NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Weekly Discussions & Assignments

NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

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Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.

In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

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Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health

Links to an external site.. American Psychiatric Association Publishing.

Chapter 1, “Introduction”

Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”

Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”

Chapter 6, “DSM-5 Pediatric Diagnostic Interview”

Chapter 9, “The Mental Status Examination: A Psychiatric Glossary”

Chapter 13, “Mental Health Treatment Planning”

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents

Links to an external site.. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 32, “Clinical assessment and diagnostic formulation”

Required Media

Symptom Media. (2014). Mental status exam B-6

Links to an external site.. [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/mental-status-exam-b-6/cite?context=channel:volume-2-new-releases-assessment-tools-mental-status-exam-series

Western Australian Clinical Training Network. (2016, August 4). Simulation scenario-adolescent risk assessment

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=wNF1FIKHKEULinks to an external site.

YMH Boston. (2013, May 22). Vignette 5 – Assessing for depression in a mental health appointment

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

Optional Resources

Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.

Chapter 1, “Examination and Diagnosis of the Psychiatric Patient”

Section 1.2, “Children and Adolescents” (pp. 74-87)

To Prepare

Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.

Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

By Day 3 of Week 1

Based on the YMH Boston Vignette 5 video, post answers to the following questions:

What did the practitioner do well? In what areas can the practitioner improve?

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

What would be your next question, and why?

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

Explain why a thorough psychiatric assessment of a child/adolescent is important.

Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.

Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed.

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 offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.

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 Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

NRNP_6665_Week1_Discussion_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Main Posting:Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 to >39.0 pts

Excellent

Thoroughly responds to the Discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least three current credible sources

39 to >34.0 pts

Good

Responds to most of the Discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least three credible references

34 to >30.0 pts

Fair

Responds to some of the Discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is supported by fewer than two credible references

30 to >0 pts

Poor

Does not respond to the Discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only one or no credible references
44 pts

This criterion is linked to a Learning Outcome Main Posting:Writing

6 to >5.0 pts

Excellent

Written clearly and concisely… Contains no grammatical or spelling errors… Adheres to current APA manual writing rules and style

5 to >4.0 pts

Good

Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style with minor errors

4 to >3.0 pts

Fair

Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors

3 to >0 pts

Poor

Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style
6 pts

This criterion is linked to a Learning Outcome Main Posting:Timely and full participation
10 to >8.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts main Discussion by due date

8 to >7.0 pts

Good

Posts main Discussion by due date… Meets requirements for full participation

7 to >6.0 pts

Fair

Posts main Discussion by due date

6 to >0 pts

Poor

Does not meet requirements for full participation… Does not post main Discussion by due date

10 pts

This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources

9 to >8.0 pts

Excellent

Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 to >7.0 pts

Good

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair

Response is on topic, may have some depth.

6 to >0 pts

Poor

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome First Response:Writing
6 to >5.0 pts

Excellent

Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in standard, edited English.

5 to >4.0 pts

Good

Communication is mostly professional and respectful to colleagues…. Response to faculty questions are mostly answered, if posed…. Provides opinions and ideas that are supported by few credible sources… Response is written in standard, edited English.

4 to >3.0 pts

Fair

Response posted in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor

Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.

6 pts

This criterion is linked to a Learning Outcome First Response:Timely and full participation
5 to >4.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts by due date

4 to >3.0 pts

Good

Meets requirements for full participation… Posts by due date…

3 to >2.0 pts

Fair

Posts by due date

2 to >0 pts

Poor

Does not meet requirements for full participation… Does not post by due date

5 pts

This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources

9 to >8.0 pts

Excellent

Response exhibits critical thinking and application to practice settings…. Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 to >7.0 pts

Good

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair

Response is on topic, may have some depth.

6 to >0 pts

Poor

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome Second Response:Writing
6 to >5.0 pts

Excellent

5 to >4.0 pts

Good

4 to >3.0 pts

Fair

Response posed in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor

Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.

6 pts

This criterion is linked to a Learning Outcome Second Response:Timely and full participation

5 to >4.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts by due date

4 to >3.0 pts

Good

Meets requirements for full participation… Posts by due date

3 to >2.0 pts

Fair

Posts by due date

2 to >0 pts

Poor

Does not meet requirements for full participation… Does not post by due date

5 pts

Total Points: 100

NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care

Advanced practice nursing in all specialties is guided by codes of ethics that put the care, rights, duty, health, and safety of the patient first and foremost. PMHNP practice is also guided by ethical codes specifically for psychiatry. These ethical codes are frameworks to guide clinical decision making; they are generally not prescriptive. They also represent the aspirational ideals for the profession. Laws, on the other hand, dictate the requirements that must be followed. In this way, legal codes may be thought to represent the minimum standards of care, and ethics represent the highest goals for care.

For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic. Your goal will be to identify the most salient legal and ethical facets of the issue for PMHNP practice, and also how these facets differ in the care of adult patients versus children. Keep in mind as you research your issue, that laws differ by state and your clinical practice will be dictated by the laws that govern your state.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

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

Links to an external site.. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/coe-view-only/Links to an external site.

American Psychological Association. (2017). Ethical principles of psychologists and diagnostic formulation

Links to an external site.. http://www.apa.org/ethics/code/Links to an external site.

American Academy of Child & Adolescent Psychiatry. (2014). Code of ethics

Links to an external site.. https://www.aacap.org/App_Themes/AACAP/docs/about_us/transparency_portal/aacap_code_of_ethics_2012.pdfLinks to an external site.

American Psychiatric Nurses Association. (2020). APRN psychiatric-mental health nursing practice

Links to an external site.. https://www.apna.org/i4a/pages/index.cfm?pageID=3846Links to an external site.

Anderson, S. L. (2012).Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents

Links to an external site.. American Academy of Child and Adolescent Psychiatry, 51(9). 957–974. https://www.jaacap.org/action/showPdf?pii=S0890-8567%2812%2900500-XLinks to an external site.

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health

Links to an external site.. American Psychiatric Association Publishing.

Chapter 2, “Addressing Behavioral and Mental Problems in Community Settings”Links to an external site.

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 19, “Legal Issues in the Care and Treatment of Children with Mental Health Problems”

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

Chapter 1, “Preparing to Pass the Psychiatric-Mental Health Nurse Practitioner Certification Exam”

To Prepare

Select one of the following ethical/legal topics:

Autonomy

Beneficence

Justice

Fidelity

Veracity

Involuntary hospitalization and due process of civil commitment

Informed assent/consent and capacity

Duty to warn

Restraints

HIPPA

Child and elder abuse reporting

Tort law

Negligence/malpractice

In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.

By Day 3 of Week 2

Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.

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 sharing cultural considerations that may impact the legal or ethical issues present in their articles.

NRNP_6665_Week2_Discussion_Rubric

Criteria Ratings Pts

44 to >39.0 pts

Excellent

39 to >34.0 pts

Good

34 to >30.0 pts

Fair

30 to >0 pts

Poor

This criterion is linked to a Learning Outcome Main Posting:Writing

6 to >5.0 pts

Excellent

Written clearly and concisely… Contains no grammatical or spelling errors… Adheres to current APA manual writing rules and style

5 to >4.0 pts

Good

Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style with minor errors

4 to >3.0 pts

Fair

Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors

3 to >0 pts

Poor

Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style

6 pts

This criterion is linked to a Learning Outcome Main Posting:Timely and full participation
10 to >8.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts main Discussion by due date

8 to >7.0 pts

Good

Posts main Discussion by due date… Meets requirements for full participation

7 to >6.0 pts

Fair

Posts main Discussion by due date

6 to >0 pts

Poor

Does not meet requirements for full participation… Does not post main Discussion by due date
10 pts

This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources

9 to >8.0 pts

Excellent

8 to >7.0 pts

Good

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair

Response is on topic, may have some depth.

6 to >0 pts

Poor

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome First Response:Writing
6 to >5.0 pts

Excellent

5 to >4.0 pts

Good

4 to >3.0 pts

Fair

Response posted in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor

Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.

6 pts

This criterion is linked to a Learning Outcome First Response:Timely and full participation
5 to >4.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts by due date

4 to >3.0 pts

Good

Meets requirements for full participation… Posts by due date…

3 to >2.0 pts

Fair

Posts by due date

2 to >0 pts

Poor

Does not meet requirements for full participation… Does not post by due date
5 pts

This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources

9 to >8.0 pts

Excellent

8 to >7.0 pts

Good

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair

Response is on topic, may have some depth.

6 to >0 pts

Poor

Response may not be on topic, lacks depth.

9 pts

This criterion is linked to a Learning Outcome Second Response:Writing
6 to >5.0 pts

Excellent

5 to >4.0 pts

Good

4 to >3.0 pts

Fair

Response posed in the Discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor

Responses posted in the Discussion lack effective communication…. Responses to faculty questions are missing…. No credible sources are cited.
6 pts

This criterion is linked to a Learning Outcome Second Response:Timely and full participation

5 to >4.0 pts

Excellent

Meets requirements for timely, full, and active participation… Posts by due date

4 to >3.0 pts

Good

Meets requirements for full participation… Posts by due date

3 to >2.0 pts

Fair

Posts by due date

2 to >0 pts

Poor

Does not meet requirements for full participation… Does not post by due date
5 pts

Total Points: 100

NRNP 6665 Week 3 Assignment: Study Plan

Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

Reflect on your practice exam question results from Week 2. Identify content-area strengths and opportunities for improvement.

Also reflect on your overall test taking. Was the length of time allotted comfortable, or did you run out of time? Did a particular question format prove difficult?

THE ASSIGNMENT

Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. Note: Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.

Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.

Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.

BY DAY 7 OF WEEK 3

Submit your study plan.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK3Assgn2+last name+first initial.

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

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

Rubric

NRNP_6665_Week3_Assignment2_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeBased on your practice test question results and considering the national certification exam, summarize your strengths and opportunities for improvement.

25 to >22.0 pts

Excellent

The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.

22 to >19.0 pts

Good

The response provides an accurate summary of both the strengths and opportunities for improvement.

19 to >17.0 pts

Fair

The response provides a somewhat vague and/or inaccurate summary of both the strengths and opportunities for improvement.

17 to >0 pts

Poor

A summary of both the strengths and opportunities for improvement are incomplete or missing.
25 pts

This criterion is linked to a Learning OutcomeCreate a study plan, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
30 to >26.0 pts

Excellent

The response provides three or four clear and appropriate SMART goals for the study plan, including tasks to complete to accomplish each goal. A clear timeline is provided for the study plan as well as a description of how progress toward goal completion will be measured.

26 to >23.0 pts

Good

The response provides three or four appropriate SMART goals and objectives for the practicum experience. Appropriate tasks, timeline, and description of how progress will be measured are provided.

23 to >20.0 pts

Fair

The response provides three or four somewhat vague or general goals for the study plan. Tasks, timeline, and description of how progress toward goals will be measured are vague or somewhat inappropriate.

20 to >0 pts

Poor

The response provides three or four unclear or inappropriate goals for the study plan, or goals are missing. Tasks, timeline, and a description for how progress will be measured are incomplete or missing.

30 pts

This criterion is linked to a Learning OutcomeDescribe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.
30 to >26.0 pts

Excellent

The response provides a clear description of appropriate resources to support the study plan that are tailored to individual need.

26 to >23.0 pts

Good

The response provides a description of appropriate resources to support the study plan that are somewhat tailored to individual need.

23 to >20.0 pts

Fair

The response provides a description of general resources that are not tailored to individual need.

20 to >0 pts

Poor

The response provides a description of inappropriate resources to support the study plan, or the description of resources is vague or missing.
30 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

4 to >3.5 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. Purpose statement, introduction, and conclusion were not provided.
5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

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

3 to >0 pts

Poor

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

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors
5 pts

Total Points: 100

PreviousNext

NRNP 6665 Week 4 Assignment: ASSESSING, DIAGNOSING, AND TREATING ADULTS WITH MOOD DISORDERS

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Week 4: Learning Resources

LEARNING RESOURCES

Required Readings

Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.

Chapter 6, “Bipolar Disorders”

Chapter 2, “Neurodevelopmental Disorders and Other Childhood Disorders”

Section 2.9, “Depressive Disorders and Suicide in Children and Adolescents” (pp. 174-180)

Section 2.10, “Early-Onset Bipolar Disorder” (pp. 181-184)

Chapter 7, “Depressive Disorders”

Chapter 21, “Psychopharmacology”

Chapter 22, “Other Somatic Therapies”

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

Chapter 11, “Mood Disorders”

Document: Focused SOAP Note TemplateDownload Focused SOAP Note Template

Document: Focused SOAP Note ExemplarDownload Focused SOAP Note Exemplar

Required Media

CrashCourse. (2014, September 8). Depressive and bipolar disorders: Crash course psychology #30Links to an external site. [Video]. YouTube. https://youtu.be/ZwMlHkWKDwM https://www.youtube.com/watch?v=ZwMlHkWKDwM&t=1sLinks to an external site.

Walden University. (2021). Case study: Petunia Park. Walden University Blackboard. https://waldenu.instructure.com

Medication Review

Depression Premenstrual dysphoric disorder Seasonal affective disorder (MDD with Seasonal Variation)

agomelatine

amitriptyline

amoxapine

aripiprazole

(adjunct)

brexpiprazole (adjunct)bupropion

citalopram

clomipramine

cyamemazine

desipramine

desvenlafaxine

dothiepindoxepin

duloxetine

escitalopram

fluoxetine

fluvoxamine

iloperidone

imipramine

isocarboxazid

ketamine

lithium (adjunct)

l-methylfolate (adjunct)

lofepramine

maprotiline

mianserin

milnacipran

mirtazapine

moclobemide

nefazodone

nortriptyline

paroxetine

phenelzine

protriptyline quetiapine (adjunct)

reboxetine

selegiline

sertindole

sertraline

sulpiride

tianeptine

tranylcypromine

trazodone

trimipramine

venlafaxine

vilazodone

vortioxetine

citalopram

desvenlafaxine

duloxetin

eescitalopram

fluoxetin

eparoxetine

pepexev

sarafe,

sertraline

venlafaxine Bupropion HCL extended-release

Bipolar depression Bipolar disorder (mixed Mania/Depression Bipolar maintenance Mania
lithium (used with lurasidone)

lurasidone

olanzapine-fluoxetine combination (symbyax)

quetiapine

valproate (divalproex) (used with lurasidone) aripiprazole

asenapine

carbamazepine olanzapine

ziprasidone

aripiprazole

lamotrigine

lithium

olanzapine aripiprazole

asenapine

carbamazepine

lithium

olanzapine

quetiapine

risperidone

valproate (divalproex)

ziprasidone

TO PREPARE

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

Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.

Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.

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

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

Consider patient diagnostics missing from the video:

Provider Review outside of interview:

Temp 98.2 Pulse 90 Respiration 18 B/P 138/88

Laboratory Data Available: Urine drug and alcohol screen negative. CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)

THE ASSIGNMENT

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

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

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

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

Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.

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

BY DAY 7 OF WEEK 4

Submit your Focused SOAP Note.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK1Assgn+last name+first initial.

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

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

Rubric

NRNP_6665_Week4_Assignment_Rubric

NRNP_6665_Week4_Assignment_Rubric
Criteria Ratings Pts

This criterion is linked to a Learning OutcomeCreate documentation in the Focused SOAP Note Template about the patient in the case study. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS
15 to >13.0 pts

Excellent

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

13 to >11.0 pts

Good

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

11 to >10.0 pts

Fair

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

10 to >0 pts

Poor

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

15 pts

This criterion is linked to a Learning OutcomeIn the Objective section, provide:• Review of Systems (ROS) documentation and relate if pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses
15 to >13.0 pts

Excellent

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

13 to >11.0 pts

Good

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

11 to >10.0 pts

Fair

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

10 to >0 pts

Poor

The response provides incomplete or inaccurate documentation of the patient’s ROS. Systems may have been unnecessarily reviewed. Or the objective documentation is missing.
15 pts

This criterion is linked to a Learning OutcomeIn the Assessment section, provide:• Results of the mental status examination, presented in paragraph form• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
20 to >17.0 pts

Excellent

The response thoroughly and accurately documents the results of the mental status exam. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

17 to >15.0 pts

Good

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

15 to >13.0 pts

Fair

The response documents the results of the mental status exam with some vagueness or innacuracy. Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vagueness or innacuracy.

13 to >0 pts

Poor

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

20 pts

This criterion is linked to a Learning OutcomeIn the Plan section, provide:• Your plan for psychotherapy• Your plan for treatment and management, including alternative therapies. Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. • Incorporate one health promotion activity and one patient education strategy.

25 to >22.0 pts

Excellent

The response provides an evidence-based, detailed, and appropriate plan for psychotherapy for the patient. The response provides an evidence-based, detailed, and appropriate plan for treatment and management, including pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters. A strong rationale for the plan is provided that demonstrates critical thinking and content understanding. … The response includes at least one evidence-based health promotion activity and one evidence-based patient education strategy.

22 to >19.0 pts

Good

The response provides an evidence-based and appropriate plan for psychotherapy for the patient. The response provides an evidence-based and appropriate plan for treatment and management, including pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters. An adequate rationale for the plan is provided. … The response includes at least one health promotion activity and one patient education strategy.

19 to >17.0 pts

Fair

The response provides a somewhat vague or inaccurate plan for psychotherapy for the patient. The response provides a somewhat vague or inaccurate plan for treatment and management, including pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters. The rationale for the plan is weak or general. … The response includes one health promotion activity and one patient education strategy, but it may contain some vagueness or innacuracy.

17 to >0 pts

Poor

The response provides an incomplete or inaccurate plan for psychotherapy for the patient. The response provides an incomplete or inaccurate plan for treatment and management, including pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters. The rationale for the plan is inaccurate or missing. … The health promotion and patient education strategies are incomplete or missing.
25 pts

This criterion is linked to a Learning Outcome• Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
5 to >4.0 pts

Excellent

Reflections are thorough, thoughtful, and demonstrate critical thinking.

4 to >3.5 pts

Good

Reflections demonstrate critical thinking.

3.5 to >3.0 pts

Fair

Reflections are somewhat general or do not demonstrate critical thinking.

3 to >0 pts

Poor

Reflections are incomplete, inaccurate, or missing.

5 pts

This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
10 to >8.0 pts

Excellent

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

8 to >7.0 pts

Good

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

7 to >6.0 pts

Fair

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

6 to >0 pts

Poor

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

10 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for parenthetical/in-text citations and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains a few (one or two) APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors
5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

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

3.5 to >3.0 pts

Fair

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

3 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
5 pts

Total Points: 100

NRNP 6645 Week 5 Discussion: Cognitive Behavioral Therapy: Comparing Group, Family, and Individual Settings

There are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in individual, group, and family settings, consider challenges of using this approach with groups you may lead, as well as strategies for overcoming those challenges.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

Links to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787

“Culture and Psychiatric Diagnosis”

Goldenberg, I., Stanton, M., & Goldenberg, H. (2017). Family therapy: An overview (9th ed.) Cengage Learning.

Chapter 12, “Behavioral and Cognitive-Behavioral Models”

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 8, “Cognitive Behavioral Therapy”

Chapter 21, “Psychotherapeutic Approaches with Children and Adolescents”

pp. 793–802 only

Chapter 22, “Psychotherapy with Older Adults”

pp. 840–844 only

Required Media

Beck Institute for Cognitive Behavior Therapy. (2018, June 7). CBT for couples

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=JZH196rOGsc

MedCircle. (2019, December 13). What a cognitive behavioral therapy (CBT) session looks like

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=8-2WQF3SWwo

PsychExamReview. (2019, April 30). Cognitive therapy, CBT, & group approaches (intro psych tutorial #241)

Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=A2_NN1Q7Rfg

Optional Resources

Beck, A. (1994). Aaron Beck on cognitive therapy

Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Eysenck, H. (n.d.). Hans Eysenck on behavior therapy

Links to an external site. [Video file]. Mill Valley, CA: Psychotherapy.net.

Psychotherapy.net. (Producer). (2009). Rational emotive behavior therapy for addictions

Links to an external site. [Video file]. Psychotherapy.net: Author.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice

Links to an external site. [Video]. https://waldenu.kanopy.com/video/counseling-and-psychotherapy-theories-contex

CBT (starts at 2 hours 27 minutes)

To prepare:

Review the videos in this week’s Learning Resources and consider the insights provided on CBT in various settings.

By Day 3

Post an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues by recommending strategies to overcome the challenges your colleagues have identified. Support your recommendation with evidence-based literature and/or your own experiences with clients.

NRNP_6645_Week5_Discussion_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Main Posting:Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 to >39.0 pts

Excellent Point range: 90–100

Thoroughly responds to the discussion question(s)…. Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources…. No less than 75% of post has exceptional depth and breadth…. Supported by at least 3 current credible sources.

39 to >34.0 pts

Good Point range: 80–89

Responds to most of the discussion question(s)…. Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module…. 50% of the post has exceptional depth and breadth…. Supported by at least 3 credible references.

34 to >30.0 pts

Fair Point range: 70–79

Responds to some of the discussion question(s)…. One to two criteria are not addressed or are superficially addressed…. Is somewhat lacking reflection and critical analysis and synthesis…. Somewhat represents knowledge gained from the course readings for the module…. Post is cited with fewer than 2 credible references.

30 to >0 pts

Poor Point range: 0–69

Does not respond to the discussion question(s)…. Lacks depth or superficially addresses criteria…. Lacks reflection and critical analysis and synthesis…. Does not represent knowledge gained from the course readings for the module…. Contains only 1 or no credible references.
44 pts

This criterion is linked to a Learning Outcome Main Posting:Writing
6 to >5.0 pts

Excellent Point range: 90–100

Written clearly and concisely…. Contains no grammatical or spelling errors…. Further adheres to current APA manual writing rules and style.

5 to >4.0 pts

Good Point range: 80–89

Written concisely…. May contain one to two grammatical or spelling errors…. Adheres to current APA manual writing rules and style.

4 to >3.0 pts

Fair Point range: 70–79

Written somewhat concisely…. May contain more than two spelling or grammatical errors…. Contains some APA formatting errors.

3 to >0 pts

Poor Point range: 0–69

Not written clearly or concisely…. Contains more than two spelling or grammatical errors…. Does not adhere to current APA manual writing rules and style.

6 pts

This criterion is linked to a Learning Outcome Main Posting:Timely and full participation

10 to >8.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts main discussion by due date.

8 to >7.0 pts

Good Point range: 80–89

Posts main discussion by due date…. Meets requirements for full participation.

7 to >6.0 pts

Fair Point range: 70–79

Posts main discussion by due date.

6 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post main discussion by due date.
10 pts

This criterion is linked to a Learning Outcome First Response:Post to colleague’s main post that is reflective and justified with credible sources.
9 to >8.0 pts

Excellent Point range: 90–100

Response exhibits critical thinking and application to practice settings…. Responds to questions posed by faculty…. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 to >7.0 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome First Response:Writing
6 to >5.0 pts

Excellent Point range: 90–100

Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources…. Response is effectively written in Standard, Edited English.

5 to >4.0 pts

Good Point range: 80–89

4 to >3.0 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited.

6 pts

This criterion is linked to a Learning Outcome First Response:Timely and full participation

5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post by due date.
5 pts

This criterion is linked to a Learning Outcome Second Response:Post to colleague’s main post that is reflective and justified with credible sources.

9 to >8.0 pts

Excellent Point range: 90–100

8 to >7.0 pts

Good Point range: 80–89

Response has some depth and may exhibit critical thinking or application to practice setting.

7 to >6.0 pts

Fair Point range: 70–79

Response is on topic, may have some depth.

6 to >0 pts

Poor Point range: 0–69

Response may not be on topic, lacks depth.
9 pts

This criterion is linked to a Learning Outcome Second Response:Writing6 to >5.0 pts

Excellent Point range: 90–100

Communication is professional and respectful to colleagues…. Response to faculty questions are fully answered, if posed…. Provides clear, concise opinions and ideas that are supported by two or more credible sources…. Response is effectively written in Standard, Edited English.

5 to >4.0 pts

Good Point range: 80–89

4 to >3.0 pts

Fair Point range: 70–79

Response posed in the discussion may lack effective professional communication…. Response to faculty questions are somewhat answered, if posed…. Few or no credible sources are cited.

3 to >0 pts

Poor Point range: 0–69

Responses posted in the discussion lack effective communication…. Response to faculty questions are missing…. No credible sources are cited.

6 pts

This criterion is linked to a Learning Outcome Second Response:Timely and full participation

5 to >4.0 pts

Excellent Point range: 90–100

Meets requirements for timely, full, and active participation…. Posts by due date.

4 to >3.0 pts

Good Point range: 80–89

Meets requirements for full participation…. Posts by due date.

3 to >2.0 pts

Fair Point range: 70–79

Posts by due date.

2 to >0 pts

Poor Point range: 0–69

Does not meet requirements for full participation…. Does not post by due date.
5 pts

Total Points: 100

ORDER A CUSTOMIZED, PLAGIARISM-FREE NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Weekly Discussions & Assignments HERE

NRNP 6665 Week 5 Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health

Links to an external site.. American Psychiatric Association Publishing.

Chapter 3, “Common Clinical Concerns”

Chapter 7, “A Brief Version of DSM-5″

Chapter 8, “A stepwise approach to Differential Diagnosis”

Chapter 10, “Selected DSM-5 Assessment Measures”

Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide

Links to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 60, “Anxiety Disorders”

Chapter 61, “Obsessive Compulsive Disorder”

Chapter 62, “Bipolar Disorder in Childhood”

Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorder

Links to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.

Mood Disorders Association of BC. (2014, November 20). Children in depression

Links to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.

Psych Hub Education. (2020, January 7). LGBTQ youth

Links to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depression Bipolar disorder
lurasidone (age 10–17)

olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17)

asenapine (for mania or mixed episodes, age 10–17)

lithium (for mania, age 12–17)

olanzapine (age 13–17)

quetiapine (age 10–17)

risperidone (age 10–17)

Generalized anxiety disorder Depression
duloxetine (age 7–17) escitalopram (age 12–17)

fluoxetine (age 8–17)

Obsessive-compulsive disorder
clomipramine (age 10–17)

fluoxetine (age 7–17)

fluvoxamine (age 8–17)

sertraline (age 6–17)

To Prepare

By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.

Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

Although you are not required to respond to colleagues, collegial discussion is welcome.

By Day 7 of Week 5

Submit your Assignment.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.

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

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

Rubric

NRNP_6665_Week5_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.

30 to >26.0 pts

Excellent

The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

30 pts

This criterion is linked to a Learning Outcome · Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

30 to >26.0 pts

Excellent

The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

26 to >23.0 pts

Good

The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

23 to >20.0 pts

Fair

The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

20 to >0 pts

Poor

The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

30 pts

This criterion is linked to a Learning Outcome · Explain appropriate community resources and referrals for the assigned diagnosis.
25 to >22.0 pts

Excellent

The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

22 to >19.0 pts

Good

The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

19 to >17.0 pts

Fair

The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

17 to >0 pts

Poor

The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

25 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts

Excellent

4 to >3.5 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.

5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

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

3 to >0 pts

Poor

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

5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors
5 pts

Total Points: 100

NRNP 6665 Week 8 Assignment: Study Guide Forum

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health

Links to an external site.. American Psychiatric Association Publishing.

Chapter 12, “Developmental Milestones”Links to an external site.

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 51, “Autism Spectrum Disorder”

Chapter 55, “ADHD and Hyperkinetic Disorder”

Utah State University. (n.d.). Creating study guides

Links to an external site.. https://www.usu.edu/academic-support/test/creating_study_guidesLinks to an external site.

Walden University. (2020). Success strategies: Self-paced interactive tutorials

Links to an external site.. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategiesLinks to an external site.

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”

Required Media

Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders

Links to an external site.. [Video]. YouTube. https://www.youtube.com/watch?v=Jx4GuyX5SgcLinks to an external site.

The National Center for Learning Disabilities. (2013, February 20). What is ADHD?

Links to an external site. [Video]. YouTube. https://youtu.be/0Wz7LdLFJVMLinks to an external site.

Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology

Links to an external site. [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A

Medication Review

Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole

risperidone

amphetamine IR, XR, and ER

dextroamphetamine

atomoxetine

clonidine hydrocholoride ER

Dexmethylphenidate IR and XR

guanfacine hydrocholride ER

lisdexamfetamine

methylphenidate

methylphenidate hydrocholoride IR and ER, transdermal

To Prepare

Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5-TR.

Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.

The Assignment

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5-TR but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

Signs and symptoms according to the DSM-5-TR

Differential diagnoses

Incidence

Development and course

Prognosis

Considerations related to culture, gender, age

Pharmacological treatments, including any side effects

Nonpharmacological treatments

Diagnostics and labs

Comorbidities

Legal and ethical considerations

Pertinent patient education considerations

By Day 7 of Week 8

You will need to submit your Assignment to two places: the Week 8 Study Guide discussion forum as an attachment and the Week 8 Assignment submission link. Although no responses are required in the discussion forum, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study.

Access the Study Guide Forum (or click the Next button).

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK8Assgn+last name+first initial.

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

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

Rubric

NRNP_6665_Week8_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Create a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards.

30 to >26.0 pts

Excellent

The response is in a well-organized and detailed outline form. Informative and well-designed visual elements are incorporated….Followed directions correctly by uploading assignment to Gradebook and submitted to the discussion forum area.

26 to >23.0 pts

Good

The response is in an organized and detailed outline form. Appropriate visual elements are incorporated….Partially followed directions by uploading assignment to Gradebook but did not submit to the discussion forum area.

23 to >20.0 pts

Fair

The response is in outline form, with some inaccuracies or details missing. Visual elements are somewhat vague or inaccurate….Partially followed directions by submitting to the discussion forum area but did not upload assignment to Gradebook.

20 to >0 pts

Poor

The response is unorganized, not in outline form, or is missing. Visual elements are inaccurate or missing….Did not follow directions as did not submit to discussion forum area and did not upload assignment to gradebook per late policy.
30 pts

This criterion is linked to a Learning Outcome Content areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities• Legal and ethical considerations• Pertinent patient education considerations
50 to >44.0 pts

Excellent

The response throughly addresses all required content areas.

44 to >39.0 pts

Good

The response adequately addresses all required content areas. Minor details may be missing.

39 to >34.0 pts

Fair

The response addresses all required content areas, with some inaccuracies or vagueness. No more than one or two content areas are missing.

34 to >0 pts

Poor

The response vaguely or inaccurately addresses the required content areas. Or, three or more content areas are missing.
50 pts

This criterion is linked to a Learning Outcome Support your guide with references to the DSM-5-TR and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old).
10 to >8.0 pts

Excellent

The response is supported by the DSM-5 and at least three current, evidence-based resources from the literature.

8 to >7.0 pts

Good

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

7 to >6.0 pts

Fair

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

6 to >0 pts

Poor

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

This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

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

3 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list.
5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains several (three or four) APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors
5 pts

Total Points: 100

NRNP 6665 WEEK 8 ASSIGNMENT :STUDY GUIDE

assignment: Study Guide Forum
Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.
For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

Photo Credit: Getty Images/iStockphoto
To Prepare
â€¢ Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
â€¢ Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.
The Assignment
Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.
Areas of importance you should address, but are not limited to, are:
â€¢ Signs and symptoms according to the DSM-5
â€¢ Differential diagnoses
â€¢ Incidence
â€¢ Development and course
â€¢ Prognosis
â€¢ Considerations related to culture, gender, age
â€¢ Pharmacological treatments, including any side effects
â€¢ Nonpharmacological treatments
â€¢ Diagnostics and labs
â€¢ Comorbidities
â€¢ Legal and ethical considerations
â€¢ Pertinent patient education considerations
Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peersâ€™ submitted guides on their assigned neurodevelopmental disorders for study.

NRNP 6665 Week 9 Assignment: Controversy Associated With Dissociative Disorders

The DSM-5-TR is a diagnostic tool. It has evolved over the decades, as have the classifications and criteria within its pages. It is used not just for diagnosis, however, but also for billing, access to services, and legal cases. Not all practitioners are in agreement with the content and structure of the DSM-5-TR, and dissociative disorders are one such area. These disorders can be difficult to distinguish and diagnose. There is also controversy in the field over the legitimacy of certain dissociative disorders, such as dissociative identity disorder, which was formerly called multiple personality disorder.

In this Assignment, you will examine the controversy surrounding dissociative disorders. You will also explore clinical, ethical, and legal considerations pertinent to working with patients with these disorders.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.

Chapter 11, “Dissociative Disorders”

Required Media

Osmosis. (2017, November 20). Dissociative disorders – causes, symptoms, diagnosis, treatment, pathology

Links to an external site. [Video]. YouTube. https://youtu.be/XF2zeOdE5GYLinks to an external site.

Mad Medicine. (2019, August 18). Dissociative disorders (Psychiatry) – USMLE Step 1

Links to an external site. [Video]. YouTube. https://youtu.be/Iz03M9pwhs0Links to an external site.

Grande, T. (2018, October 22). The dissociative identity disorder controversy (Trauma vs. Iatrogenic)

Links to an external site.. [Video]. YouTube. https://www.youtube.com/watch?v=zqTP0CP9aDk

To Prepare

Review this week’s Learning Resources on dissociative disorders.

Use the Walden Library to investigate the controversy regarding dissociative disorders. Locate at least three scholarly articles that you can use to support your Assignment.

The Assignment (2–3 pages)

Explain the controversy that surrounds dissociative disorders.

Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.

Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.

By Day 7 of Week 9

Submit your Assignment

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK9Assgn+last name+first initial.

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

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

Rubric

NRNP_6665_Week9_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome In 2–3 pages, address the following:• Explain the controversy that surrounds dissociative disorders.
15 to >13.0 pts

Excellent

The response includes an accurate and concise explanation of the controversy within the field related to dissociative disorders.

13 to >11.0 pts

Good

The response includes an accurate explanation of the controversy within the field related to dissociative disorders.

11 to >10.0 pts

Fair

The response includes a somewhat vague or inaccurate explanation of the controversy within the field related to dissociative disorders.

10 to >0 pts

Poor

The response includes a vague or inaccurate explanation of the controversy within the field related to dissociative disorders. Or the response is missing.
15 pts

This criterion is linked to a Learning Outcome • Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.
25 to >22.0 pts

Excellent

The response includes a thorough and well-organized explanation of the student’s professional beliefs about dissociative disorders. Rationale demonstrates critical thinking and is strongly supported with three scholarly references.

22 to >19.0 pts

Good

The response includes a well-organized explanation of the student’s professional beliefs about dissociative disorders. Rationale is clear and appropriately supported with three scholarly references.

19 to >17.0 pts

Fair

The response includes a somewhat vague explanation of the student’s professional beliefs about dissociative disorders. Rationale is somewhat unclear and references either provide weak support for the rationale or are not scholarly/current.

17 to >0 pts

Poor

The response includes a vague explanation of the student’s professional beliefs about dissociative disorders. Rationale is unclear and references are inappropriate. Or the response is missing.
25 pts

This criterion is linked to a Learning Outcome • Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

30 to >26.0 pts

Excellent

The response includes an accurate and concise explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

26 to >23.0 pts

Good

The response includes an accurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

23 to >20.0 pts

Fair

The response includes a somewhat vague or incomplete explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

20 to >0 pts

Poor

The response includes a vague or inaccurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder. Or the response is missing.

30 pts

This criterion is linked to a Learning Outcome • Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.

15 to >13.0 pts

Excellent

The response includes an accurate and concise explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important.

13 to >11.0 pts

Good

The response includes an accurate explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important.

11 to >10.0 pts

Fair

The response includes a somewhat vague or incomplete explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important.

10 to >0 pts

Poor

The response includes a vague and inaccurate explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important. Or, response is missing.
15 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts

Excellent

4 to >3.5 pts

Good

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

Contains three or four grammar, spelling, and punctuation errors

3 to >0 pts

Poor

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

5 pts

This criterion is linked to a Learning Outcome 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.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains three or four APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors
5 pts

Total Points: 100

NRNP 6665 WEEK 9 ASSIGNMENT: CONTROVERSY ASSOCIATED WITH DISSOCIATIVE DISORDERS

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

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

Chapter 12, “Dissociative Disorders”

Required Media

Osmosis. (2017, November 20). Dissociative disorders – causes, symptoms, diagnosis, treatment, pathologyLinks to an external site. [Video]. YouTube. https://youtu.be/XF2zeOdE5GYLinks to an external site.

Mad Medicine. (2019, August 18). Dissociative disorders (Psychiatry) – USMLE Step 1Links to an external site. [Video]. YouTube. https://youtu.be/Iz03M9pwhs0Links to an external site.

Grande, T. (2018, October 22). The dissociative identity disorder controversy (Trauma vs. Iatrogenic)Links to an external site.. [Video]. YouTube. https://www.youtube.com/watch?v=zqTP0CP9aDk

TO PREPARE

Review this week’s Learning Resources on dissociative disorders.

Use the Walden Library to investigate the controversy regarding dissociative disorders. Locate at least three scholarly articles that you can use to support your Assignment.

THE ASSIGNMENT (2–3 PAGES)

Explain the controversy that surrounds dissociative disorders.

Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.

Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.

BY DAY 7 OF WEEK 9

Submit your Assignment

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK9Assgn+last name+first initial.

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

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

Rubric

NRNP_6665_Week9_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeIn 2–3 pages, address the following:• Explain the controversy that surrounds dissociative disorders.
15 to >13.0 pts

Excellent

The response includes an accurate and concise explanation of the controversy within the field related to dissociative disorders.

13 to >11.0 pts

Good

The response includes an accurate explanation of the controversy within the field related to dissociative disorders.

11 to >10.0 pts

Fair

The response includes a somewhat vague or inaccurate explanation of the controversy within the field related to dissociative disorders.

10 to >0 pts

Poor

The response includes a vague or inaccurate explanation of the controversy within the field related to dissociative disorders. Or the response is missing.

15 pts

This criterion is linked to a Learning Outcome• Explain your professional beliefs about dissociative disorders, supporting your rationale with at least three scholarly references from the literature.

25 to >22.0 pts

Excellent

22 to >19.0 pts

Good

19 to >17.0 pts

Fair

17 to >0 pts

Poor

This criterion is linked to a Learning Outcome• Explain strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.
30 to >26.0 pts

Excellent

The response includes an accurate and concise explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

26 to >23.0 pts

Good

The response includes an accurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

23 to >20.0 pts

Fair

The response includes a somewhat vague or incomplete explanation of strategies for maintaining the therapeutic relationship with a client that may present with a dissociative disorder.

20 to >0 pts

Poor

This criterion is linked to a Learning Outcome• Finally, explain ethical and legal considerations related to dissociative disorders that you need to bring to your practice and why they are important.
15 to >13.0 pts

Excellent

The response includes an accurate and concise explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important.

13 to >11.0 pts

Good

The response includes an accurate explanation of ethical and legal considerations related to dissociative disorders that are important to clinical practice and why they are important.

11 to >10.0 pts

Fair

10 to >0 pts

Poor

15 pts

Excellent

4 to >3.5 pts

Good

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors

4 to >3.5 pts

Good

Contains one or two grammar, spelling, and punctuation errors

3.5 to >3.0 pts

Fair

Contains three or four grammar, spelling, and punctuation errors

3 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
5 pts

Excellent

Uses correct APA format with no errors

4 to >3.5 pts

Good

Contains one or two APA format errors

3.5 to >3.0 pts

Fair

Contains three or four APA format errors

3 to >0 pts

Poor

Contains many (five or more) APA format errors

5 pts

Total Points: 100

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