to learn and master the order in which the rest raise their hands to ask for a turn to speak.

Pack your Backpack

This everyday activity involves packing the school backpack by selecting only the necessary things for that day. The game aims to ensure that children with special education needs remember everything but don’t have to pack unnecessary items.

Odd and Even number game

This game consists of categorizing numbers as even or odd. It is an activity for early childhood special education students to become familiar with numbers before learning to do the actual counting.

What is the Latest Innovation in Special Education

Technology

Using tablets, computers, and custom-made apps for special education students is changing the lives of students with disabilities. Currently, special education students use these tools for everything from text dictation, closed captioning of audio apps, or even interactive boards on their virtual reading and writing.

As special education teachers are busy attending to the needs of every student, technological advances help include more students in daily lessons and give a more resourceful way of spending downtime between more challenging duties.

Parental Involvement

Parent involvement in designing a special education curriculum will help to maintain consistency between nurturing the special needs students at home and programming at school. Teachers and parents should participate in the planning process to ensure that they cater to the unmet needs of the students.

Student Collaboration

As a student grows, they learn how to communicate their needs. Involving students in setting goals, finding solutions, and measuring outcomes will help them learn how to advocate for their own needs when they get to the real world.

Inclusive Classrooms

Educators today take a more inclusive approach to teaching using methods for students of varying ability levels in more integrated classrooms. Several separate instructions are done in a shorter period, as are sessions with behavioural, speech, or occupational therapists.

How Can Special Education Improve a Child’s Life?

Special education gives students with learning disabilities an opportunity to get a good education and reach their full potential despite their challenges. The earlier the parents and teachers notice the kids with special needs and intervene, the better for the student’s performance in the long run.

Early intervention helps to improve a special need student’s emotional, cognitive, social and emotional development.

Special Education Teacher Assignments

An IEP is crucial in the special education process and should be written with care. If an IEP is required for a child, take your time to understand what it should include and why. Attention to detail can be the key to the student’s success. We offer special education assignment help to students taking special education as a unit. We also help educators and parents learn how to access and use Frontline Education. Contact
onlinenursingpapers.com
today for assistance.

While writing college essays, you will need a starting point. A typical essay writing assignment is supposed to be a five-paragraph essay. You can consider a 5 paragraph essay to be exactly that. By the end of this article, be sure to have mastered the art of writing a five-paragraph essay.

What is a 5-page paragraph essay?

Before delving deeper into a 5-page essay, it is vital first to understand what a 5-page essay is. The most typical essay structure a student will encounter is the five-paragraph essay.

The name is a derivative of the five-paragraph format, which consists of an introduction, three body paragraphs, and a conclusion. This kind of essay is sometimes referred to as a hamburger essay due to its layered structure.

A 5 paragraph essay is a straightforward style for writing a whole paper because it condenses the essential elements into just five paragraphs. Therefore, it is safe to say a 5-paragraph essay format effectively assists students and academics in writing simple papers, even though it doesn’t have much room for depth.

How many words should a 5-paragraph essay contain?

When thinking of writing a perfect 5 paragraph essay, how many words should be in your mind? They typically range from 250 to 500 words. The format’s adaptability lets learners try out different essay-writing techniques.

This structure can be useful when writing argumentative,
narrative essay topics
, persuasive, expository, and cause-and-effect essays.

Standard types of 5 paragraph essay

Before writing your 5 paragraph essay, start by answering the question, what is the type of the essay? Since the topic and the thesis may significantly impact the type of the essay.

The seven essay types include;

Narrative

Descriptive

Definition

Persuasive and argumentative

Compare and contrast

Cause and effects

Literary analysis

Descriptive: It gives as many examples of the research issue as you can

Narrative: Narrates a tale using dramatic instances

Definition: A definition essay adds a second meaning to the term or phrase in addition to the official one taken from the dictionary and then paraphrased

Persuasive and argumentative: In a persuasive essay, it’s crucial to support your claims and persuade readers that what you’re saying is true. While an argumentative essay requires a student to briefly state and justify their viewpoint on the analyzed issue

Compare and contrast: It demonstrates the differences and similarities among many subjects

Cause and effects: This essay explains why something happened and what happened as a result of these activities

Literary analysis: It identifies a specific literary work, such as an essay or poem, and reviews or critiques it

While an answer to a question may be sufficient in some circumstances, a student may also need to pursue further study and provide other responses to the issues raised.

Beginning a 5-paragraph essay

As with any essay, understanding your thesis or major topic is necessary before you start writing a five-paragraph essay. The three middle paragraphs of your essay will defend, verify, or expound on your thesis, which is the notion you will argue or further develop throughout the paper.

Naturally, you must first decide what to write about before you can start writing. Choose a topic that contains enough information for debate, or at least enough to cover five paragraphs, if your thesis isn’t specified in the assignment.

The thesis statement, which appears in the first paragraph and informs the reader of the topic of the essay, is often where you clarify the thesis. However, it’s not necessary to do this first, but framing the subject in a single line might help you grasp it, give it focus, and, if necessary, modify it.

After selecting a topic, you can write, paying attention to the 5-Paragraph structure as explained below.

5 Paragraph essay structure

An essay outline helps you understand what to discuss at different stages of your essay. In other words, your 5 paragraph essay outline is like a pattern that allows you to organize and plan your essay precisely in advance, saving time on revising.

A 5  Paragraph essay consists of three main parts; Introduction, body, and conclusion.

1.      Introduction

The opening paragraph is very important. It not only establishes the tone for the entire essay but also gives the reader a brief overview of the essay so they understand what to anticipate. Fortunately, most essay guidelines still hold well for a 5 paragraph essay introduction.

Your thesis statement should be in the opening paragraph. This line sums up the entire essay, comprising your opinion or supporting evidence, if any, in a clear and concise manner.

If you want to start with something more attention-getting, like a teaser, feel free to move the thesis statement back. A teaser is a technique used in writing to draw the reader in, such as intrigue, excitement, or good days fashioned drama.

How your introduction should appear

3-5 sentences

Your introduction should consist of 3-5 sentences. For a good introduction, you can use 1 to 2 hook sentences (it can be a joke, anecdote, metaphor, rhetorical question, a famous person saying, a static, a fact, or a literary quote). However, you need to verify the source of the information. 

Thesis statement

The thesis statement summarizes your argument and is a crucial component of the entire essay. The majority of your article will be based on this argument.

You can include any background information about your topic in your introduction paragraph. Although, you can still use the introduction to provide valuable information that your readership might not be familiar with. The most important content should be reserved for the body.

Your opening paragraph should, therefore, like an outline, briefly touch on each point stated in the following paragraphs. A quick mention of what you’ll discuss in the next paragraph is all that should be revealed in the first paragraph. You can preserve the facts for the paragraphs that follow when you go into more detail.

1.      Body paragraphs

The 3-body paragraphs are the core of your 5 paragraph essay. Here, you discuss details, present proof, explain your thinking, and otherwise support your thesis.

Each paragraph needs to support your thesis with a distinct, stand-alone argument. So, let’s explore how to introduce a body paragraph. The opening body should be the strongest, even though all are equally important because it could contain the most convincing argument.

Each paragraph should begin with a topic line, which acts similar to a thesis statement but only discusses the subject of that particular paragraph. The topic line highlights the main idea of the paragraph while leaving the details to the words that follow.

If the topic change from the preceding paragraph is too dramatic, don’t hesitate to include a transitional word in the topic sentence.

Transitional words

The transition from one paragraph to another in an essay is one of the most challenging parts of writing a 5 paragraph essay. As mentioned above, do you know what transitional words are? Or how to apply them?

If your paragraph transitions are sudden or abrupt, readers will become disconnected from the rhythm and lose ground or even desire. Good writing is effortless and fluent.

Using transitional words like “although,” “similarly,” “on the other hand,” “therefore,” however, and “additionally” can help you can go logically from one idea to the next.

Sometimes connecting a paragraph to the one before it and keeping the audience on track only requires adding one word at the beginning of the paragraph.

The contents that follow the thesis statement should complete the paragraph. These can be solid arguments, factual information, quotes from reliable sources, or simple logic. Remember, a 5 paragraph essay is designed to be concise. Therefore, you can include important information; make sure to avoid any words that are irrelevant or unconnected.

The final sentence needs to be contrary to the opening one. In other words, you summarize your point rather than introduce it before moving on to the next one.

2.      Concluding paragraph

The last part of your essay should be a concluding paragraph. The final paragraph should not include any new arguments or explanations. Instead, it should reiterate and connect the ideas from the previous sentences. A writer affirms the thesis in this section and summarizes the three body paragraphs’ main arguments for the audience.

A 5 paragraph essay conclusion might also contain a call to action if the objective of your writing is to persuade the reader to take action. For example, your call to action may ask the reader to subscribe to a project or shift their behaviour.

The general guidelines for writing an essay conclusion also apply to five-paragraph essays. For instance, the concluding paragraph is a perfect opportunity to discuss why this subject is necessary or to include your own stance.

Giving your readers something to ponder after reading by concluding with an initially assumed statement, such as a debatable statement, is also beneficial.

How to approach your conclusion

A typical conclusion can contain 3 to 5 sentences

Rephrase the key ideas you made in each of your body paragraphs’ supporting arguments, one sentence at a time. But what if some of the arguments are related, you ask? To maintain a suitable sentence structure, combine them into one.

A fantastic technique to startle the audience at the end of an essay is to take an unexpected action. Make another hook. This time, the hook should be a perfect summary of the argument; rhetorical questions work well.

General essay rubrics

Most colleges and universities around the world apply various grading rubrics. However, the standard one for a 5 paragraph essay rubric is a five-point style. This style can be categorized into organization, focus, conventions, content, and style.

Organization

The organization is mainly about the readability of the essay, transitions between one paragraph to another, and the structure. You can explore more on a 5 paragraph essay graphic organizer at
onlinenursingpapers.com
to understand how to use it to organize your essay.

Focus

Does your essay revolve around supporting your thesis? Did you achieve the objective?

Conventions

Did you commit too many mistakes? Did you include unrelated words?

Content

Did you support your reasoning convincingly? Were your statements reliable and authentic?

Style

Did you use complex vocabulary? How original and unique were your sentence structures? 

The best essay topics

You should first consider the topic when figuring out what to write in a 5 paragraph essay. A good topic will enable you to achieve your writing potential fast. If you don’t know which topics to go for, here are 5 paragraph
essay topics
to give you a head start.

Is it possible to get life lessons from experiences one does not have?

Rich countries should donate things to underdeveloped nations

Should all students have access to free education?

Discrimination against female workers in the workplace.

Is a total abolition of the
death penalty
necessary?

Male and female pupils attend different classes.

The value of financial support for space exploration

Existing in a lawless society

Should same-sex unions be permitted?

The contribution of cutting-edge technology to education

These are just but topic insights; however, you can search for more 5 paragraph essay examples to learn more. Remember, you should strive to create a catchy title before deciding on a topic and beginning the writing process in order to capture the audience’s interest right away.

Do you need expert help to write a 5 paragraph essay?

Sometimes, you might have too much on your plate. Even when you have the right tools at your disposal, it can still be challenging to begin collecting information and putting your ideas down on paper.

Don’t worry; we have solutions for you if you are wondering if you can find someone to help with 5 paragraph essay. With our essay writer’s help, you will be exposed to the experienced academic writing aid you need in a matter of hours. Alternatively, you can check a written 5 paragraph essay template to prove our abilities.

Bottom line

Hopefully, this article has provided you with a cheat sheet when writing a 5 paragraph essay. It is regarded as a standard writing assignment; therefore, you need to perfect your skills to become an expert essay writer. Once you master how to craft it, be sure to handle any essay, regardless of its complexity. If you do not feel like writing this assignment, visit
onlinenursingpapers.com
. Our professional writers will write you an errorless essay at an affordable price.

There are several differences between quantitative and qualitative research methods. The two research methods differ in how data is collected and analyzed. They also vary in the types of insights that each method can provide. As a researcher, you can also successfully combine quantitative and qualitative methods to answer your research questions.

There are distinct characteristics that you should consider throughout your research project’s lifecycle. Browse through this article on qualitative vs quantitative research to learn more about these two research methods.

What is qualitative research?

Qualitative research refers to the procedure of collecting, evaluating, and analyzing non-numerical information, like language. Qualitative research can be used to understand properly how as a researcher, you can perceive and interpret social reality.

Non-numerical data like text, video, photographs, or audio recordings are examples of qualitative data. This type of information can be gathered through diary entries or in-depth interviews. It is also analyzed using a theoretical framework or thematic analysis.

Qualitative vs Quantitative Research techniques

Qualitative research methods can be in different forms, such as diary accounts, in-depth interviews, documents, focus groups, case study research, and ethnography. The research outcomes of qualitative methods provide in-depth interpretations of how individuals interpret their social realities.

A good example of a qualitative method is unstructured interviews. It is a method that generates qualitative data through the use of open questions. This enables the respondent to speak in depth, using their own words. It assists you in gaining a true sense of your interviewee’s understanding of a situation.

It is important to note that qualitative data can consist of much more than just words or text. Qualitative data can also be in photographs, videos, and sound recordings.

Qualitative data collection methods

Qualitative research allows limitless creativity and interpretation. Using this method, you do not have to leave the research with mountains of empirical data to analyze your results. Qualitative explanations are generated, and multiple methods, such as content analysis, grounded theory, thematic analysis, and discourse analysis, can be used to analyze and interpret the data.

Non-numerical data collection and interpretation are part of qualitative research methods. Some qualitative data sources are as follows:

Interviews

Focus groups

Documents

Personal accounts or papers

Cultural records

Observation

You can conduct interviews using a qualitative study to gather data not available in published journals, documents or records. Interviews and focus groups can be unstructured or semi-structured to help you collect diverse or unexpected responses.

In an unstructured or semi-structured format, you can ask open-ended questions and abide by the responses. The answers provide a comprehensive view of every individual’s experiences. This will help you compare to other participants in your study.

What is quantitative research?

Quantitative research is collecting and analyzing statistical data to describe, anticipate, or regulate variables of interest. Quantitative research examines causal connections between variables, predicts outcomes, and generalizes findings to larger populations.

When using quantitative research, your main objective should be establishing fundamental laws of behaviour and phenomenology across various settings and contexts. Research is used to examine theories and ultimately strengthen or reject them.

Quantitative research methods

Quantitative studies necessitate various methods of data collection. One of these methods is collecting numerical data to assess causal relationships among variables. Data collection methods for this form of study include:

Experiments

Questionnaires

Surveys

Database reports

The methods described above generate data that is suitable for numerical analysis. In this case, questionnaires use various formats to develop countable answers, such as yes or no, which can then be converted into quantitative information.

Quantitative data analysis methods

Statistics assist you in converting quantitative data into useful information to aid decision-making. Statistics can summarize data and describe patterns, relationships, and links. Statistics can be either descriptive or inferential.

You can use inferential statistics to describe the significant differences between groups of data statistically. Descriptive statistics, such as intervention and control research, summarize your data.

What is the difference between qualitative and quantitative research

The major distinction between quantitative and qualitative data is that quantitative data symbolizes information that can be easily evaluated or quantified, like the number of people who purchased a product. Qualitative data are perspectives or feelings that cannot be represented numerically, such as averages.

These descriptive perspectives are qualitative because they cannot be easily quantified. For instance, if a survey asked 500 people, “Did you buy ice cream today?” and 300 said yes, and 200 said no, it is clear that 300/500, or 60%, bought milk, a quantitative reality data. If the same survey used an open-ended follow-up question, such as “Why did you select brand of ice cream you purchased?” you would get qualitative insights that are distinctive to all participants.

Qualitative vs. quantitative analysis

Another distinction between quantitative and qualitative research is how data is analyzed for the two methods. Quantitative data can be statistically evaluated and converted into averages, means, and other numerical data points. Qualitative data analysis requires a more complex framework.

Qualitative data analysis takes longer and requires more labor than quantitative data analysis, which is another consideration when choosing the type of information you are collecting. It would be best to analyze datasets manually and frequently categorize responses to gain insights from qualitative data. For instance, you can review transcripts or recordings to examine focus group data and categorize similar opinions.

Methods such as focus groups typically gather data from the respondents. For surveys, you frequently collect quantitative and qualitative data within the same survey tool, as described below.

Quantitative data examples

Surveys, controlled experiments, and specific observation types are all used to collect quantitative data. Quantitative data types included:

Yes/no questions

” Have you been to work today?1) Yes 2) No.”

Single choice questions

” Which ice cream flavour is your favourite? 1) Vanilla 2) Chocolate 3) Cookie Dough 4) Peppermint 5) Chocolate chip.”

Questions with multiple choice or ‘select-all-that-apply’ options

” Which of the following items did you purchase last week? 1) Toothpaste 2) Soap 3) Vegetables 4) Meat 5) Grains 6) Bread.”

Ranking questions

” Please rank the following statement’ I like ice cream from 1: Strongly disagree to 5: Strongly agree.”

Numerical range questions

” How much money did you spend today at the grocery store? Please provide a monetary response.”

Quantitative observations

Classified or quantifiable observations, like the number of times a person checks their phone in a given period. These observations are frequently conducted in
a controlled environment
.

These questions are quantitative because they collect data that fit into predefined categories or can be measured into averages and other statistics.

Qualitative data examples

Qualitative data can be gathered using specific survey questions in relation to interviews and focus groups. Examples of qualitative data include:

Open-ended survey questions

” What makes cookie dough your favorite ice cream flavor?”

Unstructured or semi-structured interviews

Unstructured and semi-structured interviews enable topics and questions to flow naturally rather than asking questions from a predetermined list in a predefined sequence.

Focus groups

In focus groups, various people participate in a discussion moderated by a trained interviewer who provides prompts to start conversations.

Unstructured observation

Researchers can collect qualitative data via unstructured observations, like observing respondents while shopping.

Documents or content analysis

Another type of qualitative research is evaluating documents better to understand a specific topic or categorizing elements of documents.

When to use qualitative vs. quantitative research

When deciding whether to use qualitative or quantitative data, a general rule of thumb is:

Use quantitative research to verify or test data (a theory or hypothesis)

If you want to comprehend something, conduct qualitative research (concepts, thoughts, experiences)

You can use qualitative, quantitative, or mixed methods in most fields of study. The type you choose is determined by factors such as whether you are conducting inductive or deductive research, your research question(s), and whether you are conducting experimental, comparative, or descriptive research.

Quantitative research approach

You can survey 300 scholars and ask, “How content are you with your professors on a scale of 1-5?” Using statistical analysis to conclude like, “on average, students rated their lecturers 4.4.”

Qualitative research approach

You undertake in-depth interviews with 15 students, asking open-ended questions like, “How satisfied are you with your education?” “What is the major benefit of your study program?” and “How can the study program be improved?”

You can clarify things by asking follow-up questions based on the responses you receive. You use translation software to transcribe all interviews and look for commonalities and patterns.

Mixed methods approach

You conduct interviews to determine how delighted students are with their studies. You discover new things you never thought about before and gain new insights by asking open-ended questions. You can then use a survey to put these findings to the test on a larger scale.

It is also possible, to begin with, a survey to determine general trends, followed by interview sessions to understand the reasons for the trends effectively.

Benefits and limitations

Each type of research has advantages and disadvantages. As a researcher, you must consider your hypotheses and the data collection and analysis types likely to yield the most relevant results.

Advantages of qualitative research

By working closely with your respondents, you will gain an insider view of the field. This enables you to identify frequently overlooked issues like subtleties and complexities by scientific, more positivistic inquiries.

Qualitative descriptions can help indicate potential relationships, causes, impacts, and dynamic behaviour.

The qualitative analysis enables you to gather data on ambiguities and contradictions that reflect social reality.

Qualitative research employs a descriptive and narrative style. This research may be especially beneficial because they can use qualitative reports to investigate types of knowledge that would otherwise be unavailable, achieving new insight.

Limitations of qualitative research

Qualitative designs do not tend to draw samples from large-scale sets of information due to the time and cost associated.

An essential critique is the lack of adequate validity or reliability. Since qualitative data is contextual and originates in particular situations, it is challenging to implement traditional reliability and validity standards.

For instance, it is impossible to duplicate qualitative studies because of your central role in datasets. Contexts, scenarios, events, conditions, and interactions cannot be recreated to any great extent, nor can assertions to a larger context than the one studied be made with any certainty.

Collection of data, evaluation, and interpretation all take a long time. Qualitative data analysis is challenging and requires expert knowledge to interpret qualitative data. This requires you to be cautious when looking for mental illness symptoms.

Advantages of quantitative research

Scientific rationality

Since this data is based on mathematical concepts, quantitative data can be interpreted statistically. The quantitative methodology is classified as a scientifically objective and rational method.

Credible data

This method is helpful for testing and validating previously discussed theories.

Replication

Quantitative data depends on measured data and can be verified by others because quantitative information is less susceptible to interpretation ambiguities.

Limitations of quantitative research

Context

Quantitative studies are not executed in natural settings. This method does not enable participants to explain their choices or the implications of the questions for those participants.

Lack of competency

Inadequate knowledge of the application of
psychosocial assessment
may have a negative impact on the analysis and subsequent interpretation.

Data quantity variation

Small-scale quantitative research may be less reliable with this method. For a more accurate assessment, larger sample sizes are required. This also impacts the ability to classify study results to larger populations.

Closing statement

Qualitative and quantitative research data collection methods can help you gather relevant data for your topic. From this above, it is evident that qualitative vs quantitative research differs in various features. These differences can help you understand the best research method for your study.

At
onlinenursingpapers.com
, we have the expertise to help you complete your research using either qualitative or quantitative research methods. Join our winning team by subscribing to our online writing platform.

Writing an essay on ethics requires more than just an interesting topic. You must have a vast knowledge of the topic and excellent writing skills. Using relevant content will help you write a quality essay on ethical dilemmas. Your paper must also have an organized structure that includes all necessary elements to articulate your ideas clearly. 

This article will shed more light on the elements of ethical essays and discuss the various steps to writing an essay on ethics. Get more insights on the features to include in your paper from our article below. You can also entrust our essay writers with your essay on work ethics. Let’s begin by discussing the different elements of an essay on ethics. 

Different aspects to consider when writing essays on ethics

Academic writing is a broad field that exposes students to essential skills such as interpretation, clarification, reflection, and analysis. Essay writing is among the academic tasks that allow students to develop these skills. Essays on ethical issues are some of the tasks you will encounter in your academic journey. 

When writing an essay on ethical leadership, you will distinguish between right and wrong moral issues. Such ethical and moral concepts then underpin the significance of proper behavior. In working environments, you can establish codes of ethics and conduct to guide behavior in different settings. When writing an ethics paper, you should concentrate on how people adopt or overlook good societal morals.

1.      Describing features of your ethics research paper

An ethics paper has unique characteristics that distinguish it as an academic text. These characteristics impact the essay structure of a paper to some degree. The first crucial feature is evidence of a topic’s significance. 

In this case, you will demonstrate this significance by establishing and discussing essay topics as challenging societal issues. The second feature is a thesis statement, which philosophy students create to shed light on a topic. Another important feature is arguments that support your thesis statement.

The fourth feature is the counterarguments to help you have different points of view. The fifth feature is a rebuttal, in which writers emphasize the strengths of their arguments while acknowledging the counterarguments. The sixth characteristic, in turn, is a summary of an ethics paper. You will emphasize a thesis statement in this section by justifying the arguments in its favor that they present in a written document.

2.      What makes an ethics paper unique from other essays?

Under the field of philosophy, you must complete a series of essays. All these essays have distinguishing features that differentiate them from other papers. Discussing an ethical topic, using an ethical concept to argue about a controversial topic, or describing an ethical dilemma are all characteristics of an ethics essay. 

This type of paper should focus on expounding on ethics and morality. A descriptive essay focuses on narrating the writer’s story, whereas an informative essay concentrates on educating the audience about a topic. Other papers, such as
narrative
or college application essays, use first-person language, while an ethics essay employs formal, third-person language.

3.      How to evaluate situations where your students need to write an ethics paper 

Before writing any type of paper, students should generally consider their department’s or instructor’s instructions. These specifications can provide essential instructions, such as a discussion topic, an ethics essay outline, or a grading rubric. In this case, the latter assists students in comprehending the fundamental expectations of educational departments or tutors. 

Even without the instructions, students can always determine the type of essay they must write by browsing through the grading rubric requirements. These prompts for ethics essays require students to take a position on an issue with fundamental ethical or moral implications, like a fraud. The essential components that guide students on how to write an essay on ethics by presenting an ethical argument, delving into ethical issues, or emphasizing ethical and legal implications.

4.      How to understand the procedure to follow in your ethics paper using your discussion topic

When writing essays, it is always important to consider the instructions provided by departments or tutors. These instructions are essential as they guide you in discussing your
college essay topics
. You can also determine whether you need to write an ethics paper by following the instructions provided by your department or tutor’s topic.

This ethics topic requires you to provide ethical arguments about your discussion topic, explain the ethical issues, or state whether an issue is ethical or legal. Your main points should examine an issue from an ethical or moral point of view.

5.      Understanding the meaning of the ethical issue, dilemma, and legal impacts

An ethics essay’s essential components include ethical issues, dilemmas, and legal effects. For instance, the term “ethical arguments” refers to taking a position and supporting it on a topic with ethical and moral impacts. In this case, you use ethical arguments to support your positions on a topic that raises ethical or moral concerns, like embezzlement. 

The phrase “ethical dilemma” refers to a situation in which people find themselves when confronted with an issue that raises ethical or moral concerns, like bribery. You might find yourself stranded on two options, one of which has serious ethical or moral implications. The term “ethical versus legal implications” refers to a situation in which you must determine whether an issue, such as bribery, requires ethical or legal redress.

What is the structure of an ethics paper?

An ethics paper is similar to other essays as it follows a structure that emphasizes an ethics essay outline. This structure is divided into three parts: introduction, body, and conclusion. As a nursing student, you must follow all the essential features mentioned above when writing your healthcare ethics essay.

You should ensure that the introduction and conclusion parts account for 10% of your total word count, while the body, or main text, accounts for 80%. Below is the format you should use when writing your essay on nursing ethics:

1.      Introduction

Sentence with a hook

Background context for an ethical issue

A thesis statement mentioning your main points

2.      Body paragraphs

Main arguments

Express an argument’s viewpoint

Provide evidence to back up your claim

Explain how this evidence is correct in relation to your argument and evidence

Explain why this argument is correct

Counterargument

In your first body paragraph, you should provide a counterargument to a position

Include points that support this counterargument, which is in opposition to the previous section’s argument

Using an opposing viewpoint, explain how this paragraph’s counterargument and facts are accurate

Explain why this counterargument is appropriate for your case

Rebuttal

Define the flaws of a counterargument

Discuss credible points that support such weaknesses

Write about how these weaknesses convey a counterargument that is irrelevant

Complete with a statement explaining why a counterargument is invalid in comparison to an argument

3.      Conclusion

State your thesis

Provide a summary of the argument, counterargument, and rebuttal

Make a final assertion

Relevant sections to consider when writing your ethical essay

When writing your essay on medical ethics, you should ensure you properly organize your paper. You must adhere to a simple ethics essay structure to help your instructor easily read your paper. Your main objective is to present an ethical dilemma and provide sound reasoning in
logical order
. A quality ethics paper should have an introduction, a body section, and a conclusion.

1.      Introduction

The first paragraph of your ethics paper should include a concise overview of the topic and some background knowledge that will rationally relate to the argument. You should also outline the supporting evidence and state your thesis when writing an introduction.

2.      Thesis statement

A thesis is a one-sentence overview of your main points. This sentence should summarize your main point to help your readers know immediately whether it’s worth their time. It limits the number of options available to a writer. 

A well-written thesis will assist you in maintaining your focus on the discussion topic in a broad field like ethics. Make an effort to write a clear and informative thesis. Remember that each point should be directly related to the thesis statement.

3.      Body paragraphs

A typical ethics essay has three body paragraphs that encompass your main ideas on the moral concern. Each body paragraph should concentrate on a different point or example. Begin each paragraph with a topic sentence that explains why the reader should accept a specific point. 

Use this section to discuss the topic from opposing viewpoints and then refute counterarguments. Investigating an ethical issue from various perspectives and supporting facts ensures credibility and reader trust.

4.      Conclusion

The conclusion of your ethical paper should summarise the thesis statement and clarify all of the points discussed in the body paragraphs. Your ideal conclusion should convey emotions rather than present new concepts. An excellent method to conclude an ethics essay is with a subjective opinion on the moral issue and how it affects you.

Final remarks

Essay writing is an important academic exercise that allows you to improve your writing skills. As a nursing student, you should focus on taking a position on an issue related to the essay on
ethical dilemmas in nursing
. In this case, you should develop a thesis statement that expresses your viewpoint on a moral issue, such as an ethical dilemma. You should also provide arguments in the main text to support your thesis statements. 

When writing an essay on nursing ethics, it is important to follow the tips highlighted in this article. If you get stuck with your essay, you can seek online writing help. At onlinenursingpapers.com, we have competent writers to help you write an essay on virtue ethics.

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

Subjective:

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

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

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Past Psychiatric History
:

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

C
aregivers (if applicable): Lives alone.

H
ospitalizations: No known hospitalizations.

M
edication trials: No known medication trials.

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

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

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

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

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

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

 

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

Allergies
: The patient is allergic to latex.

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

ROS
:

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

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

SKIN: reports no bruises or abnormal skin rashes.

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

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

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

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

NEUROLOGICAL: The patient denies numbness or ataxia

MUSCULOSKELETAL: The client denies joint or muscle pain.

HEMATOLOGIC: No signs of bruising or abnormal bleeding

LYMPHATICS: Reports no painful or swollen lymph nodes

ENDOCRINOLOGIC: The client reports zero signs of hypothyroidism

Objective:

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

Diagnostic results
: Urine and drug tested negative

Assessment:

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

Differential Diagnosis

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

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

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

Reflections:

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

 
 
References

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

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

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

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

Photo Credit: [Hero Images]/[Hero Images]/Getty Images

Psychotic disorders and schizophrenia are some of the most complicated and challenging diagnoses in the 
DSM
. The symptoms of psychotic disorders may appear quite vivid in some patients; with others, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms, such as neurocognitive impairments, social problems, and illusions may exist in patients with schizophrenia but are also contributing symptoms for other psychotic disorders.

For this Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders Assignment, you will analyze a case study related to schizophrenia, another psychotic disorder, or a medication-induced movement disorder.

To Prepare:

Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.

Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.

By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.

Consider what history would be necessary to collect from this patient. Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

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

Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 7

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

Subjective: 
What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

Objective: 
What observations did you make during the psychiatric assessment?

Assessment:
Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

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

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Rubric Detail

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

Name: NRNP_6635_Week7_Assignment_Rubric

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Show Descriptions

Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.

In the Subjective section, provide:

• Chief complaint

• History of present illness (HPI)

• Past psychiatric history

• Medication trials and current medications

• Psychotherapy or previous psychiatric diagnosis

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

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

• ROS
—

Excellent
 18 
(18%)
 – 20 
(20%)

Good
 16 
(16%)
 – 17 
(17%)

Fair
 14 
(14%)
 – 15 
(15%)

Poor
 0 
(0%)
 – 13 
(13%)

In the Objective section, provide:

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

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

Excellent
 18 
(18%)
 – 20 
(20%)

Good
 16 
(16%)
 – 17 
(17%)

Fair
 14 
(14%)
 – 15 
(15%)

Poor
 0 
(0%)
 – 13 
(13%)

In the Assessment section, provide:

• Results of the mental status examination, presented in paragraph form.

• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
—

Excellent
 23 
(23%)
 – 25 
(25%)

Good
 20 
(20%)
 – 22 
(22%)

Fair
 18 
(18%)
 – 19 
(19%)

Poor
 0 
(0%)
 – 17 
(17%)

Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
—

Excellent
 9 
(9%)
 – 10 
(10%)

Good
 8 
(8%)
 – 8 
(8%)

Fair
 7 
(7%)
 – 7 
(7%)

Poor
 0 
(0%)
 – 6 
(6%)

Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
— Assignment: Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Excellent
 14 
(14%)
 – 15 
(15%)

Good
 12 
(12%)
 – 13 
(13%)

Fair
 11 
(11%)
 – 11 
(11%)

Poor
 0 
(0%)
 – 10 
(10%)

Written Expression and Formatting—Paragraph development and organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
—

Excellent
 5 
(5%)
 – 5 
(5%)

Good
 4 
(4%)
 – 4 
(4%)

Fair
 3.5 
(3.5%)
 – 3.5 
(3.5%)

Poor
 0 
(0%)
-3(3%)

Written Expression and Formatting—English writing standards:

Correct grammar, mechanics, and punctuation
—

Excellent
 5 
(5%)
 – 5 
(5%)

Good
 4 
(4%)
 – 4 
(4%)

Fair
 3 
(3%)
 – 3 
(3%)

Poor
 0 
(0%)
 – 2 
(2%)

Total Points: 100

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

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

Subjective:

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

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

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Past Psychiatric History
:

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

C
aregivers (if applicable): Not applicable

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

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

M
edication trials: Not known

P
sychotherapy or
P
revious Psychiatric Diagnosis: Not known

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

Family Psychiatric/Substance Use History:  

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

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

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

Medical History:

 

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

Allergies
: None

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

ROS
:

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

HEENT: No trauma or head injury.

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

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

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

GASTROINTESTINAL: Mr. Sullivan has nausea and vomiting.

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

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

MUSCULOSKELETAL: No joint pains or swelling and no muscle pains

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

LYMPHATICS: Mr. Sullivan does not have enlarged lymph nodes

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

Objective:

Physical exam:

T-98.8

P-86

R-18

B/P-122/7

Ht-5’8

Wt-160lbs

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

Assessment:

Mental Status Examination
:

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

Eye contact: Fair

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

Behavior: Cooperative and Calm.

Psychomotor: No involuntary motions.

Mood: Depressed.

Thought: Paranoid, organized, goal-directed.

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

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

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

Cognition: Alert

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

Insight: Fair

Judgment: Fair

Fund of Knowledge: Medium

Intelligence: average

 

Differential Diagnoses:

Post-Traumatic Stress Disorder

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

Anxiety Disorder

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

Major Depressive Disorder

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

Reflections:

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

References

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

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

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

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

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

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

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

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In the
Subjective
section, provide:

Chief complaint

History of present illness (HPI)

Past psychiatric history

Medication trials and current medications

Psychotherapy or previous psychiatric diagnosis

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

Allergies

ROS

Read rating descriptions to see the grading standards!

In the
Objective
section, provide:

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

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

Read rating descriptions to see the grading standards!

In the
Assessment
section, provide:

Results of the mental status examination,
presented in paragraph form.

At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5-TR
diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR
criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case
.

Read rating descriptions to see the grading standards!

Reflect on this case. Include: NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and consent for treatment
!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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

EXEMPLAR BEGINS HERE

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

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

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

Or

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

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

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

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

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

C
aregivers are listed if applicable.

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

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

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

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

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

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

Where patient was born, who raised the patient

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

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

Educational Level

Hobbies:

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

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

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

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

 

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

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

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

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

You should list each system as follows:
General:

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

Example of Complete ROS
:

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

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

SKIN: No rash or itching.

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

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

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

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

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

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

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

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

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

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

A
ssessment

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

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

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

 

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

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

References (move to begin on next page)

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

Discussion: Strategies for Academic Portfolios

RE: Discussion – Week 8 Main Post

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

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

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

References

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

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

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

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

 

By Day 3 of Week 8

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

By Day 6 of Week 8

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

 

Response: 

Hello, Stephanie,

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

References

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

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

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

 

 

 

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

 

10 months ago

Sonya Spellman 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi Stephanie,

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

 

 

References

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

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

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

 

10 months ago

Rex Boyson Olpoc 

RE: Discussion – Week 8 Response 1

COLLAPSE

Hello Stephanie,

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

References

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

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

REPLY
 
QUOTE
 
EMAIL AUTHOR

 

 

10 months ago

Quenia Alfrenard 

RE: Discussion – Week 8 Main Post

COLLAPSE

 

 

10 months ago

Susan Bencomo 

RE: Discussion – Week 8 Main Post

COLLAPSE

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

References

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

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

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10 months ago

Janelle McEwen 

RE: Discussion – Week 8 Main Post

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10 months ago

Stephanie Kachin 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi Janelle,

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

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10 months ago

Crystal Lewis 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 8 Main Post

COLLAPSE

Hi, Stephanie,

What does a portfolio suggest to potential employers?

Excellent post!

Dr. Lewis

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11 months ago

Teresa Woody 

RE: Discussion – Week 8

COLLAPSE

Main Discussion Post:

 

Discussion: Strategies for Academic Portfolios

 

Teresa LeeAnn Woody

Department of Nursing, Walden University

NURS 6003C: Transition to Graduate Study

Dr. Crystal Lewis

December 16, 2021

 

Discussion: Strategies for Academic Portfolios

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

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

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

 

References

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

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

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

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

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

 

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10 months ago

Stephanie Kachin 

RE: Discussion – Response 1 Teresa

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10 months ago

Crystal Lewis 
WALDEN INSTRUCTOR MANAGER
 

RE: Discussion – Week 8

COLLAPSE

Hi, Teresa,

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

Excellent post!

Dr. Lewis

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10 months ago

Teresa Woody 

RE: Discussion – Week 8

COLLAPSE

Response:

Hello, Dr. Lewis,

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

References

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

 

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10 months ago

Christine Hoffmann 

RE: Discussion – Week 8

COLLAPSE

Response 1, Week 8

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

References

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

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

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10 months ago

Teresa Woody 

RE: Discussion – Week 8

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Response:

Hello, Christine,

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

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10 months ago

Claudy Jean Gilles 

RE: Discussion – Week 8

COLLAPSE

Hi Teresa,

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

Reference:

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

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

 

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10 months ago

Susan Bencomo 

RE: Discussion – Week 8

COLLAPSE

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

References

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

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

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

ORDER HERE

To Prepare:

Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.

Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.

By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders.

Consider what history would be necessary to collect from this patient.

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

Identify at least three possible differential diagnoses for the patient.

By Day 7 of Week 3

Complete and submit your
Comprehensive Psychiatric Evaluation
, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

Subjective: 
What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

Objective: 
What observations did you make during the psychiatric assessment?

Assessment:
 Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Reflection notes:
What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.) NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

For all your
writing needs
, visit 
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 NRNP_6635_Week3_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.

In the Subjective section, provide:

• Chief complaint

• History of present illness (HPI)

• Past psychiatric history

• Medication trials and current medications

• Psychotherapy or previous psychiatric diagnosis

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

• Allergies

• ROS

18 
(18%)
 – 20 
(20%)

The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

16 
(16%)
 – 17 
(17%)

The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

14 
(14%)
 – 15 
(15%)

The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.

0 
(0%)
 – 13 
(13%)

The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.

In the Objective section, provide:

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

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

18 
(18%)
 – 20 
(20%)

The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.

16 
(16%)
 – 17 
(17%)

The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.

14 
(14%)
 – 15 
(15%)

Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.

0 
(0%)
 – 13 
(13%)

The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.

In the Assessment section, provide:

• Results of the mental status examination, presented in paragraph form.

• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

23 
(23%)
 – 25 
(25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

20 
(20%)
 – 22 
(22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.

18 
(18%)
 – 19 
(19%)

The response documents the results of the mental status exam with some vagueness or inaccuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vagueness or inaccuracy.

0 
(0%)
 – 17 
(17%)

The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.

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

9 
(9%)
 – 10 
(10%)

Reflections are thorough, thoughtful, and demonstrate critical thinking.

8 
(8%)
 – 8 
(8%)

Reflections demonstrate critical thinking.

7 
(7%)
 – 7 
(7%)

Reflections are somewhat general or do not demonstrate critical thinking.

0 
(0%)
 – 6 
(6%)

Reflections are incomplete, inaccurate, or missing.

Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

14 
(14%)
 – 15 
(15%)

The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.

12 
(12%)
 – 13 
(13%)

The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

11 
(11%)
 – 11 
(11%)

Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.

0 
(0%)
 – 10 
(10%)

Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.

Written Expression and Formatting—Paragraph development and organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 
(5%)
 – 5 
(5%)

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 
(4%)
 – 4 
(4%)

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 
(3.5%)
 – 3.5 
(3.5%)

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time.

0 
(0%)
 – 3 
(3%)

No purpose statement, introduction, or conclusion were provided.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

Written Expression and Formatting—English writing standards:

Correct grammar, mechanics, and punctuation

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (one or two) grammar, spelling, and punctuation errors

3 
(3%)
 – 3 
(3%)

Contains several (three or four) grammar, spelling, and punctuation errors

0 
(0%)
 – 2 
(2%)

Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Total Points: 100

Name: NRNP_6635_Week3_Assignment_Rubric

 
 

Week (enter week #): (Enter assignment title)

 

Student Name

College of Nursing-PMHNP, Walden University

NRNP 6635: Psychopathology and Diagnostic Reasoning

Faculty Name

Assignment Due Date

 

Subjective:

CC
(chief complaint):

HPI
:

Past Psychiatric History
:

G
eneral Statement:

C
aregivers (if applicable):

H
ospitalizations:

M
edication trials:

P
sychotherapy or
P
revious Psychiatric Diagnosis:

Substance Current Use and History:

Family Psychiatric/Substance Use History:

Psychosocial History:

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders

Medical History:

 

Current Medications
:

Allergies
:

Reproductive Hx
:

ROS
:

GENERAL:

HEENT:

SKIN:

CARDIOVASCULAR:

RESPIRATORY:

GASTROINTESTINAL:

GENITOURINARY:

NEUROLOGICAL:

MUSCULOSKELETAL:

HEMATOLOGIC:

LYMPHATICS:

ENDOCRINOLOGIC:

Objective:

Physical exam:
if applicable

Diagnostic results
:

Assessment:

Mental Status Examination:

Differential Diagnoses:

Reflections:

References

NRNP 6635 week 3 Assignment: Assessing and Diagnosing Patients With Mood Disorders