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[Solution] NUR620-AP1 [Full Course, All Assignments and Discussions]
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NUR-620-AP1- Group Case Study Video Presentation
Group Case Study Video Presentation
For this Assignments and Discussions, groups of students will create a narrated presentation regarding the assigned patient case scenario using the Group Case Study guidelines provided to you. Students will be assigned to groups and your assigned group can be found in the People navigation link on the left side of your Canvas page.
Use of the current APA format for PowerPoint (PPT) presentations is expected. One group member should submit the PPT slides AND the recorded Zoom video to Assignments in Canvas for grading Assignments and Discussions. Post the PPT in the Threaded Discussion section, then view and evaluate two peers’ presentations for full credit for the assignment.
Activity Criteria:
- Create a patient that you have been assigned to by your faculty and add details from a patient that you have encountered in the clinic setting who has signs and symptoms of at least three psychiatric disorders and one medical condition Assignments and Discussions.
- Provide a 10-12 PPT slide overview of the case using Zoom/Teams
| S= | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Assignments and Discussions Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS). |
| O= | Objective data: Medications; Allergies; Past medical history; Family history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam(Focused), and Mental Status Exam. |
| A= | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes. |
| P= | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow-up. |
Other: Incorporate current clinical guidelines NIH Clinical GuidelinesLinks to an external site. or APA Clinical GuidelinesLinks to an external site., research articles, and the role of the PMHNP in your presentation.
- Graduate Mental Status Exam GuideDownload Graduate Mental Status Exam Guide
- How do I upload media files in my Canvas Studio account?Links to an external site.
- How do I submit Canvas Studio media as a File Upload assignment in Canvas as a student?Links to an external site.
Reminder: It is important that you complete this assessment using your critical thinking skills Assignments and Discussions. You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document “my preceptor made this diagnosis.” An example of the appropriate descriptors of the clinical evaluation is listed below. It is not acceptable to document “within normal limits.”
Submission Instructions:
- The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.
- The presentation should consist of 10-15 slides and less than 10 minutes in length (excluding the introduction and reference page).
- Incorporate a minimum of four current (published within the last five years) scholarly journal articles or primary legal sources Assignments and Discussions (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style, 7th Edition (the library has a concise copy of the APA Manual).
- Students must wear their lab coats and conduct the video in a professional setting, or the presentation will not be graded.
- Complete the Zoom/Teams video Assignments and Discussions and submit both the PPT and the video by 11:59 PM ET Sunday
- This assignment is worth 95 points.
- Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
- You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
Grading Rubric
Your assignment will be graded according to the grading rubric Download grading rubric.
View Rubric
Select Grader
| Group Video Case Presentation and Psychiatric SOAP Note Rubric | ||
| Group Video Case Presentation and Psychiatric SOAP Note Rubric | ||
| Criteria | Ratings | Pts |
| Chief Complaint view longer description | 4 to >3 pts Exemplary Includes a direct quote from patient about presenting problem 3 to >2 pts Distinguished Includes a direct quote from patient and other unrelated information 2 to >0 pts Developing Includes information but information is NOT a direct quote 0 pts Novice Information is completely missing Assignments and Discussions. | 4 / 4 pts |
| Demographics – S view longer description | 2 pts Exemplary Begins with patient initials, age, race, ethnicity, and gender (5 demographics) 1.5 pts Distinguished Begins with 4 of the 5 patient demographics (patient initials, age, race, ethnicity, and gender) 1 pts Developing Begins with 3 or less patient demographics (patient initials, age, race, ethnicity, and gender) 0 pts Novice Information is completely missing | 2 / 2 pts |
| History of the Present Illness (HPI) – S view longer description | 5 to >3 pts Exemplary Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity) 3 to >2 pts Distinguished Includes the presenting problem and 6 of the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing 2 to >1 pts Developing Includes the presenting problem and 4 of the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing 1 to >0 pts Novice The presenting problem is not clearly stated and/or there are < 4 of the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing Assignments and Discussions | 5 / 5 pts |
| Allergies – S view longer description | 2 pts Exemplary Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy) 1.5 pts Distinguished If allergies are present, students list type Drug, environmental factor, herbal, food, latex name and include severity of allergy OR description of the allergy 1 pts Developing If allergies are present, students lists only the type of allergy name 0 pts Novice Information is completely missing Assignments and Discussions | 2 / 2 pts |
| Review of Systems (ROS) – S view longer description | 5 to >3 pts Exemplary Includes a minimum of 3 assessments for each body system, assesses at least 9 body systems directed to chief complaint, AND uses the words “admits” and “denies” 3 to >2 pts Distinguished Includes 3 or fewer assessments for each body system, assesses 5-8 body systems directed to chief complaint, AND uses the words “admits” and “denies” 2 to >0 pts Developing Includes 3 or fewer assessments for each body system, and assesses less than 5 body systems directed to chief complaint, OR student does not use the words “admits” and “denies” 0 pts Novice Information is completely missing Assignments and Discussions | 5 / 5 pts |
| Vital Signs – O view longer description | 2 pts Exemplary Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.) 1.5 pts Distinguished Includes at least 6 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.) 1 pts Developing Includes at least 4 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.) 0 pts Novice Information is completely missing Assignments and Discussions | 2 / 2 pts |
| Labs, Diagnostic Tests and Screening Tools – O view longer description | 3 pts Exemplary Includes a list of the labs, diagnostic tests or screening tools reviewed at the visit, values of lab results or screening tools, and highlights abnormal values, OR acknowledges no labs/diagnostic tests were reviewed. 2 pts Distinguished Includes a list of the labs, diagnostic tests, or screening tools reviewed at the visit, but does not include the values of lab results or screening tools, but does not highlight abnormal values. 1 pts Developing Includes a list of the labs, diagnostic tests, or screening tools reviewed at the visit but does not include the values of the results or highlight abnormal values. 0 pts Novice Information is completely missing Assignments and Discussions. | 3 / 3 pts |
| Medications-S view longer description | 4 to >3 pts Exemplary Includes a list of all of the patient reported psychiatric and medical medications and the diagnosis for the medication (including name, dose, route, frequency) 3 to >2 pts Distinguished Includes a list of all of the patient reported psychiatric and but omits the medical medications and the diagnosis for the medication (including name, dose, route, frequency) 2 to >0 pts Developing Includes a list of some of the patient reported psychiatric and/or medical medications and the diagnosis for the medication (omits the dose, route, frequency of the medications) 0 pts Novice Information is completely missing Assignments and Discussions | 4 / 4 pts |
| Past Medical History-S view longer description | 3 pts Exemplary Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current 2 pts Distinguished Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, either year of diagnosis OR whether the diagnosis is active or current 1 pts Developing Includes each medical diagnosis but does not include year of diagnosis or whether the diagnosis is active or current 0 pts Novice Information is completely missing Assignments and Discussions | 3 / 3 pts |
| Past Psychiatric History-S view longer description | 5 to >3 pts Exemplary Includes (Outpatient and Hospitalizations), for each psychiatric diagnosis (including addiction treatment), year of diagnosis and 3 to >2 pts Distinguished Includes (Outpatient and Hospitalizations), for each psychiatric diagnosis (omits addiction treatment), year of diagnosis 2 to >0 pts Developing Includes (Outpatient and Hospitalizations), for each psychiatric diagnosis (including addiction treatment), does not include the year of diagnosis 0 pts Novice The information is completely missing Assignments and Discussions | 5 / 5 pts |
| Family Psychiatric History-S view longer description | 3 pts Exemplary Includes an assessment of at least 6 family members regarding, at a minimum, genetic disorders, mood disorder, bipolar disorder and history of suicidal attempts 2 pts Distinguished Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, mood disorder, bipolar disorder and history of suicidal attempts 1 pts Developing Includes an assessment of at least 2 family members regarding, at a minimum, genetic disorders, mood disorder, bipolar disorder and history of suicidal attempts 0 pts Novice Information is completely missing Assignments and Discussions | 3 / 3 pts |
| Social History-S view longer description | 3 pts Exemplary Distinguished Includes all 11 of the following: tobacco use, drug use, alcohol use, marital status, employment status, current and previous occupation, sexual orientation, sexually active, contraceptive use/pregnancy status, and living situation. 2 pts Distinguished Includes at least 8 of the following: tobacco use, drug use, alcohol use, marital status, employment status, current and previous occupation, sexual orientation, sexually active, contraceptive use/pregnancy status, and living situation. 1 pts Developing Includes all 6 of the following: tobacco use, drug use, alcohol use, marital status, employment status, current and previous occupation, sexual orientation, sexually active, contraceptive use/pregnancy status, and living situation. 0 pts Novice Information is completely missing Assignments and Discussions. | 3 / 3 pts |
| Mental Status Exam-O view longer description | 10 to >8 pts Exemplary Includes all 10 components of the mental status exam (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/ perception, cognition, insight and judgement) with detailed descriptions for each area 8 to >5 pts Distinguished Includes all 8 components of the mental status exam (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/ perception, cognition, insight and judgement). Assignments and Discussions with detailed descriptions for each area 5 to >3 pts Developing Includes >6 components of the mental status exam (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/ perception, cognition, insight and judgement) with some descriptions for each area 3 to >0 pts Novice Includes <3 components of the mental status exam (appearance, attitude/behavior, mood, affect, speech, thought process, thought content/ perception, cognition, insight and judgement) OR detailed descriptions is not included for each area | 10 / 10 pts |
| Primary Diagnoses-A view longer description | 5 to >3 pts Exemplary Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority) 3 to >2 pts Distinguished Includes a clear outline of the accurate diagnoses addressed at the visit but does not list the diagnoses in descending order of priority 2 to >0 pts Developing Includes an inaccurate diagnosis as the principal diagnosis 0 pts Novice Information is completely missing Assignments and Discussions | 5 / 5 pts |
| Differential Diagnoses-A view longer description | 3 pts Exemplary Includes at least 2 differential diagnoses for the principal diagnosis 2 pts Distinguished Includes 2 differential diagnoses for the principal diagnosis 1 pts Developing Includes 1 differential diagnosis for the principal diagnosis 0 pts Novice Information is completely missing | 3 / 3 pts |
| Outcome Labs/Screening Tools – O view longer description | 3 pts Exemplary Includes appropriate diagnostic/lab testing or screening tool 100% of the time OR acknowledges “no diagnostic testing or screening tool clinically required at this time” 2 pts Distinguished Includes appropriate diagnostic/lab testing 50% of the time OR acknowledges “no diagnostic testing or screening tool clinically required at this time” 1 pts Developing Includes appropriate diagnostic testing less than 50% of the time. 0 pts Novice Information is completely missing Assignments and Discussions. | 3 / 3 pts |
| Treatment view longer description | 8 to >6 pts Exemplary Includes a detailed pharmacologic and non pharmacological treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the following: drug/vitamin/herbal name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. For non-pharmacological treatment, includes: treatment name, frequency, duration. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above Assignments and Discussions. 6 to >4 pts Distinguished Includes a detailed pharmacologic and non pharmacological treatment plan for each of the diagnoses listed under “assessment”. The plan includes 4-7 of the following: drug/vitamin/herbal name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. For non-pharmacological treatment, includes: treatment name, frequency, duration. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above. 4 to >2 pts Developing Includes a detailed pharmacologic and non pharmacological treatment plan for each of the diagnoses listed under “assessment”. The plan includes 4 of the following: drug/vitamin/herbal name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. Non-pharmacological treatment NOT included. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above. 2 to >0 pts Novice Information is completely missing Assignments and Discussions | 8 / 8 pts |
| Patient/Family Education-P view longer description | 5 to >3 pts Exemplary Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives. 3 to >2 pts Distinguished Includes at least 2 strategies to promote and develop skills for managing their illness and at least 2 self-management methods on how to incorporate healthy behaviors into their lives. 2 to >0 pts Developing Includes at least 1 strategies to promote and develop skills for managing their illness and at least 1 self-management methods on how to incorporate healthy behaviors into their lives. 0 pts Novice Information is completely missing Assignments and Discussions. | 5 / 5 pts |
| APA Formatting view longer description | 5 to >3 pts Exemplary Effectively uses literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of precision with APA 7th Edition writing style. 3 to >2 pts Distinguished Effectively uses literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of precision with APA 7th Edition writing style. 2 to >0 pts Developing Ineffectively uses literature and other resources to inform their work. Moderate use of citations and extended referencing. APA 7th Edition writing style not strictly adhered to. 0 pts Novice APA style and writing mechanics not used Assignments and Discussions. | 5 / 5 pts |
| Audio-Video Presentation view longer description | 10 to >7 pts Exemplary Audio-Video presentation contains 10-15 slides. Well-rehearsed. Voice, eye contact and pacing hold interest and attention of the audience; introduced self and project. 7 to >3 pts Distinguished Audio-Video presentation contains a minimum of 10 slides. Fairly fluid delivery. Communicates ideas with proper voice projection; perhaps one mispronounced work; made eye contact 3 to >0 pts Developing Audio-Video presentation contains fewer than 10 slides, or some slides designed do not support the therapeutic intervention/content of the presentation Assignments and Discussions. Some difficulty communicating ideas. Poor voice projections; some eye contact; no introduction; mispronounced a few words; long pauses; somewhat confused. 0 pts Novice Audio-Video presentation was not submitted or the video was not created using the audio or video platform required in the instructions. Great difficulty communicating ideas. Poor voice projection; no eye contact; no introduction; mispronounced words; stopped or had long pauses; read from notes | 10 / 10 pts |
| Collaboration view longer description | 5 to >3 pts Exemplary The teammates always worked from others’ ideas. It was evident that all of the group members contributed equally to the presentation. 3 to >2 pts Distinguished The teammates worked from others’ ideas most of the time. And it seems like every did some work, but some people are carrying the presentation. 2 to >0 pts Developing The teammates sometimes worked from others’ ideas. However, it seems as though certain people did not do as much work or were as familiar with the content as others. 0 pts Novice The teammates never worked from others’ ideas. It seems as though only a few people were familiar with or worked on the presentation Assignments and Discussions. | 5 / 5 pts |
| Total Points: 95 | ||
NUR-620-AP1- Muddy Points Discussion 1
After studying Module 2: Lecture Materials & Resources, submit one question for the week.
Instructions
- Each student should post a question regarding the quiz or any other content designed for the Muddy Point assignment by Thursday at 11:59 pm.
- The muddy point question must be unique and associated with the course content from the beginning of the course to the present. Questions should not be easily be found with an internet search or clearly defined in your textbook or other course resources. The best muddy point question asks to describe, distinguish, explain, summarize or translate content that needs further clarification Assignments and Discussions.
- Each student must respond to two peer’s post by Sunday at 11:59 pm, providing a short explanation with evidence-based rationale to the question.
- The student may use the required course materials or another scholarly resource. However, the page number to any textbook must be included to receive full credit.
- The faculty member will monitor and provide feedback and comments within 48-72 hours.
- Students will receive full credit once they have 1) submitted their unique question and 3) responded to two students using evidence-based rationale. There is no partial credit for this assignment Assignments and Discussions.
Submission Instructions:
- Your initial post should be a question, formatted, and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
- You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
- All replies must be constructive and use literature where possible.
- Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday Assignments and Discussions.
- Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.
- You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
Grading Rubric
Your assignment will be graded according to the grading rubric.
| Muddy Points Rubric | |||||
| Criteria | Ratings | Points | |||
| Identification of Main Issues, Problems, and Concepts | Distinguished – 4 points Posted a substantive, exceptional, and thought-provoking question which does not duplicate a question already posted. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. | Excellent – 3 points Posted question is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses are not as clear as they could be. Does not duplicate a question already posted Assignments and Discussions. | Fair – 2 points Demonstrate limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given. Does not duplicate a question already posted. | Poor – 0 points Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear. Duplicates a question already posted. | 4 points |
| APA Formatting Guidelines | Distinguished – 2 points References page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. | Excellent – 1 point References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations Assignments and Discussions. | Fair – 0.5 points References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | Poor – 0 points References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. | 2 points |
| Use of Citations, Writing Mechanics | Distinguished – 2 points Rules of grammar, usage and punctuation are followed; spelling is correct. | Excellent – 1 point Few grammatical errors, but sentences could be clearer and more precise. | Fair – 0.5 points Paper contains few grammatical, punctuation and spelling errors. | Poor – 0 points Paper contains numerous grammatical, punctuation, and spelling errors. | 2 points |
| Response to Posts of Peers | Distinguished – 2 points Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each. | Fair – 1 point Constructively responded to one other post and either extended, expanded, or provided a rebuttal. | Poor – 0 points Provided no response to a peer’s post. | 2 points | |
| Total Points | 10 | ||||
NUR-620-AP1- Week 3 Discussion
Anxiety Case
After studying Module 3: Lecture Materials & Resources, discuss the following:
| Case Study | Ms. JN is a 24-year-old law student who presents to an outpatient psychiatry clinic accompanied by her husband. She feels “worried about everything!” She is “stressed out” about her academic workload and upcoming exams. She feels fatigued and has difficulty concentrating on her assignments. She also complains of frequent headaches and associated neck muscle spasms, as well as difficulty falling asleep. The patient’s husband describes her as “a worrier. She’ll worry about me getting into an accident, losing my job, not making enough money—the list goes on and on.” Ms. JN reports that she has always had some degree of anxiety, but previously found that it motivated her. Over the last year, her symptoms have become debilitating and beyond her control Assignments and Discussions. |
| Questions: | Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. Summarize the clinical caseFormulate Create a list of the patient’s problems and prioritize them. Which pharmacological treatment would you prescribe? Include the rationale for this treatment.Which non-pharmacological treatment would you prescribe? Include the rationale for this treatment.Include an assessment of treatment’s appropriateness, cost, effectiveness, safety, and potential for patient adherence Assignments and Discussions. |
NUR-620-AP1- Week 4 Discussion
Depression Case
After studying Module 4: Lecture Materials & Resources, discuss the following:
| Case Study | Ms. Z is a 28-year-old assistant store manager who arrives at your outpatient clinic complaining of sadness after her boyfriend of 6 months ended their relationship 1 month ago. She describes a history of failed romantic relationships, and says, “I don’t do well with breakups.” Ms. Z reports that, although she has no prior psychiatric treatment, she was urged by her employer to seek therapy. Ms. Z has arrived late to work on several occasions because of oversleeping. She also has difficulty in getting out of bed stating, “It’s difficult to walk; it’s like my legs weigh a ton.” She feels fatigued during the day despite spending over 12 hours in bed and is concerned that she might be suffering from a serious medical condition. She denies any significant changes in appetite or weight since these symptoms began Assignments and Discussions. Ms. Z reports that, although she has not missed workdays, she has difficulty concentrating and has become tearful in front of clients while worrying about not finding a significant other. She feels tremendous guilt over “not being good enough to get married,” and says that her close friends are concerned because she has been spending her weekends in bed and not answering their calls. Although during your evaluation Ms. Z appeared tearful, she brightened up when talking about her newborn nephew and her plans of visiting a college friend next summer. Ms. Z denied suicidal ideation Assignments and Discussions. |
| Questions: | Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. Summarize the clinical case including the significant subjective and objective data.Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Describe a health promotion intervention that would be appropriate for this patient Assignments and Discussions. |
NUR-620-AP1- Week 5 Discussion
Bipolar Case
After studying Module 5: Lecture Materials & Resources, discuss the following:
| Case Study | Jill, a 24 y/o Hispanic female arrives in the emergency room where her parents brought her for evaluation. They are worried because she is giving away all of her possessions and says she is planning to move to the South Pole so she can “save the world.” Her parents say that she has hardly been sleeping at all for the last 7 days, but she seems very energetic. They say she has appeared to be “in a frenzy” lately. When you interview Jill you notice that she speaks very rapidly and is laughing uncontrollably. It is hard to get her to be quiet long enough for you to ask questions. She seems agitated and has difficulty sitting still Assignments and Discussions. |
| Questions: | Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. Summarize the clinical case including the significant subjective and objective data.Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Describe a health promotion intervention that would be appropriate for this patient Assignments and Discussions. |
NUR-620-AP1- Week 6 Discussion
Psychiatric Case
After studying Module 6: Lecture Materials & Resources, discuss the following:
| Case Study | A 74-year-old African American woman, Ms. Richardson, was brought to the hospital emergency room by the police. She is unkempt, dirty, and foul-smelling. She does not look at the interviewer and is apparently confused and unresponsive to most of his questions. She knows her name and address, but not the day of the month. She is unable to describe the events that led to her admission. The police reported that they were called by neighbors because Ms. Richardson had been wandering around the neighborhood and not taking care of herself. The medical center mobile crisis unit went to her house twice but could not get in and presumed she was not home. Finally, the police came and broke into the apartment, where they were met by a snarling German shepherd. They shot the dog with a tranquilizing gun and then found Ms. Richardson hiding in the corner, wearing nothing but a bra. The apartment was filthy, the floor littered with dog feces. The police found a gun, which they took into custody. The following day, while Ms. Richardson was awaiting transfer to a medical unit for treatment of her out-of-control diabetes, the psychiatric provider attempted to interview her Assignments and Discussions. Her facial expression was still mostly unresponsive, and she still didn’t know the month and couldn’t say what hospital she was in. She reported that the neighbors had called the police because she was “sick,” and indeed she had felt sick and weak, with pains in her shoulder; in addition, she had not eaten for 3 days. She remembered that the police had shot her dog with a tranquilizer and said the dog was now in “the shop” and would be returned to her when she got home. She refused to give the name of a neighbor who was a friend, saying, “he’s got enough troubles of his own.” She denied ever being in a psychiatric hospital or hearing voices but acknowledged that she had at one point seen a psychiatrist “near downtown” because she couldn’t sleep. He had prescribed medication that was too strong, so she didn’t take it. She didn’t remember the name, so the interviewer asked if it was Thorazine. She said no, it was “allal.” ‘Haldol?”, ask the interviewer. She nodded Assignments and Discussions. The interviewer was convinced that was the drug, but other observers thought she might have said yes to anything that sounded remotely like it, such as “Elavil.” When asked about the gun, she denied, with some annoyance, that it was real and said it was a toy gun that had been brought to the house by her brother, who had died 8 years ago. She was still feeling weak and sick, complained of pain in her shoulder, and apparently had trouble swallowing. She did manage to smile as the team left her bedside Assignments and Discussions. |
| Questions: | Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. Summarize the clinical case including the significant subjective and objective data.Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Describe a health promotion intervention that would be appropriate for this patient Assignments and Discussions. |
NUR-620-AP1- Week 7 Discussion
Schizophrenia Spectrum Case
After studying Module 7: Lecture Materials & Resources, discuss the following:
| Case Study | Mr. T is a 21-year-old man who is brought to the ER by his mother after he began talking about “aliens” who were trying to steal his soul. Mr. T reports that aliens left messages for him by arranging sticks outside his home and sometimes send thoughts into his mind. On exam, he is guarded and often stops talking while in the middle of expressing a thought. Mr. T appears anxious and frequently scans the room for aliens, which he thinks may have followed him to the hospital. He denies any plan to harm himself but admits that the aliens sometimes want him to throw himself in front of a car, “as this will change the systems that belong under us.” The patient’s mother reports that he began expressing these ideas a few months ago, but that they have become more severe in the last few weeks. She reports that during the past year, he has become isolated from his peers, frequently talks to himself, and has stopped going to community college. He has also spent most of his time reading science fiction books and creating devices that will prevent aliens from hurting him. She reports that she is concerned because the patient’s father, who left while the patient was a child, exhibited similar symptoms many years ago and has spent most of his life in a psychiatric hospital Assignments and Discussions. |
| Questions: | Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers. Summarize the clinical case including the significant subjective and objective data.Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Describe a health promotion intervention that would be appropriate for this patient Assignments and Discussions. |
NUR-620-AP1-Module 1 Discussion
Patient Care
After studying Module 1: Lecture Materials & Resources, discuss the following:
The unlawful restraint of a patient can be a legal pitfall for the PMHNP. K.W. was found eating hamburgers out of a Mcdonald’s dumpster and drinking water from an old water hose. She had not taken a bath in weeks. She refused to live in an apartment because she wants to Assignments and Discussions “live off the fat of the land.”
- Cite the Baker Act law to defend your position.
- Find one newspaper article written in the last 5 years that supports your position. Summarize the details of the case and the laws cited
NUR-620-AP1-Module 2 Discussion
Patient Information
After studying Module 2: Lecture Materials & Resources, discuss the following:
It is very important for all mental health Assignments and Discussions professionals to take very detailed and thorough historical information from their patients. This information should include an adequate social history, complete medical history, and a full mental status examination with a probable treatment plan.
- Describe three reasons it is important to gather detailed and extensive information from any patient before you counsel him/her or make medication suggestions. Use evidence-based research to support your position.
- Define malingering. Discuss two ways to differentiate between malingering and a DSM5 diagnosis. Use evidence-based research to support your position.
NUR-620-AP1-Module 4 Assignment
Start Preparing Group Case Study
For the Group Case Study assignment, groups of students will create a narrated presentation regarding a patient case scenario, using the Group Case Study guidelines provided to you. This week you are being assigned to groups and your assigned group can be found in the People navigation link on the left side of your Canvas page.
- Meet with your group members and discuss the assignment. For detailed instructions and to see the rubric for final grading, go to Group Case Study Video Presentation.
- The Group Leader will be randomly assigned. You can identify the Group Leader in the People tab in the Course Navigation.
- Decide who will be responsible for which parts of the assignment.
The Group Leader will submit a summary of the meeting including the delegation of responsibilities in a text entry box. Only one person needs to submit this task for the whole group.
NUR-620CL-AP2- Comprehensive Psychiatric Evaluation Presentation 1
Step 1: In the previous Assignments and Discussions you:
- Composed a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.
- Uploaded your completed comprehensive psychiatric evaluation.
Step 2: Now you will create a focused SOAP note video presentation. Watch the SOAP Note Recording Directions HereLinks to an external site..
- Your preceptor MUST sign the comprehensive psychiatric evaluation document to confirm they have reviewed and acknowledge this patient was seen in their clinic.
- Wear your lab coat and hold up your identification so it is clearly seen in the video (so we know it is you).
- Hold up the signed document for your video presentation. The signature should be visible and you should state this is my preceptor’s signature during your presentation.
- No typed signatures will be accepted. Secure your preceptor’s signature in time for your presentation.
- Use screen-sharing software (such as Canvas Studio Screen Capture and Webcam, Zoom, or Teams with the Webcam enabled in the corner).
- Share the document on the screen and discuss it. Do not merely read through it word for word Assignments and Discussions.
- As you discuss your case, share your findings.
- Reference the evidence that supports your diagnosis and treatment plan.
SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The comprehensive psychiatric SOAP note is to be written using the attached template below.
| S = | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| O = | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam Assignments and Discussions |
| A = | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| P = | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |
Other: Incorporate current clinical guidelines NIH Clinical GuidelinesLinks to an external site. or APA Clinical GuidelinesLinks to an external site., research articles, and the role of the PMHNP in your video presentation.
- Psychiatric Assessment of Infants and ToddlersLinks to an external site.
- Psychiatric Assessment of Children and AdolescentsLinks to an external site.
Reminder: It is important that you complete this assessment using your critical thinking skills. You are expected to synthesize your clinical Assignments and Discussions, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document “my preceptor made this diagnosis.” An example of the appropriate descriptors of the clinical evaluation is listed below. It is not acceptable to document “within normal limits.”
Graduate Mental Status Exam Guide Download Graduate Mental Status Exam Guide
Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.
AAPC Admin. (2013, August 1). Successfully capture HPI elements in psychiatry E/M notes. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes/
NUR-620CL-AP2- Module 3 Discussion
Clinical Experience Reflection #2
Create a video to reflect on a clinical encounter when you became emotionally charged during this semester with a patient experiencing anxiety or an e-related disorder.
NUR-620CL-AP2- Module 2 Discussion
Clinical Experience Reflection #3
Create a video to reflect on a clinical encounter when you became emotionally charged during this semester with a patient experiencing suicidal ideation or gestures.
NUR-620CL-AP2- Module 7 Discussion
Clinical Experience Reflection #4
Create a video to reflect on a clinical encounter when you became emotionally charged during this semester with a patient experiencing psychosis or a schizophrenia-related disorder.
NUR-620CL-AP2- Smart Goals Evaluation
SMART Goals Evaluation
Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio’s Screen Capture feature to record your presentation. Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded Assignments and Discussions.
.
Use the following questions to guide your response:
- What were you expecting from the experience before you started?
- Why were you expecting this?
- Why did you choose this goal?
- Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?
- What is the most valuable experience you acquired?
- What impact did the experience have on your everyday life?
- What did you learn that was directly related to your course objectives?
Muddy Points Discussion 2
After studying Module 5: Lecture Materials & Resources, submit one question for weeks 3-5.
Instructions
- Each student should post a question regarding the quiz or any other content designed for the Muddy Point assignment by Thursday at 11:59 pm.
- The muddy point question must be unique and associated with the course content from the beginning of the course to the present. Questions should not be easily be found with an internet search or clearly defined in your textbook or other course resources. The best muddy point question asks to describe, distinguish, explain, summarize or translate content that needs further clarification Assignments and Discussions. Questions should never be taken directly from the quiz.
- Each student must respond to two peer’s post by Sunday at 11:59 pm, providing a short explanation with evidence-based rationale to the question.
- The student may use the required course materials or another scholarly resource. However, the page number to any textbook must be included to receive full credit.
- The faculty member will monitor and provide feedback and comments within 48-72 hours.
- Students will receive full credit once they have 1) submitted their unique question and 3) responded to two students using evidence-based rationale. There is no partial credit for this Assignments and Discussions.
