Tag: Clinical-Nursing

The Psychiatric Evaluation and Evidence-Based Rating Scales

Hamilton Depression Rating Scale

According to Carlat (2017) three objectives of a psychiatric interview write-up include thoroughness, time efficiency, and readability. A psychiatric interview should take no longer than 10 to 15 minutes to write, utilize free text space to provide a narrative and be no longer than two pages to satisfy time efficiency and readability (Carlat, 2017). Important aspects of a psychiatric interview write-up include all components of a history and physical with additional sections about past psychiatric history, substance use, mental status examination, and DSM-V diagnoses.

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I was assigned the Hamilton Depression Rating Scale (HAM-D) created by Max Hamilton in 1960. Major depressive disorder is one the most diagnosed psychiatric conditions worldwide (Primo de Carvalho Alves, et al., 2017). The HAM-D is considered the gold standard in assessing depression severity and is comprised of 21 items with 17 scored questions including depressed mood, feelings of guilt, thoughts or suicide attempts, insomnia, among other categories (Rohan, et al., 2016) The Psychiatric Evaluation and Evidence-Based Rating Scales. The overall score is calculated based on each of the 17 scored categories. Fifty points is the highest possible score calculating to very severe depression. It is appropriate to use the HAM-D if any of the measured categories are assessed during the psychiatric interview, if the patient has a history of depression, or verbalize current feelings of depression. Use of the HAM-D assessment tool has been thoroughly studied and should be administered prior to treatment, during treatment, and after treatment to calculate any change in depression scoring (Rohan, et al., 2016). The psychiatric mental health nurse practitioner should complete this assessment in 10 to 15 minutes during the psychiatric interview (American Psychological Association, 2020). Results from the HAM-D can show an improvement in depression symptoms when compared to the assessment prior to treatment. The Psychiatric Evaluation and Evidence-Based Rating Scales

References

Carlat, D. (2017). 
The Psychiatric Interview
 (4th ed.). Wolters Kluwer.

Depression Assessment Instruments.
 (2020). American Psychological Association. https://www.apa.org/depression-guideline/assessment

Primo de Carvalho Alves, L., Pio de Almeida Fleck, M., Boni, A., & Sica da Rocha, N. (2017). The Major Depressive Disorder Hierarchy: Rasch Analysis of 6 items of the Hamilton Depression Scale Covering the Continuum of Depressive Syndrome. 
PLOS ONE, 12
(1), e0170000. https://doi.org/10.1371/journal.pone.0170000 The Psychiatric Evaluation and Evidence-Based Rating Scales

Rohan, K. J., Rough, J. N., Evans, M., Ho, S.-Y., Meyerhoff, J., Roberts, L. M., & Vacek, P. M. (2016). A protocol for the Hamilton Rating Scale for Depression: Item scoring rules, Rater training, and outcome accuracy with data on its application in a clinical trial. 
Journal of Affective Disorders, 200
, 111–118. https://doi.org/10.1016/j.jad.2016.01.051

 

Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales

Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy. The Psychiatric Evaluation and Evidence-Based Rating Scales

Photo Credit: [shironosov]/[iStock / Getty Images Plus]/Getty Images

To Prepare:

Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.

Consider the elements of the psychiatric interview, history, and examination.

The Psychiatric Evaluation and Evidence-Based Rating Scales

Consider the assessment tool assigned to you by the Course Instructor.

By Day 3 of Week 2

Post
 a brief explanation of three important
components of the psychiatric interview
and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.

Read
 a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond
 to at least 
two
 of your colleagues on 
2 different days
 by comparing your assessment tool to theirs.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously.  The Psychiatric Evaluation and Evidence-Based Rating ScalesPlease check your post carefully before clicking on 
Submit!

Thanks for sharing your post, I am familiar with the “The Hamilton Depression Rating Scale (HAM-D) “I know it is an assessment tool used to determine the severity of depression in a client before and even during treatment. It is better to use this assessment tool before initiating treatment for a depressed client in other to assess the severity of depression, and after treatment is started,providers will normally reassess with the same assessment tool,  in a month (4 weeks ) to see if the client’s depression symptoms are reduced or not. It is evidence based that the HAM-D has adequate internal reliability, but some of the items on the scale poorly contribute to the measurement of depression severity (Rohan, Rough, & Vacek, 2016).  Poor interrater and retest reliability has also been proven (Rohan et al., 2016).  The main criticism related to the scale is “construct validity, since it may represent a multidimensional measure due to its inclusion of symptoms beyond the core symptoms of depression” (Da Silva, Reche, Lima, Fleck, Capp, & Shansis, 2018).  It is important to keep in mind that “The HAM-D” only measures the severity of depression, and does not determine a depressive disorder (Olden, Rosenfeld, & Breitbart, 2009).

References

Da Silva, A., Reche, M., Lima, A., Fleck, M., Capp, E. & Shansis, F. (2018). Assessment of the Psychometric Properties of the 17-and6-item Hamilton Depression Rating Scales in Major Depressive Disorder, Bipolar Depression and Bipolar Depression with Mixed Features. Journal of Psychiatric Research. Retrieved from Walden Library database. The Psychiatric Evaluation and Evidence-Based Rating Scales

 

Rohan, K.J., Rough, J.N., & Vacek, P.M. (2016). A Protocol for the Hamilton Rating Scale for Depression: Item Scoring Rules, Rater Training, and Outcome Accuracy with Data on its Application in a Clinical Trial. Journal of Affective Disorders. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4894486/

Olden, M., Rosenfeld, B., & Breitbart, W. (2009). Measuring Depression at the End of Life: Is the Hamilton Depression Rating Scale a Valid Instrument? Department of Health and Human Services. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3987780/pdf/nihms-563804.pdf The Psychiatric Evaluation and Evidence-Based Rating Scales

NURS – 6003 Discussion Posting Exemplars

Discussion Posting Exemplars

SAMPLE POST: Use this as a guide for writing and formatting posts

My Goals and University Vision and Mission

As a nurse for over 10 years and with the advances in technology applied to the

health care arena, I have become more interested in the role of a nurse within

informatics. My professional goal is to work full-time in the area of nursing informatics.

Unfortunately, I knew that obtain this position, I needed to advance my degree. I began

looking into various colleges and universities that can provide me with the education

needed to obtain an advanced degree with a focus in nursing informatics.

After several months of investigating, I located Walden University. At first, I was

drawn to Walden because it offered the flexibility that I needed. However, as I

investigated the university further, Walden’s mission and vision statement resonated

with me. I knew I had made the right choice. The College of Nursing vision and mission

statements described what I felt and thought yet could not put into words. According to

the Walden University College of Nursing (2011a), their vision is for graduates to

transform nursing to meet the needs of communities. Technology is transforming health

Discussion Posting

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Exemplars

NURS – 6003 Discussion Posting Exemplars

care and the degree I will obtain at Walden will help me to assist my organization with

this transformation.

Another reason I was drawn to Walden University was the high standards they

have for all students. The College of Nursing stated in their mission that their program is

“academically rigorous…contextually relevant…” (Walden University, 2011a, para. 4).

This statement matches my academic goal. I am not looking for just a piece of paper at

the end, I am looking to gain the necessary knowledge that I need to make an impact

within my organization.

Incorporation of Social Change

Walden University (2011b) defined positive social change as a “deliberate process

of creating and applying ideas, strategies, and actions to promote the worth, dignity, and

development of individuals, communities, organizations, institutions, cultures, and

societies” (para. 4). I have always had a feeling that I want my life to mean something

and to have an effect on those around me whether it is directly or indirectly. As a nurse,

the will to help others is a core foundation of why I got into nursing in the first place. I

plan to incorporate social change with the knowledge gained at Walden University by

“putting that knowledge into practice” (Walden University, 2010b, para. 3). I plan to

contribute to my field when I graduate by helping lead my coworkers and my

organization through the computerized changes and advancement of technology at

work. While helping others, I will be part of the clinical informatics team as the team

transitions the organization into new computerized programs. NURS – 6003 Discussion Posting Exemplars

© 2018 Laureate Education Inc. 3

References

Walden University. (2011a). About the school. Retrieved from

http://www.waldenu.edu/Colleges-and-Schools/College-of-HealthSciences/15863.htm

Walden University. (2011b). Vision, mission, and goals. Retrieved from

NURS – 6003 Discussion Posting Exemplars

Discussion: Factors That Influence the Development of Psychopathology

This week’s discussion aims to analyze historically and currently recognized biological, psychological, and sociocultural factors that inform the expression, course, and prevalence of psychopathology.  Historically, psychopathology’s perception is that of behaving outside the norm of what the present culture and society perceive as “normal.” Exactly who is responsible for deeming what is normal or not has perplexed this writer. Just as Marturano, A., (2020) wrote in his article “Italy and leadership: psychopathology or culture of a nation,” The history of an area, culture, war, persecution influences the prevalence of psychopathology.  The cultural beliefs of ancient times are still found in the leadership of the leaders in Italy. Discussion: Factors That Influence the Development of Psychopathology Aristotle was responsible for categorizing concepts and objects etc. It has always needed to have things organized into ideas with descriptions and lists of the intrinsic aspect of what is being classified.   The identification of psychopathology can be found during Biblical times when what would be called today psychopathology was considered being “possessed” by evil spirits. Discussion: Factors That Influence the Development of Psychopathology

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Experiences and education, research, studies have brought different theoretical constructs. As more information is gathered, more theories are discovered.  In the late 1970s, this writer can remember discussing the Nature vs. Nurture construct.  Today we would have to say both are responsible for the development or the expression of psychopathology as the interactions and experiences stimulate the individual’s biological and genetic expressions, which result in behaviors manifested.  However, it wasn’t until the Era of Enlightenment when the study and focus on psychiatric care came to be.  Until the 19
th
century, Schizophrenia, the worse of mental illness, was considered “another form of lunacy: (Kaplan,2008) Discussion: Factors That Influence the Development of Psychopathology.  During the era of Enlightenment, the attitude towards mental health began to change. Phillipe Pines, a psychiatrist during this era, believed in an illness model of symptoms and treatment. Thus, the mentally ill’s moral treatment was brought to light because it was the belief the cause of the mental illness was to be found in the patient’s environment Kaplan,2008). Pines believed in studying the brains of psychiatric patients hoping to find the root cause of mental illness. The rationalization of doing this resulted in the destruction of the once scientific German psychiatrist under the Nazi influence. They would gas their patients under a cloud of eugenics. Discussion: Factors That Influence the Development of Psychopathology

Masten and Kalstabakken (2018) Discuss the implications for developmental psychopathology (DP) as a multidisciplinary approach for research and therapy.  The idea is that one needs to understand the psychopathology in a developing person and know what the “normal” behaviors and expectations exist for a specific developing person at a given point in time. This developmental theory appears to have built upon Erickson’s theory of developmental psychology.  Individuals grow and learn from the interactions they have in society. “Individuals grow and change due to their interaction between natural ecosystem factors (e.g., air and water quality, and exposure to macrobiotic organisms) also play a critical role to development” (Masten, and Kulstabakken,2018).

Those who live in extreme poverty areas, lead-based tenements, gangs at each corner, and now the stress of virtual schooling and not being with their peers are greater at risk of having some form of mental health problem. Continuous pressure from the unknown increase an individual’s risk of psychopathology as well Discussion: Factors That Influence the Development of Psychopathology.  Those living in poverty with a lack of health care coverage, housing, and food security are at higher risk for mental health issues.

The root cause of psychopathology is related to social, cultural, genetic, and biological factors.  Not one element can be identified.

Reference

Kaplan, R. M. (2008). Being Bleuler:  the second century of Schizophrenia, The Royal Australian and New Zealand College of Psychiatrists. Doi:  10.1080/10398650802302176

Marturano, A., (2020), Italy and leadership: psychopathology or culture of a nation?, 
International Journal of Psychoanalysis and Education, 
12(1)

Masten, A.S., & Kalsstabakken, A. W., (2018), Developmental Perspectives on Psychopathology in Children and Adolescents, APA Handbook of Psychopathology:  Child and Adolescent Psychopathology, edited by Butcher, J. Nl, & Kendall, P. C. Discussion: Factors That Influence the Development of Psychopathology

 

response

There are so many great points in this post. I am worried about the mental health as well of the students having to be isolated and do virtual learning. “Social isolation leads to chronic loneliness and boredom, which if long enough can have detrimental effects on physical and mental well-being. The timelines of the growing pandemic being uncertain, the isolation is compounded by mass panic and anxiety (Duan, 2020).”  Not only has the pandemic caused illness and death across the country, it has wreaked havoc on the mental health of those who are isolated. The upcoming holidays are even more worrisome. With the social isolation that is now in place, our future as mental health providers is even more important that before. :Last year, about 374,000 people ended up in the nation’s emergency rooms with self-inflicted injuries, and 48,000 people died by suicide.” Discussion: Factors That Influence the Development of Psychopathology

Carley S, Hamilton M. Suicide at Christmas. Emergency Medicine Journal 2004;21:716-717

Duan, L., Zhu, G. (
2020
). 
Psychological interventions for people affected by the COVID-19 epidemic
. The Lancet Psychiatry, 7(4), 
300
–
302
.

 

Thank you for your post. I agree with your points in your post. Mental health has evolved over time and different ways of analyzing social and cultural views Discussion: Factors That Influence the Development of Psychopathology. Mental disorders impose a significant economic burden, not just on the individuals with the disorders but also on households, communities, employers, healthcare systems and government budgets (Jenkins, Baingana, Ahmad, McDaid & Atun, 2011). As you mentioned poverty can have an increased impact on mental health for those who are already at risk, although the effects of poor health on poverty are by no means unique to mental illness, their negative impacts are greater than for most acute and chronic illnesses (Jenkins et al., 2011).

Jenkins, R., Baingana, F., Ahmad, R., McDaid, D., & Atun, R. (2011). Social, economic, human rights and political challenges to global mental health. 
Mental health in family medicine
, 
8
(2), 87–96.

Discussion: Factors That Influence the Development of Psychopathology

 

In many realms of medicine, objective diagnoses can be made: A clavicula is broken.  An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015) Discussion: Factors That Influence the Development of Psychopathology.

Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach? Discussion: Factors That Influence the Development of Psychopathology

To Prepare:

Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.

Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.

By Day 3 of Week 1

Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.

Read
 a selection of your colleagues’ responses

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues on 
2 different days
 by explaining the implications of why, as an advanced practice nurse, it is important to adopt a multidimensional, integrative model of psychopathology.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

 

post

Mental, emotional, and behavioral (MEB) development is a product of complex neurobiological processes that interact with characteristics of the physical and social environment, beginning before conception and continuing beyond adolescence. Healthy development is shaped by experiences and circumstances that cross generations within families and affect entire neighborhoods and communities. Therefore, understanding of MEB development must be based on an integrated appreciation of connections that have been identified among.

Biological processes, including brain development and the expression of genes as individual characteristics; physical, social, behavioral, and intergenerational experiences that affect conception, gestation, and childbirth;  Although neurobiological mechanisms are a central focus of research on MEB outcomes, it is important to note that these mechanisms are the downstream consequence of complex cellular and molecular variation that emerges in response to the interplay between genes and environments. Genes and environments both operate to create variation, and the interplay between these variables is the foundation for the emergence of individual variation

Development accelerates in response to environmental threat. For example, girls who encounter several types of challenges experience the onset of puberty earlier than girls who do not. The challenges for which these connections have been established include an absent father, maternal depression, family conflict, and low ratio of income to needs, but these effects can be buffered by secure childhood attachment (Deardorff et al., 2011; Ellis and Garber, 2000; Sung et al., 2016) Discussion: Factors That Influence the Development of Psychopathology.

Neuroimaging studies suggest that the acceleration of development is also evident in brain systems, such as those that regulate fear and learning (Gee et al., 2013), and in the connectivity between cortical and subcortical brain structures that have implications for emotional regulation (Callaghan and Tottenham, 2016).

Genetic, environmental, neurobiological, and behavioral characteristics account for differences in the way’s individuals respond to influences such as stress or adversity. This phenomenon, known as differential susceptibility, provides a framework for thinking about ways to account for both healthy MEB development and the development of MEB disorders, a framework that focuses not on the relative vulnerability or resilience in distinct subtypes of individuals but on the degree of plasticity an individual exhibits. Cortical sensory processing capacity and the ability of the prefrontal cortex to filter emotional stimuli have been suggested as potential neural mechanisms accounting for differential susceptibility (Boyce, 2018).

A growing body of evidence is revealing the ways in which characteristics of the more distal social environment affect development. These factors include poverty and inequality, discrimination and racism, marketing of unhealthy products, and effects of involvement with the criminal justice system. These more distal influences on MEB development place distinct limits on society’s ability to foster healthy MEB development and prevent MEB health disorders at a population level.Discussion: Factors That Influence the Development of Psychopathology

Healthy early development (physical, social, emotional, and cognitive) strongly influences a wide range of later outcomes, including mental health, heart disease, literacy and numeracy, criminality, and economic participation across the life span. Health disparities adversely affect groups of people who have systematically experienced greater obstacles to health based on their racial or ethnic status; religion; socioeconomic status; gender; age; mental health; cognitive, sensory, or physical disability; sexual orientation or gender identity; geographic location; or other characteristics historically linked to discrimination or exclusion (Healthy People, 2015).

Furthermore, individual influences including sleep, nutrition, and physical activity; characteristics of the family and surrounding community, including safety, nurturing interactions, peer behavior, and social-emotional support in school; and characteristics of the broader society in which the individual, family, and community are situated, such as poverty and economic inequality, systemic racism and discrimination, law- and policy-driven factors, and the marketing of unhealthful products can also be a factors influencing the development of psychopathology.

References

Boyce WT. The orchid and the dandelion: Why some children struggle and how all can thrive. New York: Alfred A. Knopf; 2018 Discussion: Factors That Influence the Development of Psychopathology

Callaghan BL, Tottenham N. The stress acceleration hypothesis: Effects of early-life adversity on emotion circuits and behavior. Current Opinion in Behavioral Sciences. 2016; 7:76–81. 10.1016/j.cobeha.201511.018

Deardorff J, Ekwaru JP, Kushi LH, Ellis BJ, Greenspan LC, Mirabedi A, Landaverde EG, Hiatt RA. Father absence, body mass index, and pubertal timing in girls: Differential effects by family income and ethnicity. Journal of Adolescent Health. 2011;48(5):441–447.

Healthy People 2020. Disparities. 2015. https://www.healthypeople.gov/2020/about/foundation-health-measures/Disparities

 

responses

I enjoyed this post! Thank you for pointing out that mental health is not a choice! It a combination of so many things, and making the public aware of this is so important and vital to the future of mental health. “Depression is a disease, where neurotransmitters in the brain, such as norepinephrine, dopamine, and serotonin, are reduced, and there is something wrong in the mood control circuit of the brain (Yim, 2016).” Discussion: Factors That Influence the Development of Psychopathology

Your points if healthy early development is poignant in this post. In my initial post, I stated how the rural area that I live in has finally started mental health services in schools and I am hoping that this is the push needed to help my community has a brighter future in mental health as well as erasing the stigma associated with mental health. “The paradox is that young people aged between 12 and 25 years have had by far the worst levels of access to mental health care across the whole lifespan. Health services are poorly designed, grossly under-resourced and typically unfriendly to, and untrusted by, young people (McGorry, 2018).”

 

Yim J. Therapeutic Benefits of Laughter in Mental Health: A Theoretical Review. Tohoku J Exp Med. 2016 Jul;239(3):243-9. doi: 10.1620/tjem.239.243. PMID: 27439375.

 

McGorry PD, Mei C. Early intervention in youth mental health: progress and future directions

Evidence-Based Mental Health 2018;21:182-184 Discussion: Factors That Influence the Development of Psychopathology

 

 

   Thank you for your very informative post!  Brain development and the expression of genes begin from the time of gestation and continue to adulthood.  Many factors influence the biological processes that determine the growth of these structures.  These changes can result in psychiatric disorders such as depression disorders, anxiety disorders, and more severe disorders such as schizophrenia.  One such variable is stress. The stress response involves the release of the stress hormones epinephrine, norepinephrine, and adrenocorticotropic. These stress hormones are directly released into the maternal bloodstream and the fetal bloodstream.  The fetus will have an increased heart rate and blood pressure. (Sadock, Sadock, and Ruiz,2015, p 1083).  The developing brain circuits and medial prefrontal cortex (mPFC) have significant roles in the top-down regulation of the HPA (stress axis). The stress axis is particularly susceptible to environmental influences. Moreover, there does not need to be a direct experience with stress for the developing brain and genes to be affected. Being near someone who is stress can result in bystander stress (Lehmann, Weigel, Elkahloun, and Herkenham, 2017; Nelson, 2017).

     In today’s world, all are bombarded with stress. All of us are dealing with Covid-19. Many people have lost their dreams, having to close their business, lay off, or have their business burned to the ground.  Many have lost their jobs.  Even though people go through the everyday routine and are not guaranteed or who are “essential workers” and are employed, they put themselves in harm’s way; and stress is felt.  Our gene expressions are being changed.  Worry about finances, our future, or our loved ones’ future are all forms of stress. Stress has been associated with depression, anxiety, and psychosis (Holttum, 2014).    Today, children feel the stress of being confined and not being able to socialize with their friends. Those who are pregnant and undergoing the stress of this world are producing more children with depression, anxiety, ADHD, personality disorders, or psychotic disorders.  Psychotherapy has been found to change the structure of the gene expression and other brain structures.  Psychotherapy may be our saving grace in today’s world.  This writer believes that stress management skills and exercises should be taught in school, and perhaps telehealth sessions for children and adults.  How do you see this society being impacted by the stressors of today’s world? Discussion: Factors That Influence the Development of Psychopathology

References

Holttum, S.,(2014), when bad things happen our brains change, but psychotherapy and support can help the recovery of our brains and our lives, 
Mental Health and Social Inclusion
, 18(2), PP 52-58

Nelson, E. E., (2017), Learning through the ages:  How the brain adapts to the social world across development, 
Cognitive Development, 42(2017
), 84-94

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015), 
Sadock’s & Sadock’s synopsis of psychiatry,  
(11
th
ed.), Wolters Kluwer Discussion: Factors That Influence the Development of Psychopathology

NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

Laureate Education (Producer). (2018). 
The Foundation of Success
 [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). 
The Walden Journey to a Masters in Nursing: The Journey Begins
 [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). 
The Walden Journey to a Masters in Nursing: Networking and Collaboration
[Video file]. Baltimore, MD: Author. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

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Learning Objectives

Students will:

Analyze relationships among Walden’s vision, mission, goals, and social change initiatives to professional and academic goals

Analyze the relationship between MSN program outcomes and perspectives to professional and academic goals

Identify academic and professional collaborators for academic and professional success

Identify concepts for Walden student readiness

Identify individuals or teams to collaborate with for success in the MSN program and as a practicing nurse

Due By

Assignment

Week 1, Days 1–2

Read the Learning Resources.

Compose your initial Discussion post.

Begin to compose Part 1 of your Assignment.

Week 1, Day 3

Post your initial Discussion post.

Begin to check your knowledge with the Quiz.

Continue to work on of Part 1 of your Assignment.

Week 1, Day 4

Continue to check your knowledge with the Quiz.

Continue to work on Part 1 of your Assignment

Week 1, Day 5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to check your knowledge with the Quiz.

Continue to compose your final draft of Part 1 of your Assignment.

Week 1, Day 6

Post two peer Discussion responses.

Continue to check your knowledge with the Quiz.

Continue to compose your final draft of Part 1 of your Assignment.

Week 1, Day 7

Wrap up Discussion.

Final day to complete Quiz.

Deadline to submit your final draft of Part 1 of your Assignment.

Photo Credit: David Baumber/Vetta/Getty Images

Learning Resources

Required Readings

Nurse.org. (n.d.). List of nursing organizations. Retrieved November 14, 2018, from https://nurse.org/orgs.shtml

Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

Walden University. (n.d.). Connect to Walden. Retrieved November 14, 2018, from https://www.waldenu.edu/connect

Walden University. (n.d.). College of Nursing. Retrieved June 5, 2020, from https://www.waldenu.edu/about/colleges-schools/college-of-nursing

 

Review the College of Nursing’s vision and mission.

Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu

 

Select College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.

Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu

 

Select Introduction, then the link “Vision, Mission, and Goals” under the Introduction header. Review Walden’s vision, mission, and goals.

Walden University. (n.d.). Writing center. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter

Wofford, P. (2018). 10 networking tips for nurses who hate networking. Retrieved from https://nurse.org/articles/tips-for-nurse-networking/

Academic Success and Professional Development Plan Template (Word document)

Discussion Posting Exemplars (PDF)

Discussion: Networking Opportunities

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.

Reflect on your professional and academic goals as they relate to your program/specialization.

Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.

Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

By Day 3 of Week 1

Post
 a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

By Day 6 of Week 1

Respond
 to at least 
two
of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

Quiz: Walden’s Student Readiness Orientation

You probably have a lot of questions (and perhaps some hesitation) about the journey you are undertaking. How do I navigate the online classroom? How can I have access to a library in this environment? The Student Readiness Orientation (SRO) minicourse available on your MyWalden page provides answers to such questions and helps ensure you understand how to navigate the online classroom and utilize the many resources available to you as a student at Walden. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

The Readiness Check will help you determine your prepardness for navigating the online classroom.

The questions presented on the Quiz are derived from the readiness check presented in the SRO.

Click on the Week 1 Quiz link after you have read the directions carefully.

The readiness check includes 15 questions in various formats including true/false and multiple choice. If you score 12 or below, please retake the exam. You may retake the exam as many times as you would like in order to achieve your desired score. Your highest score will be recorded. To retake the Quiz, click on “Take Test Again” (this does not appear as a hyperlink but works as a hyperlink when you click on the area).

To view the questions you answered correctly and incorrectly, click on your score in the “My Grades” area.

To Prepare:

Review the Walden’s SRO found on your MyWalden page. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

By Day 7

Complete the quiz.

Submission and Grading Information

Submit Your Quiz by Day 7 of Week 1

To submit your Quiz:

Week 1 Quiz

Assignment: Academic Success and Professional Development Plan

Part 1: Developing an Academic and Professional Network

When was the last time you read Meditation XVII of John Donne’s 
Devotions Upon Emergent Occasions
?

Unless you are a student of seventeeth-century poetry, you may not be all that familiar with this piece. However, you may be much more familiar with one of its well-known phrases: “No man is an island…”. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

As you begin your journey toward achieving your academic and professional goals, you have a great opportunity to network with academics and professionals who can help ensure you do not travel alone. This network can help to clarify your own vision for success and can help guide you now and in the future. To paraphrase Donne, no one is an island.

Begin creating an academic and professional network by identifying which academic and professional connections and resources with which you need to collaborate to succeed in your MSN program and as a practicing nurse.

To Prepare:

Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.

Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.

Download the 
Academic Success and Professional Development Plan Template
. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

The Assignment:

Academic and Professional Network

Complete Part 1 of your 
Academic Success and Professional Development Plan Template
. Be sure to address the following:

Identify 
at least two
 academic and 
at least two
 professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.

Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse.

By Day 7 of Week 1

Submit
 Part 1 of your 
Academic Success and Professional Development Plan Template
.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name. NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

Click the 
Week 1 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 1 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 “WK1Assgn+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.

Grading Criteria

To access your rubric:

Week 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 1

To submit your Assignment:

Week 1 Assignment NURS – 6003 Module 1 (Week 1): Networking for Academic and Professional Success

African American Child Suffering From Depression marked

Treating Depression with Suicidality in Pediatrics Using Appropriate Medications: The Case of an 8 Year-Old African American Boy

The most authoritative and reliable diagnostic tool in psychiatry is the DSM-5 which is currently in its fifth edition. It is the
Diagnostic and Statistical Manual of Mental Disorders
. It classifies depression (major depressive disorder or MDD to be precise) under the broad diagnostic category of ‘Depressive Disorders’. The category also includes conditions such as dysthymia or persistent depressive disorder. Together with MDD, dysthymia presents with characteristic sadness, emptiness, and irritability (Sadock et al., 2015; APA, 2013). The case study is about an African American male child brought by his mother and who presents with sadness, thoughts about death, and a Children’s depression Rating Scale (CDRS) score of 30. Even without the symptoms, this CDRS score alone indicates that the boy is suffering from significant depression African American Child Suffering From Depression marked. From the history, it is clear that the boy avoids his peers in school and keeps to himself. He has complained of feeling sad, a sign that he may be experiencing anhedonia or indifference to happiness. The mental status examination or MSE also shows that the boy has suicidal thoughts (thoughts about death) as well as affect that is blunt. Considered in their totality, these symptoms align very well with the diagnosis of major depressive disorder (MDD) as outlined in the DSM-5 (APA, 2013). There are no other abnormalities found in the boy through laboratory investigations and physical examination. For this reason, the occurrence of the symptoms cannot be directly attributable to any physical illness or the effects of a substance or medication. DSM-5 criteria for diagnosing MDD include a lack of concentration, suicidal thoughts or thoughts about dying and death, prolonged sadness, a loss of interest in normal daily activities, feeling that one has no value, and psychomotor retardation (APA, 2013). This is a paper about the appropriate use of medications in treating this pediatric depression case. African American Child Suffering From Depression marked

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Decision Point One

At this decision point one; the decision taken is to give the 8 year-old boy with depression the selective serotonin reuptake inhibitor (SSRI) known as sertraline or Zoloft. This is an atypical antidepressant that happens to be effective against pediatric depression but that is only FDA-approved for use in treating the disorder in adults. What the FDA approval means is that there is still no safety and efficacy data from randomized controlled trials in children. However, clinicians still use such medications legally by reducing the dosages to fit the pediatric profile of their young patients. This is called off-label prescription (Allen et al., 2018; Vijay et al., 2018; Mir & Geer, 2017). In the case of Zoloft, there is enough anecdotal evidence that it is indeed effective in treating depression in children too when used off-label. The drug was started at an initial dose of 25 mg per day orally (Rosenthal & Burchum, 2018; Stahl, 2017). The child will then be monitored very closely for any signs of toxicity and adverse reactions that may occur. This is considering that information on these parameters is nonexistent for this medication in children. In other words, the information cannot be found in the package insert of medication literature that accompanies the medication (it is off-label in pediatrics).

The choice of sertraline is informed by several considerations. These are some of the reasons why a clinician may resort to off-label medications to treat pediatric conditions. Two of these stand out. The first one is when the child’s life is at risk and the physician or clinician thinks that they may benefit faster from the use of the off-label medication based on their personal experience and judgement. In this case, the African American boy has admitted to having thoughts about death and dying. This could be interpreted as suicidal ideation which places his life at risk. The second reason for using off-label medications in pediatric conditions is when there are not enough efficacious FDA-approved drugs to treat a pediatric condition. If the clinician feels that the child may then benefit from an off-label drug they have used before, they may then go ahead and use it in the spirit of beneficence as a bioethical principle (Haswell, 2019). Use of the off-label drug sertraline is therefore informed by the need to benefit the child far outweighing the risks.

The decision to choose sertraline (Zoloft) instead of the other two options (paroxetine or Paxil and bupropion or Wellbutrin) was informed by evidence-based practice (EBP). From the clinician’s experience and discussions with colleagues, sertraline has proved efficacious before when used off-label to treat pediatric major depressive disorder (Chon et al., 2017). The efficacy demonstrated by the off-label sertraline is such that remission of symptoms can be achieved within a matter of just four weeks. The hope when choosing sertraline or Zoloft was that remission of the boy’s symptoms would be achieved quickly. A confirmation of this would be made by patient testimony and repeat assessment using the CDRS (Shanahan et al., 1987). The child is expected to score lower than the initial 30 points that indicated major or significant depression.

A for the ethical considerations, the fact that the sertraline is off-label means that there is a real risk of unknown adverse effects affecting the child. However, the benefits to be gained by the child outweigh the risks and therefore it is beneficence that reigns. To mitigate the risk of harm to the patient, he will be monitored very closely and the sertraline stopped immediately there is any indication of an adverse outcome (nonmaleficence) (Haswell, 2019). These are the two bioethical principles that define the ethical perspective of this case.

Decision Point Two

On return for review and re-evaluation, the child and his mother reported that they had not experienced any improvement in the boy’s condition. In other words, the condition of depression and its symptoms remained intact even after starting the off-label sertraline (Zoloft). The boy had been taking the medication at a dose of 25 mg orally per day for the past four weeks as planned. But the absence of a change in the symptoms was not surprising at all. This lack of surprise is informed by knowledge about the pharmacodynamics of sertraline (Zoloft). Its therapeutic effect is known to start in earnest anywhere from two to four weeks (Stahl, 2017). Because of that, the boy was still well within the timeframe for the start of the therapeutic action of sertraline.

The decision taken at this decision point two was therefore to double the dose of the sertraline (Zoloft) to 50 mg orally every day for another four weeks. This decision is evidence-based as Stahl (2017) states that an increase in the dose of sertraline is indicated if the therapeutic effect does not kick in between four and six weeks. Also, increasing the dose would coincide with the beginning of the therapeutic effect and therefore maximise the benefit. The reasons for not choosing the other two options available were also evidence-based. An increase of the sertraline dose to 37.5 mg would have had minimal effect even after the therapeutic effect kicked in. Stopping sertraline and introducing fluoxetine or Prozac would have been premature and ill-informed. Even though Prozac is FDA-approved to treat MDD in children (Stahl, 2017); the off-label sertraline must first be given a chance to produce its full therapeutic effects before considering stoppage.

What was hoped would be achieved by doubling the dose of sertraline as done above was to produce a symptom reduction by about 50%, as indicated by the CDRS scores. In evidence-based practice, this is what is considered as a therapeutic response. Ethical considerations at this stage would be about autonomy. The mother and the child would be counselled and given psychoeducation so that they can remain adherent to the treatment and comply with the dosing. They will make this decision based not on coercion, but on the principle of concordance (Snowden et al., 2014). The decision by mother and child to continue with the same medication at an increased dose regardless of the apparent absence of improvement will therefore be informed (autonomy).

Decision Point Three

The child is returned after a total of eight weeks on sertraline (Zoloft), the last four of which were at an increased dose of 50 mg per day orally. As expected, the patient and his mother report a significant reduction of in his depressive symptoms. The CDRS assessment confirms this by showing that indeed the reduction in depressive symptoms is by half (50%). Indeed, the sertraline had now begun demonstrating its therapeutic effect after four weeks of use. Because the child was obviously responding well to the off-label sertraline, the decision made at this point was to raise its dose to 75 mg orally per day. This was expected to provide sustained symptom remission in a robust way. The other two options were rejected because there was a therapeutic response already demonstrated by the use of the off-label sertraline. The hope in increasing the sertraline dose was to increase the therapeutic response by at least another 25% to 30%. Ethically, beneficence and nonmaleficence were to be upheld as on the previous occasions.

Conclusion

This case of the 8 year-old African American male child with a diagnosis of major depression is a test of the pharmacotherapeutic acumen of the clinician. A thorough knowledge is required of the pharmacodynamics of each of the agents, as is knowledge about off-label use and FDA approval. Above all, the clinician needs to be abreast of the current evidence-based practice concerning pharmacologic treatment of childhood psychiatric conditions. Major depressive disorder is a diagnosis made in both adults and children. However, treatment by FDA-approved drugs in adults is straightforward. This is not the case in pediatrics. For this reason and based on anecdotal evidence and EBP, the choice of off-label sertraline was made. Knowledge of its pharmacodynamics enabled persistence even in the face of nonresponse within the first four weeks. The reduction in depressive symptoms by 50% was the turning point in treatment. It showed that the child was demonstrating a therapeutic response. This provoked a further increase to 75 mg orally every day, which was to sustain the effect and produce an even bigger response. In all, the decisions made were the best and the treatment was a success.

References

Allen, H.C., Garbe, M.C., Lees, J., Aziz, N., Chaaban, H., Miller, J.L., Johnson, P., & DeLeon, S. (2018). Off-label medication use in children, more common than we think: A systematic review of the literature.
The Journal

of the Oklahoma State Medical Association, 111
(8), 776–783.
https://europepmc.org/article/pmc/pmc6677268

American Psychiatric Association [APA] (2013).
Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5
th
ed
. Author. African American Child Suffering From Depression marked

Chon, M-W., Lee, J., Chung, S., Kim, Y., & Kim, H-W. (2017). Prescription pattern of antidepressants for children and adolescents in Korea based on nationwide data.
Journal of Korean Medical Science, 32
(10), 1694-1701.
https://doi.org/10.3346/jkms.2017.32.10.1694

Haswell, N. (2019). The four ethical principles and their application in aesthetic practice.
Journal of Aesthetic Nursing
, 8(4), 177-179.
https://doi.org/10.12968/joan.2019.8.4.177

Mir, A.N. & Geer, M.I. (2017). Off-label use of medicines in children.
International Journal of Pharmaceutical Sciences and Research
.

OFF-LABEL USE OF MEDICINES IN CHILDREN

Rosenthal, L.D., & Burchum, J.R. (2018).
Lehne’s pharmacotherapeutics for nurse practitioners and physician assistants
. Elsevier.

Sadock, B.J., Sadock, V.A., & Ruiz, P. (2015).
Synopsis of psychiatry: Behavioral sciences clinical psychiatry, 11
th
ed
. Wolters Kluwer.

Shanahan, K.M., Zolkowski-Wynne, J., Coury, D.L., Collins, E.W., & O’Shea, J.S. (1987). The Children’s Depression Rating Scale for normal and depressed outpatients.
Clinical Pediatrics, 26
(5), 245-247.
https://doi.org/10.1177/000992288702600506

Snowden, A., Martin, C., Mathers, B., & Donnell, A. (2014). Concordance: A concept analysis.
Journal of Advanced Nursing, 70
(1), 46-59.
https://doi.org/10.1111/jan.12147

Stahl, S.M. (2017).
Stahl’s essential psychopharmacology: Prescriber’s guide, 6th ed
. Cambridge University Press.

Vijay, A., Becker, J.E., & Ross, J.S. (2018). Patterns and predictors of off-label prescription of psychiatric drugs.
PLoS ONE 13
(7): e0198363.
https://doi.org/10.1371/journal.pone.0198363

BACKGROUND INFORMATION

The client is an 8-year-old 
African
 
American
 male who arrives at the ER with his mother. He is exhibiting signs of 
depression
. African American Child Suffering From Depression marked

Client complained of feeling “sad”

Mother reports that teacher said 
child
 is withdrawn from peers in class

Mother notes decreased appetite and occasional periods of irritation

Client reached all developmental landmarks at appropriate ages

Physical exam unremarkable

Laboratory studies WNL

Child
 referred to psychiatry for evaluation

MENTAL STATUS EXAM

Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but 
child
smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead. African American Child Suffering From Depression marked

You administer the Children’s 
Depression
 Rating Scale, obtaining a score of 30 (indicating significant 
depression
)

RESOURCES

§ Poznanski, E., & Mokros, H. (1996). 
Child
 
Depression
 Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Decision Point One

Select what you should do:

Begin Zoloft 25 mg orally daily

Begin Paxil 10 mg orally daily

Begin Wellbutrin 75 mg orally BID

The Assignment: 5 pages

Examine Case Study: An 
African
 
American
 
Child
 
Suffering
 From 
Depression
. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. African American Child Suffering From Depression marked

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

Which decision did you select?

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. African American Child Suffering From Depression marked

Decision #2 (1 page)

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. African American Child Suffering From Depression marked

Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

Rubric scores

Introduction to the case (1 page)

Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1–2 pages)

• Which decision did you select?

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). African American Child Suffering From Depression marked

• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples

Decision #2 (1–2 pages)

• Which decision did you select?

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1–2 pages)

• Which decision did you select?

• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. African American Child Suffering From Depression marked

Conclusion (1 page)

• Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

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.

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

RESPONSE

Agree with decision point one but I do not see the other two options addressed with primary literature to support not using either. Paxil has significant data that shows the highest rate of SI in this population. Wellbutrin has little evidence of use in peds and also, when studied, was looked at in MDD/ADHD.

Agree with decision point two and see an adequate discussion to support.

I would mention that a lack of ADE also supports escalating the dose here.

I do not agree with decision point three. It has only been 4 weeks since your last dose increase. Not a full 6-8 weeks and he has shown a full response (reduction of symptoms by 50% or greater). The most appropriate answer here would be to continue with the same dose. A dose increase here could lead to ADE.

APA formatting should be with a left justified top line with a one tab singular indentation for each line below per citation. African American Child Suffering From Depression marked

Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development

Success, Outlook, and Professional Development of the Psychiatric-Mental Health Nurse Practitioner or PMHNP

The Psychiatric-Mental Health Nurse Practitioner is an advanced practice registered nurse (APRN) and falls under the role of nurse practitioner or NP, according to the APRN Consensus Model (Registered Nursing.org, 2019). This model specifies four APRN roles of which the RN role under which the PMHNP falls is just but one. The other three roles are certified nurse midwife (CNM), certified registered nurse anaesthetist (CRNA), and clinical nurse specialist or CNS (Registered Nursing.org, 2019) Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development. The PMHNP is therefore concerned specifically with issues of mental health in thr community, including their assessment, diagnosis, treatment, and prevention. As an APRN nurse practitioner specialty, the PMHNP’s population focus is solely psychiatric-mental health (Registered Nursing.org, 2019) Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

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Of course the other APRN specialties are also just as important in ensuring the health of entire communities. For instance, coparison can be made between the PMHNP specialty and the APRN specialising in the population focus of Adult-Gerontology. This latter specialty concerns itself with the health problems of adolescents, young adults, mature adults, and those that are in their old age. Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development The APRN assesses, investigates, diagnoses, treats, and follows up these adolescents and adults holistically. As for the PMHNP, they provide holistic mental health care to the entire population across the lifespan. The PMHNP is highly trained and prepared ti do all this. This is because at Walden University specifically, the Master of Science in Nursing or MSN graduate program is accredited by the Commission on Collegiate Nursing Education or CCNE (Walden University, 2019). This is a national accreditation agency recognised by the Ministry of Education. Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

Justification for Choosing Psychiatric-Mental Health Nurse Practitioner Specialty

Just like the other specialties in the APRN family, advanced nursing practice as a PMHNP involves education at the highest postgraduate level. Above all, there is extensive requirement of clinical competency achievement before any certification can be awarded. Beibg a PMHNP is one of the most fulfilling career prospects in healthcare in the United States. This is especially true in the states that have embraced legislation allowing for autonomous full practice authority or FPA for nurse practitioners. The reasons for choosing the MSN specialty of PMHNP are therefore manifold. The enactment of the Affordable Care Act of 2010 added significantly to the number of those people who are insured for mental health care (Phoenix et al., 2016). However, because there was no commensurate rise or increase in the numbers of mental health care providers, the position if a PMHNP has become attractive and lucrative. PMHNPs are now more than required to fill in the provider gap and offer holistic primary mental health care especially at the grassroots or community level. Because of this state of affairs, it has been estimated that the demand for PMHNPs will have grown by 20% by the year 2020 (Walden University, 2019).

The demand for the PMHNP at the primary health care (PHC) level is what makes it even more attractive. This is because at that level, the clinician is quite independent and autonomous in the treatment decisions they make. This allows the PMHNP to practice to the fullest level of their education and training Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development. The PMHNP in doing this is responsible for psychiatric diagnoses, mental and physical health assessments, coming up with treatment plans, prescribing psychoactive and other medications, performing counselling and/ or psychotherapy, engaging in interprofessional collaborative teamwork with ither health professionals, giving patient education and health promotion, mental health advocacy on policy and legislation, and community sensitization among other roles (Nurse Practitioner Schools, 2019). After education, training, certification, and licensure; opportunities for practice for the PMHNP are many. Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development. Among other settings in which the PMHNP can practice are mental health clinics, correctional facilities, private practice, domestic violence shelters, community mental health centres, schools, substance abuse facilities, and inpatient or outpatient psychiatric clinics (Walden University, 2019). Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

The extensive preparation the PMHNP training offers is another factor that attracts to the specialty. The nurse practitioner in psychiatric-mental health is thoroughly trained in mental health disorders, child psychological and mental health, adolescent psychological and mental health, adult psychological and mental health, mental health statistics, mental health research and evidence-based interventions, mental health promotion, advanced pathophysiology and pharmacology, the social determinants of health, and the concept of social justice and inequity in the access to mental health care (Nurse Practitioner Schools, 2019) Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development. Moreover, certification of the PMHNP is rigorous and is done by the reputable American Nurses Credentialing Centre (ANCC). For this to happen, though, the prospective PMHNP must be in possession of a graduate degree, a valid registered nurse license, and at least 500 clinical hours that are supervised. Conveniently, this certification is renewable after 5 years. This gives the PMHNP the peace of mind to practice without worrying about the expiry of certification in the span of just a year (Nurse Practitioner Schools, 2019) Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

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The American Psychiatric Nurses Association (APNA) as the Appropriate Professional Body for the PMHNP

The APNA was founded in 1986 with the aim of bringing together registered psychiatric-mental health nurses who could then share experiences and exchange expertise. Ut currently has a membership of over 13,500 members across the United States. As a professional organisation the APNA is quite inclusive as it accepts membership from those psychiatric-mental health nurses with associate degrees, baccalaureate degrees, MSN, and up to the terminal and apex Doctor of Nursing Practice or DNP (APNA, 2019). Becoming a member of the APNA requires one to first write an email to the organization after which they are sent registration forms to fill in and pay the annual or monthly membership fee (APNA, 2019) Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

As a professional organization fir mental health nurses, the APNA has at its disposal various professional resources that benefit its members. These include but are not limited to continuous professional education (CE) opportunities, position papers on various issues if interest to the members such as mental health advocacy, scholarships, and opportunities for networking with other mental health professionals among others (Nurse Practitioner Schools, 2019). The association also has a monthly newsletter in which it regularly reports issues and topics that concern mental health such as policy, regulation, and legislation. Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development. This is the
APNA News: The Psychiatric Nursing Voice
. Additionally, the association also boasts of its own journal in which are published relevant peer-reviewed papers written by members and other scholars and experts. This is the
Journal of the American Psychiatric Nurses Association (JAPNA)
. Lastly, the APNA annually organizes the APNA Conference which brings together its entire membership. During this event, important practice and research issues are shared and discussed (APNA, 2019). Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development.

 

References

American Psychiatric Nurses Association [APNA] (2019).
Membership, community, education, and resources
. Retrieved 27 October will 2019 from
https://www.apna.org/m/

Nurse Practitioner Schools (2019).
What is a psychiatric-mental health nurse practitioner (PMHNP)
. Retrieved 26 October 2019 from
https://www.nursepractitionerschools.com/faq/what-is-a-psychiatric-np/

Phoenix, B.J., Hurd, M., & Chapman, S.A. (2016). Experience of psychiatric-mental health nurse practitioners in public mental health.
Nursing Administration Quarterly, 40
(3), 212–224. Doi: DOI: 10.1097/NAQ.0000000000000171

Registered Nursing.org (2019, July 24 9). Advanced practice registered nurse (APRN). Retrieved 26 October 2019 from
https://www.registerednursing.org/aprn/

Walden University (2019).
Master of science in nursing (MSN) – Psychiatric-mental health nurse practitioner
. Retrieved 27 October 2019 from
https://www.waldenu.edu/online-masters-programs/msn-psychiatric-mental-health-nurse-practitioner
 Psychiatric-Mental Health Nurse Practitioner PMHNP Success, Outlook, and Professional Development

Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison

Examining Nursing Specialist

Comparison of Two Nursing Specialties

The nurse practitioner covers various specialties. My preferred nursing specialty is psychiatric and mental health nurse practitioner (PMHNP) and I will compare it with the family nurse practitioner (FNP) specialty. Both PMHNP and FNP specialties require master’s degree in nursing, normally MSN. In addition, both specialties have training and education required for the assessment of mental health disorders. However, PMHNPs have wide training in psychiatry to perform detailed assessments of mental health disorders in patients.  In addition, while the PMHNP is trained to provide psychotherapy, the FNP is supposed to collaborate with psychiatric practitioners for the provision of psychotherapy when indicated.  PMHNPs also treat mental aspects of psychiatric patients but this does not fall in the scope of practice of FNP (Bickford et al, 2015) Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison.

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Justification Statement for Choosing PMHNP

The reason for choosing the specialty is because as a PMHNP I will be able to work with psychiatric patients of all ages, I will also practice in various locations such as in-patient psychiatric facilities, state correctional facilities, psychiatric facilities, schools, and mental health centers. As a PHMNP, I will be able to assess, diagnose, and treat individuals with mental health disorders. This will encompass screening high-risk individuals for possible mental disorders in the future. The American Psychiatric Nurses Association indicates that PMHNPs can prescribe medications and provide psychotherapy, and at the same time play an active role in policy development, and help in healthcare reform (Chapman et al, 2019) Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison. Therefore, I will be able to advocate for people with mental health disorders and even influence policies that support addressing many issues that people with mental disorders face. This has always been my passion because mental health issue has been neglected for long, and also mental health patients normally face many issues in the society such as discrimination and stigmatization, which may prevent them from seeking proper treatment. In addition, as a PMHNP I will be able to practice and work in healthcare institutions, organizations, and communities as well. This specialty also enables a person to function as a consultant to link to clients and families, with complex mental health issues (Chapman et al, 2019) Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison.

Professional Organization

The organization related to my specialization as a PMHNP, is the Psychiatric Nurses Association (APNA). APNA is a professional organization that is dedicated to the practice of mental health nursing, health promotion through identification of psychiatric issues, preventing mental health problems, and provision of care and treatment to individuals with mental disorders.

I plan to become an active member of the organization by joining the organization and always paying the required membership fee. As a member, I will connect with other members and benefit from experts’ knowledge of other members through discussion site, member bridge, and APMN’s networking and find opportunities for professional growth. In addition, I plan join the educational programs provided by APNA and always attend the conferences and seminars organized by the organization. Such conferences and seminars will help me gain knowledge and competency in my specialty (Quinn-Szcesuil, 2016) Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison.

References

Bickford, C. J., Marion, L., & Gazaway, S. (2015).
Nursing: Scope and standards of practice, third edition
—
2015
. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf

Chapman S, Toretsky C & Bethany P. (2019). Enhancing Psychiatric Mental Health Nurse Practitioner Practice: Impact of State Scope of Practice Regulations. Journal of Nursing Regulation, 10(1), 35–43.

Quinn-Szcesuil, J. (2016).
Why you should join a nursing association
. Retrieved from https://dailynurse.com/join-nursing-association Psychiatric and mental health nurse practitioner (PMHNP) vs family nurse practitioner (FNP) specialty comparison

NURS 6003N Networking Opportunities

My strong desire to becoming a competent nursing provider is supported by extensive efforts towards both the academic a professional development. This is because, it requires more than just passion but hard work and deliberate plans geared towards achieving and fulfilling my career (Meretoja, Lindfors & Kotila, 2019) NURS 6003N Networking Opportunities. As such, my professional goals together with the academic goals relate with my nursing specialty, the Walden mission and vision and those of the School of Nursing (SON) as presented in this Academic Success and Professional Development Plan.

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I am currently pursuing a master of science in nursing having already completed a Bachelor degree. I enrolled for the post graduate program with the aim of advancing my academic development in preparation for my career. My goals include the development and strengthening of critical thinking in order to prepare for effective decision-making in the sensitive clinical setting with the aim of impacting the society’s health positively (Kaya, Şenyuva & Bodur, 2017). Another objective is to cultivate a positive attitude which will help me to keep cool, calm and on my feet in times of crisis. In addition, I seek to embrace collaboration, communication and teamwork from group discussions and classroom tasks which is essential in learning, assisting and asking for assistance NURS 6003N Networking Opportunities.

On the other hand, my professional development is based on multiple goals. These include to effectively implement evidence-based practice interventions to promote the safety of the patient and uphold high quality care. Another professional goal is to provide excellent patient-centered care through holistic practice (Owens, 2017). NURS 6003N Networking Opportunities Consequently, I seek to increase technology skills in order to remain updated on the current trends and changes in the industry.  For me to practice and interact optimally in the healthcare setting, I intend to advance my interpersonal and communication skills.

The mission of Walden University is to produce graduate professionals with the desire to impact the society positively by making a difference. As such, the university supports both the professional and academic development through the provision of an intellectual foundation supporting the student’s goals. The university also supports critical thinking essential for resolution of critical challenges encountered in the field. It also educates baccalaureate prepared nurses for leadership roles in clinical nursing, advanced practice, nursing education and hence, the information obtained fits with my own goals and to becoming a scholar-practitioner (Lane, 2017). The scholar practitioner model is also challenges me to integrate scholarly research with my own expertise as a skilled practitioner in the nursing field. NURS 6003N Networking Opportunities In general, I can confirm that the university and SON resources are continually supporting me in both my professional and career development with an aim of imposing a positive social change NURS 6003N Networking Opportunities.

There are multiple academic and professional individuals and teams with whom I may collaborate in support of my efforts as a student at the university and as a professional within my organization and career. These include my instructors from whom I will gain knowledge, skills and guidance on the achievement of my goals. The students will also help me in building my communication and teamwork spirit and a positive attitude towards interaction and collaboration. My preceptor will also pay an essential role in familiarizing me with the healthcare setting and as well act as a role model to my future career development during my practicum experiences. I may also join the school’s nursing club together with other professional development agencies and organization to gain exposure, learn and collaborate with other nursing students and practitioner sin various professional and academic development activities (Dalmida et al., 2016) NURS 6003N Networking Opportunities.

Reference

Dalmida, S. G., Amerson, R., Foster, J., McWhinney‐Dehaney, L., Magowe, M., Nicholas, P. K., … & Leffers, J. (2016). Volunteer service and service learning: opportunities, partnerships, and United Nations millennium development goals. 
Journal of Nursing Scholarship
, 
48
(5), 517-526.

Kaya, H., Şenyuva, E., & Bodur, G. (2017). Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research. 
Nurse education today
, 
48
, 72-77 NURS 6003N Networking Opportunities.

Lane, A. (2017). Open education and the sustainable development goals: Making change happen. 
Journal of Learning for Development-JL4D
, 
4
(3).

Meretoja, R., Lindfors, K., & Kotila, J. (2019). Professional Practice Competence Framework for the Nurse Leader. In 
Leadership in Nursing: Experiences from the European Nordic Countries
 (pp. 115-127). Springer, Cham.

Owens, T. L. (2017). Higher education in the sustainable development goals framework. 
European Journal of Education
, 
52
(4), 414-420. NURS 6003N Networking Opportunities.

 

Networking Opportunities
In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.
Walden University and the School of Nursing (SON) also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.
This Module’s Discussion asks you to consider how the Walden mission and vision as well as the SON’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.
To Prepare:
Review the Walden and SON mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
Reflect on your professional and academic goals as they relate to your program/specialization NURS 6003N Networking Opportunities.
Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.
Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment

Academic and Professional Resources and Strategies for the MSN Nurse Student and the Postgraduate Qualified MSN Nurse Practitioner

There are many academic resources and strategies that could be applied to the MSN program for the benefit of the postgraduate nurse student. One of these resources is the NursingCAS. This is an application service that is available online and can be accessed by those wishing to pursue the MSN program from universities within the United States (Education USA, n.d.). Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment Given that many of the potential students interested in the MSN program are already registered nurses working and with families, this resource is crucial as they can make an application from their workplace or from the comfort of their homes. Another useful strategy to MSN students is attendance of professional conferences that are normally organised annually by professional nursing bodies (Bond, n.d.). This is because in these forums the MSN student gets to be exposed to the experiences of senior professional colleagues which then shape their future career prospects. Lastly, the other resources of importance to the MSN program students are reputable nursing journals that contain peer-reviewed articles (Bond, n.d.). These help widen the knowledge base of the MSN students Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment.

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As for professional resources and strategies that can help the practicing MSN graduate, some of the most important are continuous education programs (NACNS, 2020). These help the advanced nurse keep abreast with the latest developments in her area of expertise. Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment. The other professional resource comprises of the numerous nursing organizations. There are over one hundred such organizations in the US, including the American Nurses Association (ANA) and the National League for Nursing (NLN). These guarantee a united voice for nurses able to influence policy at the political level (Schneider, 2015). Lastly, nurse incentives for upskilling and re-skilling such as tuition funding are the other resource for MSN postgraduate nurse professionals (Lagasse, 2019).   All these resources directly benefit the student and the professional, as explained above. Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment.

References

Bond, J. (n.d.).
85 great resources for MSN students
. Retrieved 10 March 2020 from
https://www.bestmasterofscienceinnursing.com/student-resources/

Education USA (n.d.).
US graduate nursing resources
. Retrieved 11 March 2020 from
https://educationusa.state.gov/your-5-steps-us-study/research-your-options/graduate/what-graduate-programs-are-available/us-1

Lagasse, J. (august 16, 2019). Retraining existing employees can help mitigate the effects of healthcare’s workforce shortage.
Healthcare Finance
. Retrieved 11 March 2020 from
https://www.healthcarefinancenews.com/node/139102

National Association of Clinical Nurse Specialists [NACNS] (2020).
Professional resources
. Retrieved 11 March 2020 from
https://nacns.org/professional-resources/

Schneider, A. (2015).
Nursing organizations: The role they play in professional development
. Retrieved 11 March 2020 from
https://www.rn.com/nursing-organizations-the-role-they-play-in-professional-development/ 
  Academic Resources and Strategies : Academic Success and Professional Development Plan Part 2 Assignment

Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics

The
International Center for Academic Integrity
highlights six key pillars namely: trust, respect, responsibility, honesty, courage, and fairness that form the basis of integrity in academics (International Center for Academic Integrity, 2013). Communities that have evolved academically have value for the individuality that results from a diverse population. Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics. Respect refers to the ability to face challenges without letting it to ‘get under your skin’ as people often do. Honesty is crucial in any learning institution that strives to attain academic integrity as it results in the value of the trust (International Center for Academic Integrity, 2013).  A transparent community builds fairness.

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Both students and faculty need to uphold some level of clarity with each other to nurture the value of fairness. Fostering integrity requires accountability from academic communities such that in case of any wrongdoing, relevant action is taken. Courage is the value that binds everything. A person may have all the other five values but without the courage to act, academic integrity is unattainable. Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics.  A perfect reflection of integrity is in academic writing. The only way a university/ institution can thrive is by scholars exhibiting academic integrity in all the learning aspects by giving no room for self-plagiarism or plagiarism(International Center for Academic Integrity, 2013) Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics.

Each social science must have a code of ethics. For instance, for advanced practice nurses and nurses, the code of ethics by the ANA with interpretive statement is the most suitable. This code outlines how nurses should demonstrate professional practice as well as maintain boundaries within scholarly ethics. The code of ethics explains the roles, obligations, and responsibilities of nurses towards patients, colleagues and the nursing profession (American Nurses Association., 2015). Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics It is mandatory for all nurses to observe the code of ethics and behave in a scholarly way to fulfill it. For example, the ANA emphasizes that “
all nurses should take part in profession advancement through knowledge development, evaluation, dissemination band application to practice
” (American Nurses Association., 2015). A nurse’s scholarly ethics can be identified from his/her practice since ethics refer to what a person does when no one is looking Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics.

Upon completing an assignment, it is compulsory to use the tools provided by the institution to ensure that the final product is the best. SafeAssign is used to compare work being submitted against several other assignments over the internet, books, and journals (Walden University Academic Skills Center, n.d.). Its purpose is to get the lowest score as a sign of no plagiarism. However, if a student finds some plagiarism, this creates awareness and influences one to take action. On the other hand, Grammarly functions the same as an editor. It is an essential tool for correcting punctuation errors, issues in spacing and misspellings (Walden University Writing Center, n.d.). While the university provides this service free, one can also upgrade to an alternative version that helps to correct sentence structures. Paraphrasing is one of the best ways to avoid plagiarism. It involves taking an author’s ideas and putting them in your own words. However, rather than just changing a word or two, one must restate an entire idea using a person’s own words. When done right, it is a very useful tool Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics. It is also worth noting that the institution provides worksheets and webinars on how to paraphrase correctly.

Part 3 Section 2: Strategies for Maintaining Integrity of Work

To main my academic integrity work, I intend not to seek any contract services to get my assignments done. I will use the writing center, SafeAssign, Grammarly and several other tools provided by the university to improve the quality of my assignments (International Center for Academic Integrity, 2013) Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics. After reading and understanding the contents of an article, I will use my paraphrasing skills to expand on the same knowledge. I will also ensure that I cite all the sources used and provide an appropriate reference list where other readers can refer.

In my professional practice as a nurse, I will ensure that I abide by the ANA code of ethics to guide my actions and decision-making. As emphasized by Hoskins, Grady & Ulrich (2018), I also look forward to having a partner who will ensure that I can account for my time, practice decisions and actions. My accountability partner will also ensure that I do not bill for any services that I do not complete Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics. In the clinical area, I promise to handle patients will respect and dignity while observing the value of ‘patient first’.  I look forward to being a member of three professional nursing organizations where I can network, advance my knowledge and share my opinions to advance the nursing practice through advocacy and legislation (Hoskins, Grady & Ulrich, 2018). This will positively influence my ability to advocate for patient’s rights in my community. Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics.

 

References

Hoskins, K., Grady, C, & Ulrich, C. (2018). Ethics education in nursing: Instruction for future generations of nurses.  OJIN: The Online Journal of Issues in Nursing, 23(1).

International Center for Academic Integrity. (2013). The fundamental values of academic integrity. Retrieved March 29, 2020, from
https://academicintegrity.org/fundamental-values/
  Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements.

Retrieved from
https://www.nursingworld.org/coe-view-only

Walden University Academic Skills Center. (n.d.). Asc success strategies: Plagiarism. Retrieved March 29, 2020, from
https://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism
.

Walden University Writing Center. (n.d.). Grammarly: Overview. Retrieved March 29, 2020, from

https://academicguides.waldenu.edu/writingcenter/grammarly Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics