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

    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

    Grid View

    List View

     
    Show Descriptions

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

    In the Subjective section, provide:

    • Chief complaint

    • History of present illness (HPI)

    • Past psychiatric history

    • Medication trials and current medications

    • Psychotherapy or previous psychiatric diagnosis

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

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

    • ROS
    —

    Excellent
     18 
    (18%)
     – 20 
    (20%)

    Good
     16 
    (16%)
     – 17 
    (17%)

    Fair
     14 
    (14%)
     – 15 
    (15%)

    Poor
     0 
    (0%)
     – 13 
    (13%)

    In the Objective section, provide:

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

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

    Excellent
     18 
    (18%)
     – 20 
    (20%)

    Good
     16 
    (16%)
     – 17 
    (17%)

    Fair
     14 
    (14%)
     – 15 
    (15%)

    Poor
     0 
    (0%)
     – 13 
    (13%)

    In the Assessment section, provide:

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

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

    Excellent
     23 
    (23%)
     – 25 
    (25%)

    Good
     20 
    (20%)
     – 22 
    (22%)

    Fair
     18 
    (18%)
     – 19 
    (19%)

    Poor
     0 
    (0%)
     – 17 
    (17%)

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

    Excellent
     9 
    (9%)
     – 10 
    (10%)

    Good
     8 
    (8%)
     – 8 
    (8%)

    Fair
     7 
    (7%)
     – 7 
    (7%)

    Poor
     0 
    (0%)
     – 6 
    (6%)

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

    Excellent
     14 
    (14%)
     – 15 
    (15%)

    Good
     12 
    (12%)
     – 13 
    (13%)

    Fair
     11 
    (11%)
     – 11 
    (11%)

    Poor
     0 
    (0%)
     – 10 
    (10%)

    Written Expression and Formatting—Paragraph development and organization:

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

    Excellent
     5 
    (5%)
     – 5 
    (5%)

    Good
     4 
    (4%)
     – 4 
    (4%)

    Fair
     3.5 
    (3.5%)
     – 3.5 
    (3.5%)

    Poor
     0 
    (0%)
    -3(3%)

    Written Expression and Formatting—English writing standards:

    Correct grammar, mechanics, and punctuation
    —

    Excellent
     5 
    (5%)
     – 5 
    (5%)

    Good
     4 
    (4%)
     – 4 
    (4%)

    Fair
     3 
    (3%)
     – 3 
    (3%)

    Poor
     0 
    (0%)
     – 2 
    (2%)

    Total Points: 100

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

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

    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

    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

    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).
    BUY A PLAGIARIM-FREE PAPER HERE

    Walden University defines social change as having a positive impact on a community or population by improving things by creating new ideas or actions (Walden University, 2021). Showing positive social change means improving a social situation or human condition (Walden University, 2021). For personal or professional development goals to align with Walden University, they need to be committed to continually growing and improving themselves. Social change can be accomplished through a learning leadership style where leaders take an appreciative inquiry approach to listen and learn new things (Hodza & Rowe, 2018).

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

    References

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

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

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

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

     

    By Day 3 of Week 8

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

    By Day 6 of Week 8

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

     

    Response: 

    Hello, Stephanie,

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

    References

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

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

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

     

     

     

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    10 months ago

    Sonya Spellman 

    RE: Discussion – Week 8 Main Post

    COLLAPSE

    Hi Stephanie,

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

     

     

    References

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

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

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    10 months ago

    Rex Boyson Olpoc 

    RE: Discussion – Week 8 Response 1

    COLLAPSE

    Hello Stephanie,

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

    References

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

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

    REPLY
     
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    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.
     

    REPLY
     
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    10 months ago

    Janelle McEwen 

    RE: Discussion – Week 8 Main Post

    COLLAPSE

    Hide 1 reply

     

     

    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.

    REPLY
     
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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

    REPLY
     
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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.

     

    REPLY
     
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    10 months ago

    Stephanie Kachin 

    RE: Discussion – Response 1 Teresa

    COLLAPSE

     

     

    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

    REPLY
     
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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

    REPLY
     
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    10 months ago

    Teresa Woody 

    RE: Discussion – Week 8

    COLLAPSE

    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.

    REPLY
     
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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?

     

    REPLY
     
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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

    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:

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    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 
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     button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
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    .

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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

  • Discussion: Using the Walden Library

    Discussion: Using the Walden Library

    By Day 3 of Week 4

    Post
     the following:

    Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article.
    Explain
    any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

    By Day 6 of Week 4

    Respond
     to at least 
    two
     of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

    Discussion: Using the Walden Library

    RE:
    Discussion
    – Week 4- main post

    I selected the Parkland Formula with fluid resuscitation is effective in thermal burns for the adult population. The use of the Parkland Formula is commonplace in the burn intensive care unit. The Parkland Formula is standard practice for initial fluid management for a burn injury. The initial treatment of a burn injury will set the tone and pace for the patient’s recovery. I used the cumulative index to nursing and allied health literature (CINAHL) database for my research (Walden University Library, 2019). 
     

    BUY A PLAGIARISM -FREE PAPER HERE

    This database is very resourceful because it has a variety of search engines with access to peer-reviewed articles. This database was easy to navigate and included features like Boolean terms and year filters. This is helpful when needed to target specific audiences. When searching for the terms burn patients and fluid resuscitation, it brought up hundreds of articles and even gave a link to an abstract. The abstract was useful as it allowed a preview of the document. I do believe this would benefit my colleagues. The database is easy to access and uses the Boolean terms OR, AND, and NOT (Walden University Library, 2019). Boolean terms help narrow the searches down to a more specific target. The only difficulty I had was getting the right terms in the search engine to find what I was looking for. Overall, I would recommend this database search tool Discussion: Using the Walden Library.
     

     

    Resources

    Effectiveness of Parkland formula in the estimation of resuscitation fluid volume in adult thermal burns
    . (2019, April 1). ScienceDirect. 
    https://www.sciencedirect.com/science/article/pii/S1008127518302414?token=06472B4EDBA84DC3DBD36443434A0BD9E303541EB6C7A96F0172105B8AD45B81167D4E6F318C231E5777192550EFC7C7&originRegion=us-east-1&originCreation=20211216234904
     

     

    Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019, 
     
    From 
    https://academicguides.waldenu.edu/az.php?s=19981
     

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    Hi Jamie,

    Thank you for such an interesting topic of burns. I have not worked with burn patients as of yet in my nursing career, however;  I do find this topic very interesting  how the first 24 hours is absolutely crucial to the patients survival. ” 
    Resuscitation of acute major burns is a challenge to the burn care providers especially in the first 24 h from the time of burns. It is one of the major determinants of survival of burn patients” (Ete, 2019). Although there are several other method that can be used to care for burn patients, none of these methods guarantee a smooth resuscitation but this Parkland method is still widely used. These were all interesting findings.

    I simply typed the topic in the browser and looked for sources that looked like they had reliable resources by reviewing the content. 

    References:

    Ete, Geley (2019). 
    Effectiveness of Parkland formula in the estimation of resuscitation fluid volume in adult thermal burns.
     
    https://www.sciencedirect.com/science/article/pii/S1008127518302414?via%3Dihub

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    Your post caught my attention, and it was a great one. Ever since the COVID-19 pandemic hit our country, I have been keeping up with how it has infected and killed people by tracking the number of cases and deaths using the Centers for Disease Control and Prevention Covid Data Tracker. The total number of cases is more than 51 million and the total number of deaths is above 800,000 as of December 23, 2021 (Centers for Disease Control and Prevention, 2021). Not only the infection rate and mortality rate was I interested in but also how it affected the lives of American people. It was pleasant to know that the government was reaching out to the underserved community of homeless people who are vulnerable when they are out in the community because of their poor nutritional status and their lack of resources and access to health care.

    I tried to use the 
    Cumulative Index to Nursing and Allied Health Literature (CINAHL) Plus with Full Text to search for articles that involve homelessness and COVID-19 and I was led to a journal article about the use of murals to inform the homeless about steps they can take to prevent COVID-19 infection and the installation of handwashing stations for them to use. These efforts were done in Philadelphia, PA which aimed to help end the pandemic and the groups involved in the program ended up painting four informational murals and 15 handwashing stations (Ha et al., 2021). The collaboration of the different organizations involved in the abovementioned project just shows that together (with the government or other Americans) we can make a difference. You might be interested in this article.

    Upon using CINAHL Plus, I was able to narrow down my search using the peer-reviewed scholarly journals option; thus, it was easy for me to select the article I suggested above. I consider CINAHL Plus as a valuable database for our coursework.

    Centers for Disease Control and Prevention (n.d.). 
    COVID data tracker.
     U.S. Department of Health and Human Services. Retrieved December 23, 2021, from https://covid.cdc.gov/covid-data-tracker/#datatracker-home

    Ha, Y. P., McDonald, N., Hersh, S., Fenniri, S. R., Hillier, A., & Cannuscio, C. C. (2021, January). Using informational murals and handwashing stations to increase access to sanitation among people experiencing homelessness during the COVID-19 pandemic. 
    American Journal of Public Health
    . 
    111
    (1), 50–53. https://doi.org/10.2105/AJPH.2020.305961

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    11 months ago

    Mckenzey Bowers 

    RE: Discussion – Week 4

    COLLAPSE

    Hi Kylene,

    I enjoyed reading your post. I am also very interested in the way that the Covid-19 pandemic has effected our country, further than just those who have been tested positive. Mental health disorders, substance abuse, homelessness, etc. have all increased in the midst of this pandemic (Wainwright, et. al., 2020).

    In researching different articles, I have used the 
    Cumulative Index to Nursing & Allied Health Literature (CINAHL) Plus with Full Text database before and thoroughly liked it. For this discussion post, I used MEDLINE plus with full text. I love the option of full text as this is super beneficial for our research. According to Walden University Library (n.d.), CINAHL Plus provides full text for more than 770 journals recorded in CINAHL. These databases allow us to narrow our searches for peer-reviewed, scholarly sources, within a certain time frame, and specific documents that you’re looking for. Having this ability during research in this program is extremely advantageous.

    References

    Wainwright, J. J., Mikre, M., Whitley, P., Dawson, E., Huskey, A., Lukowiak, A., & Giroir, B. P. (2020). Analysis of drug test results before and after the US declaration of a national emergency concerning the COVID-19 outbreak. 
    Jama
    , 
    324
    (16), 1674-1677.

    Walden University Library. (n.d.). 
    Databases a-z: Nursing.
     Retrieved December 23, 2021, fr
    om https://academicguides.waldenu.edu/az.php?s=19981

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    11 months ago

    Ryslande Eugene Dominique 

    RE: Discussion – Week 4

    COLLAPSE

    Hi Kylene,

    I appreciated the way you presented your post regarding the COVID-19 pandemic has affected homelessness and other class of our society that shows a critical public health issue now, even at this time alone with others, such as Delta and Omicron, and the number of deaths in the US and globally continue to increase. In the US, over 17.6 million cases have been reported and over 315,000 of these cases have resulted in mortalities. California, Texas, and Florida provide examples of states with the highest number of people diagnosed with COVID-19 since data from these states indicate cases of 1.83 million, 1.57 million, and 1.19 million people diagnosed with COVID-19 and added to the pictures ( Delta and Omicron) respectively. Chudasama et al. (2020) in the research “Influence of COVID-19 on routine care for chronic diseases: A global survey of views from healthcare professionals,” portrays that people with underlying lifestyle diseases such as diabetes, obesity, overweight, and hypertension prove a higher risk of death compared to others in the population. Bernell and Howard (2016) show that 6 in 10 adults in the US have a chronic disease Discussion: Using the Walden Library. The most common chronic diseases in the US are heart disease, cancer, chronic lung disease, stroke, Alzheimer’s disease, diabetes, and chronic kidney disease embracing homelessness makes it more painful.

            Enhancing the fight against COVID-19 and others also requests for enhancements in the efforts directed towards managing lifestyle diseases. Possible public health strategies for this span boosting public awareness, appropriate follow-up strategies, and guaranteeing the services for healthcare offered to the population are of quality (Shinkafi & Ali, 2020). Pragmatic strategies for data and information management compete for a crucial role in this aspect. Consequently, the core of the planned program in investigating various editorials, I must take advantage of the Cumulative Index to Nursing & Allied Health Literature (CINAHL) Plus with Full-Text database beforehand and throughout enjoyed it. MEDLINE full text is useful and extremely valuable for our study. Agreeing to Walden University Library (n.d.), CINAHL Plus offers full text for more than numerous journals documented in CINAHL. These libraries allow us to focus our examinations on peer-reviewed, scholarly sources, surrounded by a specific period setting, and specific records that take into consideration. Getting this capability throughout the investigation in this course is exceedingly beneficial Discussion: Using the Walden Library.

    That’s a very important post, thank you for bringing it to the surface.

                                                                                                                  References

    Bernell, S., & Howard, S. W. (2016). Use your words carefully: what is a chronic disease?. Frontiers in public health, 4, 159.

           Chudasama, Y. V., Gillies, C. L., Zaccardi, F., Coles, B., Davies, M. J., Seidu, S., & Khunti, K. (2020). Impact of COVID-19 on routine care for chronic diseases: A global survey of views from healthcare professionals. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(5), 965-967.

    Walden University Library. (n.d.). Databases a-z: Nursing. Retrieved December 23, 2021, from https://academicguides.waldenu.edu/az.php?s=19981

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    10 months ago

    Crystal Lewis 
    WALDEN INSTRUCTOR
     
    MANAGER

    RE: Discussion – Week 4

    COLLAPSE

    Hi, Kylene,

    If you  have difficulty finding an article, how could you contact the Walden Library for assistance?

    Excellent post!

    Dr. Lewis

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    10 months ago

    Mariah Quero 

    RE: Discussion – Week 4

    COLLAPSE

    Hello Kylene,

    You have chosen a great article that pertains a significant topic with the COVID-19 pandemic still going on. I find the article very informative, and I am delighted to have read that public health officials have responded effectively to the needs of the homeless population. Thank you also for letting me know that the PubMed was not very helpful with your research on your topic. I have used PubMed to find the peer-reviewed article I selected, and I thought it is the best database among the others considering that it has more than 33 million citations and abstracts of biomedical literature (Walden University, n.d.). Despite that, I am grateful that the Walden University Library provides free access to databases that we can use for research purposes throughout the program.

    ORDER HERE

    Reference:

    Walden University Library. (n.d.). Databases a-z: nursing. Acessed December 22, 2021, from 
    https://academicguides.waldenu.edu/az.php?s=19981

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    10 months ago

    Amber Williams 

    RE: Discussion – Week 4

    COLLAPSE

    Thank you for this post! When Covid-19 hit I don’t think it ever dawned on me the suffering of people that were homeless all the shelters and dining halls that are definitely within close proximity. How they didn’t and/or don’t have access to soap and water let along hand sanitizer. Thank you for shedding light on this topic. It breaks my heart just knowing people are not only suffering due to being homeless but now they are at risk for so much more Discussion: Using the Walden Library. When the outbreak occurred the CDC recommended that they take the proper protocol (2020) but I am sure that was nearly impossible being that homeless shelters were already crowded and tight spaced.

    Tobolowsky, F. A., Gonzales, E., Self, J. L., Rao, C. Y., Keating, R., Marx, G. E., McMichael, T. M., Lukoff, M. D., Duchin, J. S., Huster, K., Rauch, J., McLendon, H., Hanson, M., Nichols, D., Pogosjans, S., Fagalde, M., Lenahan, J., Maier, E., Whitney, H., & Sugg, N. (2020). COVID-19 Outbreak Among Three Affiliated Homeless Service Sites – King County, Washington, 2020.
     
    MMWR: Morbidity & Mortality Weekly Report
    ,
     
    69
    (17), 523–526. https://doi.org/10.15585/mmwr.mm6917e2

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    10 months ago

    Caspertine Johnson 

    RE: Discussion – Week 4

    COLLAPSE

    Kylene,

    Great post! I always find subjects about the under served or impoverished populations most interesting. COVID has been hard on all but you post on your research as added extra insight. I went back and researched “COVID and Homelessness” and was offered CDC recommendations and information about homeless Veterans dealing with COVID. I can definitely appreciate being able to search various topics in various databases (Shellenbarger, 2016).

    Shellenbarger, T. (2016), Simplifying Synthesis. Nurse Author & Editor, 26: 1-10. 
    https://doi.org/10.1111/j.1750-4910.2016.tb00224.x

    REPLY
     
    QUOTE
     
    EMAIL AUTHOR

     

    11 months ago

    Susan Bencomo 

    RE: Discussion – Week 4 Discussion: Using the Walden Library

  • NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example

    NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example

    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:

    CC
    (chief complaint): Sometimes I can’t even hold my own child, I… I, she’s crying and I can’t… I can’t touch her. And when I give her milk, it disgusts me.
    .
    I can’t stop crying all the time” “I yell a lot.”

    HPI
    : Mrs. Tilman is a 32-years-old female who presents for psychiatric assessment accompanied by her husband, Rick. She is a new mother with a baby girl Jessica aged two months ago. The husband brought her for assessment because he was much worried about her behavior changes since the birth of the baby. She reports that previously she was good healthwise until recently after having the baby. She has sleep difficulties since the baby cries a lot at night. She has gained a lot of weight since pregnancy, and she wants to lose weight. “I’m terrible. Alright. I look terrible, I feel terrible. My body is bloated. I have lines on my face, bags. I look disgusting”. Nevertheless, her appetite is not good. Although she wants to exercise, she cannot get time because she is busy at home with the baby. “I’m stuck at home. NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example I have to take care of the baby all day long”. Mrs. Tildman has cried a lot since Jessica was born and cries a lot. She is just upset with everything and yells a lot. Her relationship with her husband is poor; she has no sexual desire, and whenever the husband wants it, she keeps pushing him away. Mrs. Tilman currently stays at home, and no friends have been seeing her for a while. She was working as a research scientist and secondary school substitute teacher for five years but has resigned to take care of the baby. She denies alcohol or substance abuse. She admits to having suicidal thoughts. Her uncle was an opioid abuser and committed suicide via GSW. He has a history of HTN and was prescribed labetalol 100 mg BD. However, she admits to missing some doses due to poor memory NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example. She has no legal history and is allergic to codeine.

    PLACE YOUR ORDER HERE

    Past Psychiatric History
    :

    G
    eneral Statement: Family history of suicide

    C
    aregivers (if applicable): Stays with Husband, no nanny

    H
    ospitalizations: No records

    M
    edication trials: None reported

    P
    sychotherapy or
    P
    revious Psychiatric Diagnosis: None reported

    Substance Current Use and History:
    Denies substance/alcohol abuse.

    Family Psychiatric/Substance Use History:  
    Uncle was an opioid abuser and committed suicide via GSW.

    Psychosocial History:

    Medical History:
    Labetalol 100 mg BD

     

    Current Medications
    : Labetalol 100 mg BD

    Allergies
    : Codeine

    Reproductive Hx
    : A first-time mother of a two-month-old baby girl, Jessica. No sexual motivation, husband has to force her to do it.

    ROS
    :

    GENERAL: Alert with acute distress, has gained weight, has no appetite, and has difficulty remembering.

    HEENT: Denies headache, head trauma, or head injury, No yellow sclerae, double or blurred vision, no hearing problems or use of hearing aids, no tonsillitis history, nose obstructions, or history of nose bleeding, no dental pain, no sore throat, no ulcerations, no dysphagia.

    SKIN: No rash or lesion, no skin itching or abnormal sweating.

    CARDIOVASCULAR: no chest pains, no chest congestion, pressure, or discomfort. No palpitations or murmurs, no edema in lower extremities.

    NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example

    RESPIRATORY: No dyspnea, no wheezing or cough, no sputum.

    GASTROINTESTINAL: No nausea or vomiting, no loose stool.

    GENITOURINARY: No urinary frequency, no dysuria, no urinary urgency.

    NEUROLOGICAL: No dizziness or paralysis, no numbness, no unconsciousness or headache.

    MUSCULOSKELETAL: No complaints of muscle or joint pain, no joint pain, no muscle stiffness.

    HEMATOLOGIC:

    LYMPHATICS: No bruising, no anemia or blood sepsis, no bleeding, no hemophilia.

    ENDOCRINOLOGIC: Normal thyroid glands in size, shape, and structure.

    Objective:

    Diagnostic results
    : Mrs. Tilman has a height of 5’3, weight of 245 lbs, a temperature of 97.6 F, pulse rate of 97 beats/minute, respiratory rate of 22 breaths/minute, and blood pressure of 149/90 mmHg.

    Assessment:

    Mental Status Examination
    : Mrs. Tilman is a 32-year-old woman who is accompanied by her husband for a psychiatric assessment. She appears to have her stated age but with apparent distress. She is a well-oriented X4. She is appropriately dressed, clean, and looks presentable. She is cooperative and maintains eye contact throughout the interview. No abnormal motor behaviors are evident. She has clear but incoherent speech as she makes unclear statements due to distress. She is moody with a full range of affect somewhat restricted, and she is sad. She claims she is upset with everything. No acute psychosis or mood symptoms. No delusional thoughts, but suicidal thoughts are present. She has intrusive thoughts of hurting the baby and the husband, but she removes herself from situations that can lead her to cause them harm. She has memory problems has she has been skipping some HTN doses.

    Differential Diagnoses:

    Post-Partum Depression (PPD).
    PPD is classified as a major depressive disorder by the DSM-V that is diagnosed during pregnancy or during the first four weeks postpartum. For a patient to be diagnosed with PPD, they must experience five or more of the following symptoms; experiences of depressed mood indicated by subjective reports of feeling sad or helpless, empty, or appearing tearful (Dekel et al., 2020). Besides, they may have reduced interest in almost everything, significant weight gain, increased or reduced appetite, insomnia almost daily, fatigue almost daily, and feelings of worthlessness. NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example They may also have recurrent suicidal thoughts and reduced concentration. In this case, Mr. Tilman complains that the baby cries a lot at night and she can’t sleep. She has gained weight after delivery, and she feels and looks terrible, “my body is bloated .”She has a poor relationship with her husband, no sexual desire, and no interest in outside activities. She cries a lot and yells at her husband. She is also upset with everything. She has a poor appetite and poor memory as she skips taking HTN doses. She has suicidal thoughts of hurting the baby and the husband but tries avoiding it. Sometimes she cannot hold or touch her baby, and it even disgusts her to breatfeed.

    Adjustment Disorder with depressed mood
    : It is a mental disorder characterized by low mood, feelings of hopelessness, or tearfulness. Adjustment disorder is defined as the presence of behavioral or emotional symptoms as a response to stressors which occurs within 3 months after the onset of the stressors. According to the DSM-5, the distress must be intense with an expected response to the stressors. Besides, the symptoms must result in marked distress and impaired functioning of the individual (Maercker & Lorenz, 2018). In this case, the client is a new mother and is adjusting to body changes postpartum and to the roles of motherhood. She claims the baby cries a lot at night and that she looks terrible and bloated; thus, she wants to reduce weight. However, she has no nanny, and the husband cannot hire one. She has also quitted from her writing job because she has to spend the most time on her baby and also has lost interest in the job.

     

    Acute Stress Disorder:
    ASD is caused by a traumatic event and occurs within the first month after the event. The disorder causes severe anxiety and psychological shock followed by other symptoms. The literature demonstrates that individuals with a history of traumatic events who have had PTSD in the past or have a history of mental disorder are at higher risk for ASD. The DSM-5 for diagnosing ASD requires that the stressful event must include severe and traumatic components (Bryant, 2018). ASD is characterized by symptoms such as difficulty in concentration, reduced emotional responsiveness, poor memory, and a sense of detachment. However, though the client experiences some of these symptoms, she has no history of a severely traumatic event NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example.

    ORDER NOW

    Reflections:

    A comprehensive assessment of mental disorders is considered the standard format for the assessment of mental disorders, substance abuse, and individual needs. A comprehensive assessment gives a summary of the client’s needs which guides in diagnosis and formulation of an individualized care plan. Thus, all the subjective and objective data must be collected to deliver person-centered care. Individualized care in mental health is essential as it benefits both the client and the professional. It enhances the provision of dignified care with respect and compassion hence promoting independence and fulfillment of client life (Coyne et al., 2018). The patient-centered approach also improves work satisfaction and reduces stress levels among the professionals. Nevertheless, the professionals should be culturally competent to meet the individual needs of the client. The client must be ensured of the confidentiality of the information provided to encourage them to open up and share their problems.

    References

    Bryant, R. A. (2018). The current evidence for acute stress disorder. 
    Current psychiatry reports
    , 
    20
    (12), 1-8.

    Coyne, I., Holmström, I., & Söderbäck, M. (2018). Centeredness in healthcare: a concept synthesis of family-centered care, person-centered care, and child-centered care.
    Journal of pediatric nursing
    , 
    42
    , 45-56.

    Dekel, S., Ein-Dor, T., Dishy, G. A., & Mayopoulos, P. A. (2020). Beyond postpartum depression: posttraumatic stress-depressive response following childbirth. 
    Archives of women’s mental health
    , 
    23
    (4), 557-564.

    Maercker, A., & Lorenz, L. (2018). Adjustment disorder diagnosis: Improving clinical utility. 
    The World Journal of Biological Psychiatry
    , 
    19
    (sup1), S3-S13 NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template Example.

  • PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

    PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

    PSYCH 3310_Research paper- 04 to be done

    Please follow the guidelines and instructions; paper should be checked on unicheck web.

    Paper Assignment Guidelines

    The goal of the four paper assignments you will write this semester is to strengthen your library skills, critical thinking and analytical skills, and knowledge of the key issues within the developmental psychology literature. Responses to each PSYCH 3310 Evaluating the Content of Social Media Influencers Essay paper assignment should not be based on your opinion but based on the information in your textbook and peer-reviewed research. Each paper assignment should be 4 pages long, double-spaced, 12-point Times New Roman Font and in APA Format (abstract is not necessary). Up to 10 additional points will be deducted from papers that are not in APA formatting and/or have grammatical errors that affect readability.  In addition to any sources that are provided within the paper assignment, for each assignment you will be responsible for finding three additional peer-reviewed sources to help you develop and support your response. When writing your paper assignments, please remember that your point of view should be informed and supported by peer-reviewed research. To receive credit for your work please provide a reference page in APA format for all the sources you used in your paper assignment. The reference page does not count toward the page requirement for paper assignments. To assist you in writing your paper assignments, please review the ‘Paper Assignment Help’ pdf file on Canvas and the grading rubric that is posted on Canvas and found at the end of the instructions for each paper assignment (the rubric is the same for all paper assignments).

             
     BUY A PLAGIARISM-FREE PAPER HERE

    Note: All paper assignments that you complete in this course will be processed using the anti-plagiarism software, UniCheck. This software is integrated with Canvas and will give you a similarity score for your assignments that will be visible to both you and your professor. If there are instances where your writing is similar to, or matches against, a source within the database, it will be flag for your professor to review. Any work that is submitted that has a similarity score over 25% will not be graded and will receive a zero. You can see your similarity score as soon as you submit your assignment. In the event that your similarity score is too high, you may revise your document and resubmit your assignment up until the assignment is due.

    Paper Assignment #4 (50 pts)

    Evaluating the Content of Social Media Influencers

    Throughout social media websites and apps, there are individuals who create content about various aspects of human development such as physical health, nutrition, parenting, emotional wellbeing, and so much more. On Instagram, some popular examples are @takingcarababies, @biglittlefeelings, and @milestones.and.motherhood. Some of these individuals are professionally qualified to discuss these topics; they earned degrees, licenses, and work in the field. Others are not qualified and make claims based on personal experience and anecdotal evidence.  For this paper assignment, you will evaluate the content of three different social media influencers and compare and contrast what they say about their topic and what the research says. To be successful on this assignment, do the following:

    Find three social media influencers who create content about an aspect of human development. To be considered an “influencer” they must have over 100,000 followers and post content to Facebook, Instagram, or TikTok regularly. Make sure to provide their social media handle.

    Evaluate each influencers content over the past two weeks. Provide links and/or screenshots of stories, captions, and other content to use throughout your paper. Then answer the following questions:

    o          What aspect of human development does this person post about?

    o          Are they qualified in any way to post about this subject? If so, what makes them qualified?

    o          Pick two specific posts over the past two weeks for each influencer and evaluate the accuracy of the information they provided to their followers? Is it correct, is it complete? Use peer-reviewed research articles to help support your evaluation.

    Paper Assignment Rubric

    Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

    Excellent         Good   Okay   Needs Improvement

    Explanation of issues

    (5 pts)  Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. (5 pts)        Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. (4 pts)  Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. (3 pts)            Issue/problem to be considered critically is stated without clarification or description. (2 pts)

     

     

    Evidence

    (10 pts)

    Selecting and using information to investigate a point of view or conclusion       Demonstrates skillful use of high-quality, peer-reviewed, relevant sources to develop ideas with enough interpretation/evaluation to develop a comprehensive analysis of the issue. Viewpoints of experts are questioned thoroughly. (10 pts)

    Demonstrates consistent use of peer-reviewed, relevant sources to support ideas with enough interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are subject to questioning. (8 pts)

    Demonstrates an attempt to use credible and/or relevant sources to support ideas with some interpretation/evaluation, but not enough to develop a coherent analysis. Viewpoints of experts are taken as mostly fact, with little questioning. (6 pts)   Demonstrates an attempt to use sources to support ideas in the writing. Information is taken from source(s) without any interpretation/evaluation.

    Viewpoints of experts are taken as fact, without question. (4 pts)

    Sources

    (5 pts)  Number of required peer-reviewed sources is met (5 pts)            Missing one required peer-reviewed source. (4 pts)  Missing two required peer-reviewed sources. (3 pts)  Missing more than three peer-reviewed sources. (2 pts)

    Influence of context and assumptions

    (10 pts)

    Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. (10 pts) Identifies own and others’ assumptions and several relevant contexts when presenting a position. (8 pts)           Questions some assumptions.  Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). (6 pts)    Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. (4 pts)

    Student’s position—perspective, thesis/hypothesis

    (10 pts)            Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

    Limits of position (perspective, thesis/hypothesis) are acknowledged.

    Others’ points of view are synthesized within position (perspective, thesis/hypothesis). (10 pts)     Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). (8 pts)       Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. (6 pts)            Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. (4 pts)

    Conclusions and related outcomes—implications and consequences

    (10 pts)            Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. (10 pts)            Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. (8 pts)    Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. (6 pts)   Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. (4 pts) PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

     

    Paper Assignment Guidelines

     
    The goal of the four paper assignments you will write this semester is to strengthen your library skills, critical thinking and analytical skills, and knowledge of the key issues within the developmental psychology literature. Responses to each paper assignment should not be based on your opinion but based on the information in your textbook and peer-reviewed research. Each paper assignment should be 4 pages long, double-spaced, 12-point Times New Roman Font and in APA Format (abstract is not necessary). Up to 10 additional points will be deducted from papers that are not in APA formatting and/or have grammatical errors that affect readability.  In addition to any sources that are provided within the paper assignment, for each assignment you will be responsible for finding
    three additional peer-reviewed sources
    to help you develop and support your response. When writing your paper assignments, please remember that your point of view should be informed and supported by peer-reviewed research. To receive credit for your work please provide a reference page in APA format for all the sources you used in your paper assignment. The reference page does not count toward the page requirement for paper assignments. To assist you in writing your paper assignments, please review the ‘
    Paper Assignment Help
    ’ pdf file on Canvas and the
    grading rubric
    that is posted on Canvas and found at the end of the instructions for each paper assignment (the rubric is the same for all PSYCH 3310 Evaluating the Content of Social Media Influencers Essay paper assignments).

     

    Note:
    All paper assignments that you complete in this course will be processed using the anti-plagiarism software, UniCheck. This software is integrated with Canvas and will give you a similarity score for your assignments that will be visible to both you and your professor. If there are instances where your writing is similar to, or matches against, a source within the database, it will be flag for your professor to review. Any work that is submitted that has a similarity score over 25% will not be graded and will receive a zero. You can see your similarity score as soon as you submit your assignment. In the event that your similarity score is too high, you may revise your document and resubmit your assignment up until the assignment is due.

     

    Paper Assignment #4 (50 pts)

     

    Evaluating the Content of Social Media Influencers

     

    Throughout social media websites and apps, there are individuals who create content about various aspects of human development such as physical health, nutrition, parenting, emotional wellbeing, and so much more. On Instagram, some popular examples are …. Some of these individuals are professionally qualified to discuss these topics; they earned degrees, licenses, and work in the field. Others are not qualified and make claims based on personal experience and anecdotal evidence.  For this paper assignment, you will evaluate the content of three different social media influencers and compare and contrast what they say about their topic and what the research says. To be successful on this assignment, do the following:

    Find three social media influencers who create content about an aspect of human development. To be considered an “influencer” they must have over 100,000 followers and post content to FaceBook, Instagram, or TikTok regularly. Make sure to provide their social media handle.

    Evaluate each influencers content over the past two weeks. Provide links and/or screenshots of stories, captions, and other content to use throughout your paper. Then answer the following questions:

    What aspect of human development does this person post about?

    Are they qualified in any way to post about this subject? If so, what makes them qualified?

    PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

    Pick two specific posts over the past two weeks for each influencer and evaluate the accuracy of the information they provided to their followers? Is it correct, is it complete? Use peer-reviewed research articles to help support your evaluation.

     

    Paper Assignment Rubric

    Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

     

    Excellent

    Good

    Okay

    Needs Improvement

    Explanation of issues

    (5 pts)

    Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. (5 pts)

    Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. (4 pts) PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

    Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. (3 pts)

    Issue/problem to be considered critically is stated without clarification or description. (2 pts)

    Evidence

    (10 pts)

    Selecting and using information to investigate a point of view or conclusion

    Demonstrates skillful use of high-quality, peer-reviewed, relevant sources to develop ideas with enough interpretation/evaluation to develop a comprehensive analysis of the issue. Viewpoints of experts are questioned thoroughly. (10 pts)

     

    Demonstrates consistent use of peer-reviewed, relevant sources to support ideas with enough interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are subject to questioning. (8 pts)

     

    Demonstrates an attempt to use credible and/or relevant sources to support ideas with some interpretation/evaluation, but not enough to develop a coherent analysis. Viewpoints of experts are taken as mostly fact, with little questioning. (6 pts)

    Demonstrates an attempt to use sources to support ideas in the writing. Information is taken from source(s) without any interpretation/evaluation.

    Viewpoints of experts are taken as fact, without question. (4 pts)

    Sources

    (5 pts)

    Number of required peer-reviewed sources is met (5 pts)

    Missing one required peer-reviewed source. (4 pts)

    Missing two required peer-reviewed sources. (3 pts)

    Missing more than three peer-reviewed sources. (2 pts)

    Influence of context and assumptions

    (10 pts)

     

    Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. (10 pts)

    Identifies own and others’ assumptions and several relevant contexts when presenting a position. (8 pts)

    Questions some assumptions.  Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). (6 pts)

    Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. (4 pts)

    Student’s position
    —
    perspective, thesis/hypothesis

    (10 pts)

    Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

    Limits of position (perspective, thesis/hypothesis) are acknowledged.

    Others’ points of view are synthesized within position (perspective, thesis/hypothesis). (10 pts)

    PSYCH 3310 Evaluating the Content of Social Media Influencers Essay Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). (8 pts)

    Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. (6 pts)

    Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. (4 pts)

    Conclusions and related outcomes
    —
    implications and consequences

    (10 pts)

    Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. (10 pts)

    Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. (8 pts)

    Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. (6 pts)

    Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. (4 pts)

    PSYCH 3310 Evaluating the Content of Social Media Influencers Essay

  • Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult

    Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult

    Insomnia

    31-year-old Male

    Decision Point One

     Trazodone 50 mg po at bedtime

    RESULTS OF DECISION POINT ONE

     Patient returns to clinic in 2 weeks

     Patient states medication works well but gives him an unpleasant side effect of an erection lasting approximately 15 minutes after waking

     Patient states this makes it difficult to get ready for work or go downstairs and have coffee with his girlfriend and daughter in the morning

    Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult

     Patient denies auditory/visual hallucinations and is future oriented

    Decision Point Two

     
    ORDER A PLAGIARISM-FREE PAPER NOW

    Explain that an erection lasting 15 minutes is not considered a priapism and should diminish over time, continue with current dose

    RESULTS OF DECISION POINT TWO

     Patient returns to clinic in 2 weeks

     Patient states priapism has diminished over time

     Patient denies auditory/visual hallucinations and is future oriented

     Patient states trazodone is effective at 50 mg dose but sometimes wakes up following day with next-day drowsiness

     Patient denies auditory/visual hallucinations and is future oriented

    Decision Point Three

    Continue dose.
    Explain to patient
    he may split the 50 mg tablet in half. The decreased dose should minimize next-day drowsiness. Follow up in 4 weeks

    Guidance to Student

    Trazodone is a selective serotonin reuptake inhibitor that has a low side effect profile. It would not be prudent to prescribe sonata as it carries with it the risk of complex sleep behaviors. Hydroxyzine is an antihistamine with strong sedative properties. However, many patients complain of anticholinergic adverse effects the following morning, such as Xerostomia and Xerophthalmia Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult.

    The patient is presenting with excessive somnolence. It would be prudent to reduce the dose of trazodone by 50% and reassess in 4 weeks.

     

    https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/6630/DT/week_11/2.html

    Case Study: Pharmacologic Approaches to the Treatment of Insomnia in a Younger Adult

  • NURS 6003 Week 4 Discussion: Using the Walden Library

    NURS 6003 Week 4 Discussion: Using the Walden Library I am currently working at a skilled nursing facility (SNF) here in North Carolina and so I selected a peer-reviewed journal article relating to SNF. Walden University Library (n.d.) offers 15 databases for nursing-related articles and other publications. It did not take long for me to find what I need because out of the 15 databases provided by the online library, I selected the first option which was the CINAHL Plus with Full Text. I was then redirected to an EBSCOhost page wherein I had to type skilled nursing facility on the first search box and then dementia on the second box. I also limited my search to full text and peer-reviewed scholarly journals. I came across the topic “Outcomes of Post‐acute Care in Skilled Nursing Facilities in Medicare Beneficiaries with and without a Diagnosis of Dementia” by Robert E. Burke, Yao Xu, and Ashley Z. Ritter which was published in October 2021. I am interested in dementia because I have many patients with this disease. I was curious whether dementia would be a factor for hospital readmission, increased mortality, and reduced discharge to patient’s home. Burke et al. (2021) concluded that dementia was not a factor for the outcomes they set which were hospital readmission, community discharge rate, and mortality rate while admitted at the SNF. I was surprised that it was cognitive impairment during SNF admission as the factor that better predicted the three outcomes mentioned above. I did not encounter any trouble along the way while doing my search in the CINAHL Plus database. The database was easy to use for a novice like me NURS 6003 Week 4 Discussion: Using the Walden Library.

    This database is valuable not only to me but also to my colleagues because there are a lot of publications for us to select from. We can get multiple resources of our chosen topic for future literature review or coursework. One highlight of this database is its feature to refine your search.  The publication date can range from 1970 to 2021. You can narrow down your search to academic journals, magazines, CEUs, and evidence-based care sheets. You can also limit your search with options like full text, peer-reviewed scholarly journals, abstract available, and all books. There are also other options for you to set to taper down your search which include subject: major heading, publication, publisher, language, age, etc.

    I would recommend this database for several reasons. First, it contains a lot of publications with access to full text rather than just abstract. Second, it is free to use for Walden students. Third, it offers several options to limit your search, for example, option for peer-reviewed publications. Lastly, you can download as a PDF file a publication you are interested in.

    For a successful scholarly writing, the use of evidence from research is considered the vital task (Laureate Production, n.d.). These evidenced-based research, articles, and other publications can be found on many databases. Walden has 15 nursing databases for students to explore and find the articles needed for their coursework. I have tried the CINAHL Plus with Full Text and I find it user-friendly. I believe this database would also be useful to my colleagues and I would recommend it to them NURS 6003 Week 4 Discussion: Using the Walden Library.

     

    References

    Burke, R. E., Xu, Y., & Ritter, A. Z. (2021, October). Outcomes of post‐acute care in skilled nursing facilities in Medicare beneficiaries with and without a diagnosis of dementia. 
    Journal of the American Geriatrics Society
    , 
    69
    (10), 2899–2907. https://doi.org/10.1111/jgs.17321

    Laureate Education (Producer). (2018). 
    Introduction to scholarly writing: Purpose, audience, and evidence
     [Video file]. Baltimore, MD: Author.

    Walden University Library. (n.d.). Databases A–Z: Nursing. Retrieved December 22, 2021, from https://academicguides.waldenu.edu/az.php?s=19981 NURS 6003 Week 4 Discussion: Using the Walden Library

     

    By Day 3 of Week 4

    Post
     the following:

    Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

    By Day 6 of Week 4

    Respond
     to at least 
    two
     of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

     

    Hello Class, I work in the labor and delivery unit, and currently, I am helping out in building the capacity of our neonatal unit following the exit of three staff through the ongoing Great Resignation. My primary role is educating parents of infants with low birth weight on Kangaroo Mother Care (KMC), an evidence-based practice linked to reduced mortality and morbidity rates 
    (Mazumder et al., 2019)
    . I searched the PubMed and ProQuest databases through the 
    Walden University Library (n.d.)
     to identify two randomized clinical trials evaluating the efficacy of KMC in improving neonatal outcomes 
    (Adejuyigbe et al., 2020;
     
    Mazumder et al., 2019)
    . My experience using the PubMed and ProQuest databases was not only straightforward but also satisfying with PubMed having the largest number of free, full-text, peer-reviewed articles that can be accessed via the World Wide Web and also through the university library. Thus, I would recommend my colleagues interested in any free, nursing-specific peer-reviewed articles, which can be searched either through the basic or advanced search options. For neonatal nurses, PubMed and ProQuest databases contain numerous articles, including high-quality scientific articles on KMC NURS 6003 Week 4 Discussion: Using the Walden Library.

    References

    Adejuyigbe, E. A., Anand, P., Ansong, D., Anyabolu, C. H., Arya, S., Assenga, E., Awowole, I., Bahl, M., Bahl, R., Bergman, J., Bergman, N., Boakye-Yiadom, A., Chauhan, R., Chellani, H., Chopra, N., Dewan, R., Dube, Q., Gadama, L., Jaiswal, H. V., … Yoshida, S. (2020). Impact of continuous Kangaroo Mother Care initiated immediately after birth (iKMC) on survival of newborns with birth weight between 1.0 to < 1.8 kg: Study protocol for a randomized controlled trial.  Trials ,  21 (1), 1–13. https://doi.org/10.1186/s13063-020-4101-1 Mazumder, S., Taneja, S., Dube, B., Bhatia, K., Ghosh, R., Shekhar, M., Sinha, B., Bahl, R., Martines, J., Bhan, M. K., Sommerfelt, H., & Bhandari, N. (2019). Effect of community-initiated Kangaroo Mother Care on survival of infants with low birthweight: a randomised controlled trial.  The Lancet ,  394 (10210), 1724–1736. https://doi.org/10.1016/S0140-6736(19)32223-8 Walden University Libary. (n.d.).  A-Z Databases: Nursing . https://academicguides.waldenu.edu/az.php?s=19981     REPLY   QUOTE Hide 7 replies   10 months ago Mckenzey Bowers  RE: Discussion – Week 4 Main Discussion COLLAPSE Hey Janelle, I also work on a labor and delivery unit, but I also get floated to work on the mother/baby and newborn special care unit at times. Low birth weight babies can really raise the acuity level of your patient load, that’s for sure, and from experience, I know that it can add a lot of stress on the parents as well. I’m ashamed to say that I have never heard of Kangaroo Mother Care (KMC), so reading your article was extremely interesting. According to Adejuyigbe et al. (2020), the mortality rate of low birth weight infants was reduced by 40% when KMC is applied. It is so awesome that you are educating your patients on this. When I did my search, I used the MEDLINE database. I thoroughly enjoyed this database because it was easy to use, and it allowed me to view the full text of articles. Full text is a hurge plus for me because nothing drives me more insane than when I think I find a good article but can only read the first paragraph or abstract. According to Dunn et al. (2017), MEDLINE is one of the most frequently used databases. I have never used the databases that you used, but after reading your discussion post, I will probably try it next time I do research.   References Adejuyigbe, E. A., Anand, P., Ansong, D., Anyabolu, C. H., Arya, S., Assenga, E., Awowole, I., Bahl, M., Bahl, R., Bergman, J., Bergman, N., Boakye-Yiadom, A., Chauhan, R., Chellani, H., Chopra, N., Dewan, R., Dube, Q., Gadama, L., Jaiswal, H. V., … Yoshida, S. (2020). Impact of continuous Kangaroo Mother Care initiated immediately after birth (iKMC) on survival of newborns with birth weight between 1.0 to < 1.8 kg: Study protocol for a randomized controlled trial.  Trials ,  21 (1), 1–13.  https://doi.org/10.1186/s13063-020-4101-1   Dunn, K., Marshall, J. G., Wells, A. L., & Backus, J. E. (2017). Examining the role of MEDLINE as a patient care information resource: an analysis of data from the Value of Libraries study.  Journal of the Medical Library Association: JMLA, 105 (4), 336. REPLY   QUOTE   EMAIL AUTHOR Hide 1 reply   10 months ago Janelle McEwen  RE: Discussion – Week 4 Main Discussion COLLAPSE Thank you Mckenzey for your response. I would say that every day represents an opportunity to learn a new thing and I am glad that I have brought the philosophy of Kangaroo Mother Care to your attention  (Zaka et al., 2018) . I agree with you that searching for peer-reviewed articles in the MEDLINE database is not only enjoyable but also allows scholars to apply the Boolean phrases when the search does not yield the target results  (Walden University, 2021) . What do you think about the Cochrane Library? I prefer using it when targeting RCTs and systematic reviews. References Walden University. (2021). EBSCohost result list: kangaroo care AND (neonate or neonatal or premature or preter or newborn or infant) AND (mortality rate) https://web.s.ebscohost.com/ehost/resultsadvanced?vid=2&sid=a7a94731-fbca-4007-b6c8-8effb3fcf3cc%40redis&bquery=kangaroo+care+AND+(+neonate+or+neonatal+or+premature+or+preterm+or+newborn+or+infant+)+AND+mortality+rate&bdata=JkF1dGhUeXBlPXNoaWImZGI9bW5oJmNsaTA9RlQmY2x2MD1ZJnR5cGU9MSZzZWFyY2hNb2RlPVN0YW5kYXJkJnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl Zaka, N., Alexander, E. C., Manikam, L., Norman, I. C. F., Akhbari, M., Moxon, S., Ram, P. K., Murphy, G., English, M., Niermeyer, S., & Pearson, L. (2018). Quality improvement initiatives for hospitalised small and sick newborns in low- and middle-income countries: A systematic review.  Implementation Science ,  13 (1), 1–22. https://doi.org/10.1186/s13012-018-0712-2     REPLY   QUOTE   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 Main Discussion COLLAPSE Hide 2 replies   10 months ago Janelle McEwen  RE: Discussion – Week 4 Main Discussion COLLAPSE Hide 1 reply   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 Main Discussion COLLAPSE   10 months ago Amber Williams  RE: Discussion – Week 4 Main Discussion COLLAPSE I enjoyed your post Janelle. I work on labor and delivery as well and what you are doing i think is amazing. My last baby was considered low birth weight and we had to have a lot of teaching. Although Ive heard of Kangaroo Mother Care I was never taught that as a mother. The bonding that KMC also provides can have positive impacts not just for baby but for mom as well. According to BMC Pediatrics KMC babies are described to be positive and have the potential to grow into strong healthy children. Nyondo-Mipando, A. L., Kinshella, M.-L. W., Salimu, S., Chiwaya, B., Chikoti, F., Chirambo, L., Mwaungulu, E., Banda, M., Newberry, L., Njirammadzi, J., Hiwa, T., Vidler, M., Dube, Q., Molyneux, E., Mfutso-Bengo, J., Goldfarb, D. M., & Kawaza, K. (2020). “It brought hope and peace in my heart:” Caregivers perceptions on kangaroo mother care services in Malawi.   BMC Pediatrics ,   20 (1), 541. https://doi.org/10.1186/s12887-020-02443-9 NURS 6003 Week 4 Discussion: Using the Walden Library REPLY   QUOTE   EMAIL AUTHOR Hide 1 reply   10 months ago Janie Patterson  RE: Discussion – Week 4 Main Discussion COLLAPSE Discussion Response for week 4 Although I don’t work in labor and delivery, I am on the fence about this issue. I had two C-sections from the start. I had pre eclampsia with my first child and my blood pressure could not take the stress on labor but I actually preferred to have a C-section instead of vaginal even before it was necessary. I know there are complications that can come with having a C-section but there are also other dangers associated with vaginal births as well. I have seen family members who have started with vaginal birth and went through a lot of pain for many hours with the end result having to be a C-sections. So, I am glad the option of C-section is available for those of us who really don’t care to have a vaginal birth or not. REPLY   QUOTE   EMAIL AUTHOR   10 months ago Claudy Jean Gilles  RE: Discussion – Week 4 COLLAPSE   10 months ago Blessing Nnakwu  RE: Discussion – Week 4 COLLAPSE Hide 6 replies (1 unread)   10 months ago Christine Hoffmann  RE: Discussion – Week 4 COLLAPSE   10 months ago Sonya Spellman  RE: Discussion – Week 4 COLLAPSE Hi Blessing, I really enjoyed your post. I am also pursuing a PMHNP career. I worked in a behavioral health hospital in the past. I know the challenges mental health professionals face. I know that it is even more challenging now with COVID. Increasingly, mental health issues such as anxiety and depression, as well as psychosis have been linked to the condition (Palmer, 2021). I also thought that CINAHL Plus with Full Text, was very easy to use. I found it very easy to refine my search. Under Limit to, I was able to select full text and peer-reviewed scholarly journals only. And to make sure I was receiving only up-to-date publications. I was able to set the time frame of the publication dates. Palmer, S. J. (2021). Long COVID and mental health.  British Journal of Community Nursing , 26(8), 406–409.  https://doi.org/10.12968/bjcn.2021.26.8.406 REPLY   QUOTE   EMAIL AUTHOR   10 months ago Ryslande Eugene Dominique  RE: Discussion – Week 4 COLLAPSE Hi Blessings,      I have found your post very interested. Since the COVID-19 pandemic hit our country, I have been holding how it has infected and killed people by following the numeral of patients and deaths using the Centers for Disease Control and Prevention.       They are enhancing the fight against COVID-19, and others also invite enhancements in the efforts directed towards managing lifestyle diseases. Possible public health strategies for this span boosting public awareness, appropriate follow-up strategies, and guaranteeing the services for health care offered to the population are of quality (Shinkafi & Ali, 2020). Pragmatic strategies for data and information management compete for a crucial role in this aspect. Consequently, the core of the planned program in investigating various editorials, I must take advantage of the Cumulative Index to Nursing & Allied Health Literature (CINAHL) Plus with Full-Text database beforehand and throughout enjoyed it. MEDLINE full text is helpful and extremely valuable for our study. Agreeing to Walden University Library (n.d.), CINAHL Plus offers full text for numerous journals documented in CINAHL. These libraries allow us to focus our examinations on peer-reviewed, scholarly sources, surrounded by a specific period setting and specific records that take into consideration. Getting this capability throughout the investigation in this course is exceedingly beneficial.                                                                                          References   Chudasama, Y. V., Gillies, C. L., Zaccardi, F., Coles, B., Davies, M. J., Seidu, S., & Khunti, K. (2020). Impact of COVID-19 on routine care for chronic diseases: A global survey of views from healthcare professionals. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(5), 965-967.   Walden University Library. (n.d.) Databases A-Z: Nursing. Retrieved December 7, 2021 from  https://academicguides.waldenu.edu/az.php?s=19981   REPLY   QUOTE   EMAIL AUTHOR   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE Hide 2 replies (1 unread)   10 months ago Blessing Nnakwu  RE: Discussion – Week 4 COLLAPSE Hide 1 reply   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE Hi, Blessing, Excellent reply! Dr. Lewis REPLY   QUOTE   EMAIL AUTHOR   10 months ago Tricia Fulling  RE: Discussion – Week 4 COLLAPSE The scholarly peer-reviewed article that sparked my interest discusses trends in emergency room visits related to mental health disorders and substance abuse.  I currently work for a company that focuses on reducing ER utilization for a specific population of patients.  We do this by evaluating causes for these ER visits, finding alternatives to utilizing the ER, helping to coordinate care when a patient has met obstacles, and finding creative ways to change patterns ingrained in the patient’s behavior.  While working towards this goal in the workplace, I’ve noticed significant trends of high ER utilizers for mental health conditions.  This article that I found by searching Medline with Full Text has supporting evidence to prove that a large number of ER visits are related to mental health disorders and this trend is rising.  According to Ayangbayi, Okunade, Karakus, and Nianogo (2017), ER visits for mental or substance use disorder increased from 27.9 per 1,000 in 2005 to 35.1 in 2011, and homeless persons and nursing home residents had the highest rate at 173.7 and 95.2 per 1,000 ER visits, respectively, in 2011. When I began my search on Medline with Full Text, I entered “emergency room visits” in the first search field and then entered “mental health” or “mental illness” or “mental disorder” in the second search bar.  I also selected “peer-reviewed articles” and entered dates from 2017 through 2022 to find the most recent results.  This provided 106 different articles to choose from NURS 6003 Week 4 Discussion: Using the Walden Library.  Medline with Full Text database has millions of articles in the life sciences with a concentration on biomedicine (Walden University Library, n.d.). I’ve used this database multiple times during previous scholarly writing assignments and find it easy to navigate and very pertinent to nursing/medical research.  The only difficulty using this database is that there are a variety of topic choices and a long list of articles if one does not narrow down their search by using specific keywords and putting a range of years to search from. Using this database gives the scholarly writer multiple sources that relate to the topic being researched.  Synthesis requires taking information from a variety of sources, evaluating that information, and forming ideas in an original way (Shellenbarger, 2016). I would recommend this database to peers because searching for peer-reviewed articles related to very specific medical/nursing topics is easy and allows the scholarly learner the right resources for synthesis to happen.   References Ayangbayi, T., Okunade, A., Karakus, M., & Nianogo, T. (2017).  Characteristics of Hospital Emergency Room Visits for Mental and Substance Use Disorders.  Psychiatric Services (Washington, D.C.) ,  68 (4), 408–410. https://doi.org/10.1176/appi.ps.201600125 Shellenbarger, T. (2016). Simplifying synthesis.  Nurse Author & Editor , 26(3).  https://naepub.com/reporting-research/2016-26-3-3/ Walden University Library. (n.d.). Databases A-Z: Nursing.  https://academicguides.waldenu.edu/az.php?s=19981   REPLY   QUOTE   EMAIL AUTHOR Hide 1 reply   10 months ago Kylene Benedetto  RE: Discussion – Week 4 COLLAPSE   10 months ago Mariah Quero  RE: Discussion – Week 4 COLLAPSE Hide 1 reply   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE Hi, Mariah, If you  have difficulty finding an article, how could you contact the Walden Library for assistance? Great post! Dr. Lewis REPLY   QUOTE   EMAIL AUTHOR   10 months ago Christy Elmore  RE: Discussion – Week 4 Main Post COLLAPSE The peer-reviewed article I chose to cite focused on the use of peanut balls in reducing the length of labor.  This topic is important to me in my work as a Labor and Delivery nurse.  I was not aware of what a peanut ball was when I started working in labor and delivery almost two years ago.  I have used the peanut ball with patients on numerous occasions and have found that the use of the peanut-shaped ball in addition to frequent positioning has had a positive impact on the advancement of labor by the way of cervical change and fetal descent.  The primary outcome of the meta-analysis in the article I chose was the total length of labor with the use of a peanut ball in the intervention group and no peanut ball in the control group  (Grenvik et al., 2019).  This study was looked at, in part, to measure the intervention in reducing the risks of maternal and neonatal complications caused by prolonged labor (Grenvik et al., 2019).  Thus, the article also looked at secondary outcomes such as the length of the first and second stages of labor, mode of delivery, and neonatal outcomes (Grenvik et al., 2019).  Although the study resulted in the need for more research, I found the research to be a notable cause for further investigation. The database I chose to search for my article was CINAHL Plus with full text.  Honestly, in addition to its being the first site on the best bets list of the Walden University library’s 15 databases found for nursing (Walden University Library, n.d.), I chose this site because other colleagues also found this site to be helpful. Another reason I chose this site to find an article was due to the information provided by The Walden University library (n.d.) that the CINAHL database provided peer-reviewed articles from journals on nursing topics. I am new to the research process, but I had no difficulty navigating this site.  I used the Boolean phrase under the CINAHL plus and typed in labor and delivery AND peanut ball use in labor to search for articles.  I learned from a quick answer resource provided for my viewing in module three how to limit the search to find scholarly peer-reviewed articles (Walden University Library, n.d.).  This resource was also useful in providing tips for evaluation your resource and providing valuable information about what a journal should include such as listing two titles, volume and issue numbers, and page numbers (Walden University Library, n.d.).  I discovered the way to limit my search to full text, peer-reviewed scholarly journals easily with the CINAHL Plus database. The only difficulty I had in my research process was not with the CINAHL database, but in the fact that I was only able to find one research article listed with the topic I chose.  I searched for articles related to peanut ball use in labor in the Medline database as well but found the same article.  I found Medline to be just as easy to navigate therefore I would recommend either of the databases to my colleagues.  These databases, in addition to the others listed in the “best bets” section of databases found for nursing in Walden University’s library, would be helpful to my colleagues in finding reputable, peer-reviewed, evidence-based research articles effortlessly (Walden University Library, n.d.).  I feel using the databases in the Walden online library will be useful for my colleagues and myself during our endeavors to become scholarly writers using research. References   Grenvik, J. M., Rosenthal, E., Saccone, G., Della Corte, L., Quist-Nelson, J., Gerkin, R. D., Gimovsky, A. C., Kwan, M., Mercier, R., & Berghella, V. (2019). Peanut ball for decreasing length of Labor: A systematic review and meta-analysis of randomized controlled trials.  European Journal of Obstetrics & Gynecology and Reproductive Biology ,  242 , 159–165. https://doi.org/10.1016/j.ejogrb.2019.09.018 Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019, from  https://academicguides.waldenu.edu/az.php?s+19981 Walden University Library. (n.d.). Evaluating Resources: Journals. Retrieved October 4, 2019, from  https://academicguides.waldenu.edu/library/evaluating/resource-types/journals            Elmore,CWeek4Discussion:Initalpost.docx  (15.286 KB) REPLY   QUOTE   EMAIL AUTHOR Hide 2 replies (1 unread)   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 Main Post COLLAPSE Hide 1 reply   10 months ago Christy Elmore  RE: Discussion – Week 4 Main Post COLLAPSE Hello Dr Lewis! If the key words I use do not produce the expected related articles, I could delete specific words/phrases that limit my results.  This would allow me a broader spectrum of search results. I could also change certain words to get the desired outcome. NURS 6003 Week 4 Discussion: Using the Walden Library I feel the research process takes time, patience, and trial and error. Thank you, Christy Elmore, RN REPLY   QUOTE   EMAIL AUTHOR   10 months ago Caspertine Johnson  RE: Discussion – Week 4 Main Post COLLAPSE I currently work in an Urgent Care Clinic that offers primary care. Recently, there was some confusion as to billing practices for Durable Medical Equipment (DME) such as boots and braces. The issue was whether our patients with Medicaid would be expected to pay out of pocket for the equipment. Using Medline, located through Walden’s library, I was able to research the term “Urgent Care Centers or Clinics”. I was able to locate an evidence-based research article that depicts similar issues with Orthopedic Clinics in Connecticut (Yousman et al, 2021). The article was able to encompass potential interventions to rectify the effects of the issue on patient outcomes in a means that could be helpful in the future for changing clinical practice (Al-Jundi & Sakka, 2017). There were no notable difficulties experienced. Medline offers researchers the opportunity to search specific terms with the ability to link or differentiate within the search. I would recommend this database and deem it useful. Information is peer-reviewed, organized for ease in search by offering features such as minimizing available publications and publication dates. Researchers can review for key components of what the literature offers such as relevance and analysis of various topics which would be helpful to many researcher (Shellenbarger, 2016). References Al-Jundi, A., & Sakka, S. (2017). Critical Appraisal of Clinical Research. Journal of Clinical and Diagnostic Research : JCDR, 11(5), JE01-JE05.  https://doi.org/10.7860/JCDR/2017/26047.9942 Shellenbarger, T. (2016), Simplifying Synthesis. Nurse Author & Editor, 26: 1-10.  https://doi.org/10.1111/j.1750-4910.2016.tb00224.x Yousman, L. C., Hsiang, W. R., Jin, G., Najem, M., Mosier-Mills, A., Khunte, A., Jain, S., Forman, H., & Wiznia, D. H. (2021). Musculoskeletal Urgent Care Centers Restrict Access for Patients with Medicaid Insurance Based on Policy and Location. Clinical Orthopaedics and Related Research, 479(11), 2447–2453. https://doi.org/10.1097/CORR.0000000000001825 REPLY   QUOTE   EMAIL AUTHOR Hide 4 replies (3 unread)   10 months ago Tricia Fulling  RE: Discussion – Week 4 Main Post COLLAPSE Hide 1 reply (1 unread)   10 months ago Tricia Fulling  RE: Discussion – Week 4 Main Post – Edited References COLLAPSE   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 Main Post COLLAPSE Hide 1 reply   10 months ago Caspertine Johnson  RE: Discussion – Week 4 Main Post COLLAPSE Recently, our pharmacology course was reminded of what a “scholarly article” consists of. It’s usually a full body of work that is written by experts on the topic. It oftentimes is based on research studies and evidence that has been peer-reviewed. The work itself is inclusive of an abstract, methods, and discussion section. It is important to note that examples such as Wikipedia are pointed out as non-scholarly literature (Brezgov, 2019). Brezgov, S. (2019). What Is a Scholarly Article – Definition and Types. Scholarlyoa. https://scholarlyoa.com/what-is-a-scholarly-article-definition-and-types/ REPLY   QUOTE   EMAIL AUTHOR   10 months ago Ryslande Eugene Dominique  RE: Discussion – Week 4 COLLAPSE       Titled “Improving Quality on the Telemetry Unit Back to Basics,” the article improves the telemetry unit (White, Brown & Fry, 2018). Peer-reviewed articles are typically the essential types of sources for research. To find this article, I used the CINAHL with Full-Text database. While searching for this article, I experienced difficulties with keywords. The CINAHL with Full Text has many articles on the same topic of telemetry. Therefore, I got very many articles before settling on this particular one. The other challenge I experienced while searching for this article was having issues with figuring out the reliability and relevance of the information in the peer-reviewed journal.       The CINAHL with the Full-Text database would be helpful to my colleagues. As a profession in nursing, it is essential to be up to date with information in the healthcare industry. The database provides the latest information on telemedicine, which would benefit my colleagues in the telemetry unit (Hopia & Heikkila, 2020). Overall, the database presents new knowledge to the nurses to maintain and improve what they already know—another reason why the database is valuable is that it provides full texts. Most of the other databases with similar articles provide an abstract, and the student is forced to purchase the rest of the article. This can be expensive for my colleagues and me. Therefore, the CINAHL conveniently helps search for valuable articles in our practice area for no charges.       I would recommend this database to any scholar, researcher, or nurse seeking information. Most of the data is evidence-based articles essential in educating nurses on the actual interventions they can take to improve patient outcomes. Also, the database has up-to-date articles and is free of charge.  References  Hopia, H., & Heikkilä, J. (2020). Nursing research priorities based on CINAHL database: A scoping review. Nursing Open, 7(2), 483-494. https://doi.org/10.1002/nop2.428 White, J., Brown, H., & Fry, L. (2018). Improving quality on the telemetry unit: Back to basics. Journal of nursing care quality, 33(2), 104-107. DOI: 10.1097/NCQ.0000000000000300 NURS 6003 Week 4 Discussion: Using the Walden Library REPLY   QUOTE   EMAIL AUTHOR Hide 2 replies (2 unread)   10 months ago Blessing Nnakwu  RE: Discussion – Week 4 COLLAPSE   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE   10 months ago Wahkitha Campbell  RE: Discussion – Week 4 COLLAPSE The peer review article I chose was non-adherence to hemodialysis treatment and how it relates to cardiovascular problems. Working with hemodialysis and cardiac units. I have seen a lot of non compliance with missed dialysis treatment, which leads to fluid overload and causes heart issues. The article talks about how patients with chronic kidney disease have a higher morbidity and mortality rate, due to the inherited risks associated with nephropathy (Dantas et.al., 2019). The occurence of extra weight gain has lead to and increase in morbidity and mortality to the patient that are non compliant with treatment. I used CINAHL PLUS with full text to search for the article. I had some difficulty at first finding the article was a little difficult, but after typing in the basic search box it gave the options to view pdf or html format. This data base was easy to use once I found my article. I would recommend using it, because it gives the option to export, email, and help with citing the article. The Walden library assisted with finding the database through EBSCOhost  and provides evidenced-base information with up to date data (Walden University Library n.d. 2019). References: Dantas, L. G. G., de Seixas Rocha, M., Junior, J. A. M., Paschoalin, E. L., Paschoalin, S. R. K. P., & Sampaio Cruz, C. M. (2019). Non-adherence to Haemodialysis, Interdialytic weight gain and cardiovascular mortality: a cohort study.  BMC Nephrology ,  20 (1), N.PAG. https://doi.org/10.1186/s12882-019-1573-x Walden University Library. (n.d.-b). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resourcetypes/journals REPLY   QUOTE Hide 1 reply (1 unread)   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE   10 months ago Elizabeth Magloire  RE: Discussion – Week 4 COLLAPSE Home Health Care   The peer review article I chose is related to home health care. As a case manager, part of my job is to arrange home health care.   I chose this article as I have a long history as a home health care nurse and plan to continue in home health as an ARNP.  Home health care (HHC) is an emerging field with respect to improving transitions of care and post-discharge outcomes  (Sterling, et al, 2020).    The purpose of  Home Health Care is to support the transition from hospital or rehab home to home.  The Future of Home Health is transforming and evolving to meet the needs of patients (Landers, et.al., 2016).  According to Romangnoli, Handler, & Hocheiser, 2013, “Home care decreases costs, improves health outcomes, and reduces hospital stays ”. The database I used to research my article was Google Scholar.  I chose Google Scholar as it is quite easy to use, and I have used these many times throughout the educational career.  Google scholar  searches can lead to hundreds of relevant “scholarly” articles.  One of my favorite features of Google Scholar is it provides library links, open access to numerous journals including nursing and medical journals, and most conveniently, formatted citations.  Although Google Scholar is easy to use, it does have a few disadvantages, such as not every article is scholarly.  The reader should be cautious as to what is and what is not scholarly.  Also, some articles only provide an abstract and retrieving a full text article will cost you.     References Landers, S., Madigan, E., Leff, B., Rosati, R. J., McCann, B. A., Hornbake, R., MacMillan, R.,             Jones, K., Bowles, K., Dowding, D., Lee, T., Moorhead, T., Rodriguez, S., & Breese, E.             (2016). The Future of Home Health Care: A Strategic Framework for Optimizing             Value.  Home health care management & practice ,  28 (4), 262–278.                          https://doi.org/10.1177/1084822316666368   Romagnoli, K. M., Handler, S. M., & Hochheiser, H. (2013). Home care: more than just a             visiting nurse.  BMJ quality & safety ,  22 (12), 972–974.  https://doi.org/10.1136/bmjqs-             2013-002339   Sterling, M. R., Kern, L. M., Safford, M. M., Jones, C. D., Feldman, P. H., Fonarow, G. C.,             Sheng, S., Matsouaka, R. A., DeVore, A. D., Lytle, B., Xu, H., Allen, L. A., Deswal, A.,             Yancy, C. W., & Albert, N. M. (2020). Home Health Care Use and Post-Discharge             Outcomes After Heart Failure Hospitalizations.  JACC. Heart failure ,  8 (12), 1038–1049.             https://doi.org/10.1016/j.jchf.2020.06.009 REPLY   QUOTE   EMAIL AUTHOR Hide 2 replies   10 months ago Sonya Spellman  RE: Discussion – Week 4 COLLAPSE   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE   10 months ago Quenia Alfrenard  RE: Discussion – Week 4 COLLAPSE Hide 2 replies (1 unread)   10 months ago Crystal Lewis  WALDEN INSTRUCTOR   MANAGER RE: Discussion – Week 4 COLLAPSE   10 months ago Claudy Jean Gilles  RE: Discussion – Week 4 COLLAPSE Hi Quenia, Thank you for sharing your post, COVID 19 has been devastated the American people morally , socially and physically, it is more than a psychosocial disease. The CDC reports on mental health has been increasing during this pandemic, it has been detrimental to American Citizens. Many people had been having anxiety and were depressed because of many reasons. There is a lot of articles on mental health issues, I think that one of the reason you can locate the articles easily. As far Walden Library, it gives you more clues on what to look for. it is not too broad when searching for a specific topic and also the university faculty has control over the search. They will know whether or not if scholarly sources have been used or a different source. NURS 6003 Week 4 Discussion: Using the Walden Library Reference: Walden University Library. (2021).  Coronavirus awareness, confinement stress, and mental health:  Walden University Library. (n.d.). Evaluating Resources: Journals. Retrieved October 4, 2019, from  https://academicguides.waldenu.edu/library/evaluating/resource-types/journals