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NURS6670 Week 8 Discussion Latest

NURS6670 Week 8 Discussion

NURS6670 Psychiatric Mental Health Nurse Practitioner Role II

Week 8 Discussion

Treatment of Neuro-cognitive Disorders

Neurocognitive disorders (NCD) such as delirium, dementia, and amnestic disorders are more prevalent in older adults. As the population ages and as life expectancy in the United States continues to increase, the incidence of these disorders will continue to increase. Cognitive functioning such as memory, language, orientation, judgment, and problem solving are affected in clients with NCDs. Caring for someone with a neurocognitive disorder is not only challenging for the clinician, but also stressful for the family. The PMHNP needs to consider not only the client but also the “family as client.” Collaboration with primary care providers and specialty providers is essential. Anticipatory guidance also becomes extremely important.

In this Discussion, you will integrate several sources of knowledge specific to NCDs as you discuss evidenced-based therapies used to treat these disorders.

Learning Objectives

Students will:

• Analyze diagnostic criteria for neurocognitive disorders

• Analyze evidence-based psychotherapy and psychopharmacologic treatment for neurocognitive disorders

• Evaluate benefits and risks of neurocognitive therapies

• Compare differential diagnostic features of neurocognitive disorders

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

To prepare for this Discussion:

• By Day 5 of Week 7, your Instructor will have assigned you a neurocognitive disorder, which will be the focus for your initial post for this Discussion.

• Review the Learning Resources.

By Day 3

Post:

• Explain the diagnostic criteria for your assigned neurocognitive disorder.

• Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned neurocognitive disorder.

• Identify the risks of different types of therapy and explain how the benefits of the therapy that might be achieved might outweigh the risks.

• Support your rationale with references to the Learning Resources or other academic resource.

By Day 6

Respond to at least two of your colleagues by comparing the differential diagnostic features of the disorder you were assigned to the diagnostic features of the disorder your colleagues were assigned.

NURS6670 Psychiatric Mental Health Nurse Practitioner Role II Week 8 Assignment Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

The Assignment:

Learning Objectives

Students will:

• Evaluate clients for treatment of mental health disorders

• Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

Examine Case 3: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

• Decision #1: Differential Diagnosis

o Which Decision did you select?

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

• Decision #2: Treatment Plan for Psychotherapy

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

• Decision #3: Treatment Plan for Psychopharmacology

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

• Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS6670 Week 8 Discussion

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS4221 Full Course Latest

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 1 Discussion

Defining Quality

As health care consumers, we all expect quality care and positive outcomes. It is important as professionals that we meet these demands of health care consumers. Consider the work of the major theorists you examined in this week’s Resources, and think about how these theories apply to your own experience as a health care customer and/or practitioner.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 2 Discussion

Applying Measurement Tools

One example of a measurement tool is the Healthcare Effectiveness Data and Information Set (HEDIS) comprehensive care measures. Review the eight components of HEDIS comprehensive diabetes care; then consider the following scenario.

You are a staff nurse working in a private primary care practice. It is a small practice with 2 MDs (internists), 2 nurses, 1 medical assistant, and an office staff for billing. There are approximately 1,000 patients in the practice. You have had no EHR until the last year, but all charts are manual, historically. Your physicians are starting to inquire about quality incentives, particularly regarding patients with diabetes.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 3 Discussion

Applying Performance Improvement Tools

Read the following scenario:

Imagine that, for about a year, your nursing unit has been involved in an intensive campaign to improve patient satisfaction scores with pain management. You are getting good data from your patients, as the length of stay on this inpatient geriatric medical nursing unit is only about 6 days. Your hospital does 100% survey to inpatients, and the response rate is about 25%, which is higher than it has been. This notwithstanding, the percent of “patient very satisfied” (top box), with a score of 5, has been in the low 70s. The national benchmark for medical surgical units like yours is about 85% very satisfied. Of all the units in your hospital, your unit is the lowest scoring on this HCAPHS survey. But as your unit is the only geriatric medical nursing unit in the hospital, you’d always thought it was the nature of the patient population.

You have been the day shift representative to the QI team, and the scores on your unit are posted monthly. Here are the numerous strategies that have been tried on your unit and the timeframes.

For this Discussion, examine the strategies and interventions tried in your unit and consider the following questions: a) Were the strategies effective in creating a sustainable change on your nursing unit, and b) To what extent can your nurse manager and CNO count on your unit eclipsing the national benchmark in the next quarter, the next year? That is, does this run chart have some predictive ability? Does the run chart support the nursing unit’s decision to celebrate? To what extent can the leadership be confident that the trend will continue?

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 4 Discussion

Root Cause Analysis

Review the case scenario included in this week’s media resources, and examine the process flow chart, cause/effect diagram, and Pareto chart related to the case scenario.

In the scenario, the nurse manager and the director of pharmacy blame each other for the error. The facilitator (quality assurance person) asks everyone to avoid blaming and focus on applying the tools to analyze the data and get to the root cause of the error. While all of these tools contribute, for this Discussion, select one tool to analyze.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 5 Discussion

Leadership Strategy

As a nurse, you serve an important role in identifying strategies to effectively manage health care resources and in leading health care quality improvement. You must be able to decide what leadership style or strategy to apply in a given situation to achieve an effective resolution of the issue. Read the following two scenarios and select one to focus on in this Discussion. Consider the leadership style or strategy that might be most effective in the scenario you selected.

Scenario 1

You work in a for-profit nursing home, with about 100 beds, on a 20-bed unit that is largely patients with Alzheimer’s disease. Your patient mix is predominantly Medicare and Medicaid patients. Your nursing home is part of a larger system that includes a major medical center, as well as VNA, outpatient dialysis, and a fully integrated network. Your nurse manager is getting feedback from the hospital that your nursing home is sending too many patients to the ED who really don’t need to go. How would you go about figuring out what could be done at the nursing home to prevent avoidable ED visits?

Scenario 2

You’ve been associated with an outpatient cardiology clinic that is part of a large academic medical center. Your patients are mostly charity care and managed Medicaid. Most have a prescription plan, but none have a “family doctor” and use the clinic (and the ED) regularly. Most are unfamiliar with their medications and do not have the resources for care coordination in their family/social network. About 25 CHF patients have been “lovingly,” but inappropriately, called “frequent fliers” because of their inability to manage their own care, their frequent visits to the ED, and their “one night stays” paid at the observation rate. As a staff nurse in this clinic, describe the strategies you could devise for you and your fellow staff nurses targeting these 25 patients. Find at least one article from the professional literature to corroborate your recommendations.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 6 Discussion

The Nurse’s Role in Promoting Quality Health Care

As you have noted in this course and in your practice, nurses have an integral role in promoting a just culture focused on patient safety in their health care organizations. Determining resources to prevent error and improve patient safety can often be a battle, and this scenario illustrates how one organization makes strides to make sure resources are available in the interest of patient safety. As you review the scenario, consider the nurse’s role in promoting a just culture in your practice setting.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 3 Assignment

Capstone Paper, Part I: Introduction, Analysis of Existing Evidence, and Quality Improvement Process

The Assignment you will submit this week will combine the work you completed in Week 1 (Introduction) and Week 2 (Analysis of Existing Evidence) and this week’s assignment, the Quality Improvement Process. These three sections, when combined, will complete Part I of your Capstone Paper.

To prepare for this Assignment:

Review the Capstone Paper Assignment Guide

Locate the most current version of your Week 1 and Week 2 Assignment. You will add this section to that document.

Review the Academic Writing Expectations Checklist Capstone Level

Note the new expectations for Use of evidence and Credit to Source

Use a Scholarly Voice

http://academicguides.waldenu.edu/writingcenter/scholarlyvoice

http://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting#s-lg-box-2773859

Review the Walden University Writing Center webpage: Using Evidence: Synthesis

Review the Week 3 Assignment Rubric

Remember: Each section of the Capstone Paper must meet the Academic Writing Expectations for the Capstone Level.

For this Assignment

Describe the quality improvement process and the Quality model that will be used as a basis for the practice problem. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2013) chapter 6 for examples.

Explain why the specific process was selected and document your explanation with references.

For the Week 3 Assignment, you will combine your Week 1, 2 and 3 assignments and submit a 3-4-page paper that addresses the following:

Practice Problem (Completed in Week 1)

State the practice problem in measurable terms.

State the data that suggests a practice problem exists

Include a purpose statement.

Analysis of the Existing Evidence (Completed in Week 2)

Summarize the findings from the evidence analysis that support your practice problem. Include minimum of at least 5 evidence-based practice sources that support your practice problem. Identify research, clinical guidelines, expert opinions, and other relevant information. You must include two-three research studies in your analysis. Using your own words synthesize the evidence that supports your identified practice problem. There should be no quotes or personal opinions included in this section.

Quality Improvement Process (Completed this Week) (Approximately 2-3 paragraphs)

Describe the quality improvement process and the quality model that will be used as a basis for the practice problem. This is not your entire quality improvement plan, only a description of the quality improvement process and the quality model you chose. You will develop your specific quality improvement plan in week 4. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2013) chapter 6 for examples.

Explain why the specific process was selected and document your explanation with references.

Conclusion

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 5 Assignment

Capstone Paper, Part II: Quality Improvement Plan, Resources and Conclusion

In week 5 you will write the final section your Capstone Paper. The Assignment you will submit this week will combine the work you completed in Week 4 (Evidenced-Based Practice Plan) and will integrate the Resources and Conclusion details in approximately 3-5 paragraphs for your Capstone Paper. Be sure to include scholarly references identified in the literature review to support your EBP plan. Use appropriate and persuasive language that communicates meaning with clarity and fluency to readers, and is virtually error-free (see AWE Capstone Checklist).

To prepare for this Assignment:

Review the Capstone Paper Assignment Guide

Locate the most current version of your Week 4 Assignment. You will add these sections to that document.

Review the Academic Writing Expectations Checklist Capstone Level

Note the new expectations for Use of evidence and Credit to Source

Use a Scholarly Voice

http://academicguides.waldenu.edu/writingcenter/scholarlyvoice

http://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting#s-lg-box-2773859

Review the Walden University Writing Center webpage: Using Evidence: Synthesis

Review the Week 5 Assignment Rubric

Review Chapter 5 in your Spath text for examples of practice improvement plans.

Spath, P. (2013) Introduction to healthcare quality management (2nd ed.). Chicago, IL: Healthcare Administration Press.

Refer to Writing Center guidelines for how to write a summary.

Remember: Each section of the Capstone Paper must meet the Academic Writing Expectations for the Capstone Level.

Write a 3–4-page paper that addresses the following:

Introduction. Briefly review your practice problem and include a purpose statement.

Evidence-Based Practice Plan Explanation (Completed in Week 4)

Provide a detailed explanation of the evidence-based practice performance improvement plan that you will be use to address the practice problem.

Support your plan with scholarly references (the sources you found in the analysis of the evidence).

Resources (completed in Week 5)

Describe the resources needed to support the change in practice such as personnel time, supplies for staff education, cost of new equipment, or cost of software.

Explain why each resource is necessary.

Conclusion

Discuss all key points addressed in this assignment.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 1 Group A Practice Experience Discussion

Practice Experience: Identifying a Practice Problem in Need of Improvement

In this week’s Discussion, you shared your experiences with health care practice problems as a consumer and/or as a practitioner. Now, consider your current practice setting and think about something specific and relevant to your practice setting that you would like to see improved or changed. Interview a key leader in your practice setting who can confirm that your practice problem is one that should be addressed to enhance delivery or performance in the field. It is important to remember from the beginning that your practice problem must be measurable, and that you identify data that suggests a problem exists, and although this comes up more specifically in Week 2, it is important to consider this from the start.

This will be the problem discussed in your Practice Experience Project, Capstone Paper, and Storyboard.

By Day 4

Identify a measurable patient-centered practice problem related to quality or safety and relevant to your practice setting that you will also focus on in your Capstone Paper, and post a brief description of the problem and an explanation of why you selected it. Explain how the conversation you had with the key leader in your practice setting impacted your decision to address this particular practice problem. Be sure to support your practice problem with the literature that indicates the relevance of this problem for nursing practice. Provide evidence from your practice area and describe the data that is available.

You will not be collecting any data during the practice experience project; you will use data already available to you in your workplace or other practice setting. Think about the different kinds of data that is shared with you in your work area. For example, data may include patient satisfaction scores, medication error rates, fall, CLABSI or CAUTI rates. Analyzing the data available to you is how you will identify that a quality problem exists. Data identifies potential areas for improvement, and monitors the effectiveness of any changes. It is important to obtain baseline data before beginning a quality improvement project and to analyze results during and at the end of a project.

Note: The practice problem must be related to patient outcomes. (Staffing cannot be your main practice problem for the completion of the Practice Experience Project and Capstone Paper.)

Note: If you use the same practice problem that was presented in the Week 1 Discussion on quality theories, keep in mind that you must be much more specific in this post and explain how it is relevant to your setting and nursing practice.

By Day 7

Read two or more of your colleagues’ postings from the Discussion question. Respond to at least two of your classmates. As a member of a community of practice, help each other refine and clarify the patient-centered Practice Experience Project. Provide support and suggestions on the importance of the practice problem in improving patient outcomes.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 2 Group A Practice Experience Discussion

Practice Experience: Applying Measurement Tools to a Practice Problem

Conduct a collaboration interview with two or three key leaders in your practice setting to determine the measures for your practice problem and associated challenges impacting measurement for your practice problem (include confidentiality, anonymity, access issues, etc.). Perform an existing evidence review on your practice problem and search for evidence that demonstrates how your practice problem is measured across the country.

By Day 4

Post a description of the measures identified from the interviews, the challenges to obtaining the data that were discussed, and a summary of how this quality indicator is measured in the literature. Discuss any gaps in the data that were identified and additional sources that might be needed to obtain this data. Be sure to support your practice problem with the literature that indicates the relevance of this problem for nursing practice. Provide evidence from practice and data that is available.

By Day 7Read and respond to two or more of your colleagues’ postings from the Discussion question. Provide feedback on the quality of data that was obtained and recommendations on where additional sources of data might be found. As a member of a community of practice, help each other refine and clarify the patient-centered Practice Experience Project.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 3 Group A Practice Experience Discussion

Practice Experience: Applying Process Improvement Models

Choose a Quality Improvement Model from Chapter 5 in the Spath (2013) textbook, and apply this model to your practice problem. Please do not choose Lean or Six Sigma as your quality model unless you have an expert in these quality models in your organization to guide you through the process.

PDSA (p.117).

RCI (p.120).

FOCUS PDCA (p.121).

FADE (p.121).

By Day 4

Post a Discussion entry describing the model that you selected and how each step of the model will be used to develop the plan for the Practice Experience Project. Continue to collaborate with the selected individuals in your practice environment as needed in the development of the Practice Experience Project, and share this information with your group.

By Day 7

Read and respond to two or more of your colleagues’ postings from the Discussion question. Provide feedback on the selected model, and offer other models if appropriate for their project. As a member of a community of practice, help each other refine and clarify the patient-centered Practice Experience Project.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 4 Group A Practice Experience Discussion

Practice Experience: Stakeholder Analysis

The next step in the process is to begin identifying the challenges and impediments to implementing a quality improvement plan. In the analysis consider the individuals affected by the change as well as the cost of implementing the quality improvement plan.

By Day 4

Post a description of some of the proposed action steps for implementing improved practice, and explain where potential challenges might compromise your proposed improvement project. Describe what resources are needed for your solution, and explain whether or not those resources are cost-effective. Continue to collaborate with the selected individuals in your practice environment as needed in the development of the Practice Experience Project, and share this information with your group.

By Day 7

Read and respond to two or more of your colleagues’ postings from the Discussion question. Provide feedback on potential challenges you see might compromise the improvement project and what other resources might be more cost effective. As a member of a community of practice, help each other refine and clarify the patient-centered Practice Experience Project.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 5 Group A Practice Experience Discussion

Practice Experience: Applying Key Interventions to a Practice Problem

The final step is to develop the plan discussing the steps clearly and succinctly. The plan must be evidence based .

By Day 4

Post an explanation of how you could apply key interventions supported by the scholarly research evidence to potentially help resolve the issue in measurable ways. Continue to collaborate with the selected individuals in your practice environment as needed in the development of the Practice Experience Project, and share this information with your group.

By Day 7

Read and respond to two or more of your colleagues’ postings from the Discussion question. Provide feedback about the selected measures, or provide suggestions for improving how the patient quality and safety outcomes could be addressed by care coordination techniques and effective leadership style. As a member of a community of practice, help each other refine and clarify the patient-centered Practice Experience Project.

NURS4220/NURS4221 Leadership Competencies in Nursing and Healthcare

Week 6 Group A Practice Experience Discussion

Practice Experience: Developing a Quality Improvement Plan

Storyboard Instructions

The Practice Experience Project Storyboard is a brief, visual summary of a completed quality improvement initiative. The storyboard highlights key aspects of a quality improvement effort by documenting the Practice Experience Project from beginning to end.

The course template uses a PowerPoint format to complete this assignment. You only need to provide two slides, no more. The first slide is the summary of your project; the second slide is the reference page. You will need to choose the most pertinent information from your practice experience and Capstone Paper to complete the Storyboard. No voiceover is required.

The completed storyboard is submitted for grading and also serves as the main post for the Week 6 Practice Experience discussion.

By Day 4

Submit your quality improvement storyboard using the provided template.

By Day 7Provide feedback to at least two of your classmates about their storyboards. Discuss the clarity of the problem presentation, the data that was selected to support the quality and safety issue, the selected process improvement model, and the proposed plan to improve patient outcomes.

Provide feedback on the overall content and professional presentation of the storyboard. Feedback should help energize the other student and help to improve a project that truly may be implemented.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Use of Direct Quotes

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Communication

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NURS6670 Week 9 Assignment Practicum Journal State Practice Agreements

Assignment 2: Week 9 Practicum Journal: State Practice Agreements

In many states, nurse practitioners are completely autonomous professionals. In other states, however, NPs have a wide range of “restrictive” practice ranging from requirements for a “supervising” physician to requirements for a “collaborative” agreement with a physician.

In this Practicum Journal Assignment, you will examine the requirements of your own state in order to prepare yourself for the realities of practice upon graduation.

Learning Objectives

Students will:

· Analyze state PMHNP practice agreements

· Analyze physician collaboration issues

· Analyze barriers to PMHNP independent practice

· Create plans for addressing state PMHNP practice issues

To Prepare for this Practicum Journal:

· Review practice agreements in your state.(Texas)

· Identify at least two physician collaboration issues in your state.

For this Practicum Journal:

· Briefly describe the practice agreements for PMHNPs in your state.(Texas)

· Explain the two physician collaboration issues that you identified.

· Explain what you think are the barriers to PMHNPs practicing independently in your state.

· Outline a plan for how you might address PMHNP practice issues in your state.

Class Rules

A clear purpose statement (The purpose of this paper is to…) is required in the introduction of all writings.

you are required to cite scholarly resources including peer-review journals and current practice At lease within the last 5 years 2015-2020.

guidelines ( May use /orders/www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/index.html )

Please, all bullets points, bold, red and highlighted area must be attended to.

Assignment 2: Week 9 Practicum Journal: State Practice Agreements

In this Practicum Journal Assignment, you will examine the requirements of your own state in order to prepare yourself for the realities of practice upon graduation.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Who We Are

We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

Do you handle any type of coursework?

Is it hard to Place an Order?

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2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS

Discussion Questions (DQ)

Weekly Participation

APA Format and Writing Quality

Use of Direct Quotes

LopesWrite Policy

Late Policy

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NURS6670 Week 10 Assignment

NURS6670 Week 10 Assignment Practicum Journal Checkpoint for Certification Plan

NURS 6670 PMH NP Role II: NURS6670 Week 10 Assignment Practicum Journal Checkpoint for Certification Plan

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

This Syllabus, including the Course Schedule that is linked on this page as a PDF
Course Calendar
Student Support

Credit Hours

5 credits (3 didactic and 2 practicum credits)

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Description

Continuing from the lifespan approach, the learner in this final course for the psychiatric mental health nurse practitioner (PMHNP) focuses on psychiatric mental health issues that occur in adults and older adults. Selection of assessment approaches for the adult and older adult as well as differential diagnosis, application of diagnostic criteria, appropriate diagnostic testing, and diagnostic case formulation will be undertaken. The learner will use both psychotherapeutic approaches coupled with psychopharmacologic approaches to treat common psychiatric mental health conditions of adults and older adults. Through these practicum experiences, learners will focus on the application of didactic concepts to patient care situations. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Prerequisites

NURS 6630: Psychopharmacologic Approaches to Treatment of Psychopathology

NURS 6640: Psychotherapy With Individuals

NURS 6650: Psychotherapy With Groups

NURS 6660: Psychiatric Mental Health Nurse Practitioner Role 1: Child and Adolescent

Course Outcomes

Evaluate clients using comprehensive integrated psychiatric assessments in adults and older adults
Apply appropriate diagnostic criteria to psychiatric and mental health disorders in adults and older adults
Evaluate efficacy of treatment approaches to psychiatric and mental health disorders in adults and older adults
Apply strategies for engaging in professional practice for PMHNP
Implement evidence-based treatment approaches for psychiatric and mental health disorders in adults and older adults. NURS 6670 PMH NP Role II: Adult-Syllabus.
Assess knowledge of concepts and principles related to treatment of psychiatric and mental health disorders in adults and older adults

To access the Alignment Chart for this course, please click on the following link:

Document: NURS 6670 Alignment Chart (PDF)

Course Materials

The process for receiving course texts and materials varies by program. Review the information below to make sure you have all course texts and materials before the term starts.

If your course texts and materials are being provided to you by Walden University as part of your course tuition, you should have received the items noted below. When you receive your package, make sure that all required course texts and materials have been included. NURS 6670 PMH NP Role II: Adult-Syllabus.

If you are required to purchase materials for this course, please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and materials noted below. When you receive your package, make sure that all required course texts and materials have been included.

For missing, incorrect, or damaged materials, please contact the Student Support Team. Contact information for the Student Support Team can be located in the Student Support area of the course navigation menu.

Course Text

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Note: While only the print edition of this book is referenced here, electronic versions also may be available and may be acceptable for use in this course.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week and within the Course Schedule. NURS 6670 PMH NP Role II: Adult-Syllabus.

Course Readings List

The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6670 Course Readings List

Media

Assigned course media elements may be found in one or more weeks of the course and are available via a streaming media player or a hyperlink to the individual item.

Course Assignments

Online Discussion and Clinical Supervision

The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

Requirements: You are expected to participate at least two separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS 6670 PMH NP Role II: Adult-Syllabus.

All Discussion postings need to be made in each week’s Discussion area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the Discussion area for specific instructions.

Discussions will be graded according to the Discussion Rubric found in the Course Information area.

Assignments and Projects

An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the Assignments or Projects areas, including how and where to submit the Assignment or Project and the due date.

Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties.

Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website. NURS 6670 PMH NP Role II: Adult-Syllabus.

Please refer to the APA Guide or visit the Walden University Online Writing Center at

Writing Center

Walden University expects you to act with integrity and honesty in your academic courses. Refer to the Guidelines and Policies and Academic Integrity areas for more details.

Check the Course Information area for any rubrics relating to the Assignments and Projects.

Practicum Activities

The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam. NURS 6670 PMH NP Role II: Adult-Syllabus.
The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.
At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines.

Time Logs: Students are required to keep a log of the time spent related to their practicum experience and enter every patient they see each day. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in Weeks 4, 7, and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

Grading Criteria and Total Components of a Grade

Course grades will be based on participation (postings) and completion of assignments as listed below.

Note: All assignments must be completed to pass the course.

Grading Scale

Letter grades will be assigned as follows:
90%–100% = A
80%–89% = B
70%–79% = C
70% or below = F

Please see below for the policy on Incomplete (I) grades.

Course Evaluation and Grading

Important Note: This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the Weighted Total (%) column of the table that follows. NURS 6670 PMH NP Role II: Adult-Syllabus.

Week	1	2	3	4	5	6	7	8	9	10	11	Total Points	% of Grade
Discussions (100 pts each)	X		X			X		X		X	X	600	15%
Clinical Supervision				X								S/U
Assignments (100 pts each)		X			X X		X		X			500	15%
Exams (75 pts each)						X					X	150	50%
Board Vitals (20 pts each)		X	X	X	X	X	X	X	X	X	X	200	10%
Fitzgerald Exam (100 pts)			X									100	10%
Practicum Journal Entries	X	X				X	X		X	X		S/U
Decision Trees			X		X			X				S/U
Total												1550	100%

Feedback Schedule

The Instructor will log into the course at least 3–4 times during the week to monitor the weekly Discussion area. Feedback will be provided via the Discussion area and/or the Announcements page. Requests for more specific feedback may be made in the Discussion area or in the Contact the Instructor thread.
The Instructor will respond to at least one main post each week but will usually not respond to all posts.
Timely Review and Return of Student Work. As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.
Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the Contact the Instructor area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the Guidelines and Policies area. NURS 6670 PMH NP Role II: Adult-Syllabus.

Preferred Methods for Delivering Assignments

Submitting Course Postings to the Weekly Discussion Areas

Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

Submitting Assignments and Projects

Assignments and Projects are submitted according to the instructions in the Assignments or Projects areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s Assignment or Project area.

E-mailing Your Instructor

When e-mailing the Instructor, please use the following heading for your e-mail subject line: last name + your first initial + course number (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail. NURS 6670 PMH NP Role II: Adult-Syllabus.

Policies on Late Assignments

Discussion and Assignment Postings

No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings.

Assignments

Assignments are due by Day 7 of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after Day 4 of the week following that in which it is assigned will receive zero points. NURS 6670 PMH NP Role II: Adult-Syllabus.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. NURS 6670 PMH NP Role II: Adult-Syllabus.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. NURS 6670 PMH NP Role II: Adult-Syllabus.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. NURS 6670 PMH NP Role II: Adult-Syllabus.

Checklist

The weekly course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS 6670 PMH NP Role II: Adult-Syllabus.

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

For full assignment details and directions, refer to each week of the course.

Click on the NURS 6670 Course Schedule (PDF) link to access the Course Schedule.

Document: NURS 6670 Course Schedule (PDF)

Checklist

Module	Assignment	Title
Week 1	Psychiatric Assessment of the Adult and Older Adult
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Interview Format. NURS 6670 PMH NP Role II: Adult-Syllabus.
	Assignments	Week 1 Practicum Journal Entry: Certification Plan
Week 2	Depressive Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Assignments	“Captain of the Ship” Project – Depressive Disorder Week 2 Practicum Journal: Safe Prescribing Board Vitals
Week 3	Personality Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Treatment of Personality Disorders
	Assignments	Decision Tree Fitzgerald Health Education Associates (FHEA) PMHNP 150 University Exit Comprehensive Exam Board Vitals
Week 4	Substance-Related and Addictive Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Clinical Supervision – Kaltura
	Assignments	Week 1 Practicum Journal Entry: Certification Plan Week 2 Practicum Journal: Safe Prescribing Week 3 Practicum Journal: Decision Tree Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.
Week 5	Bipolar Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Assignments	“Captain of the Ship” Project – Bipolar Disorders FHEA Exam Follow-up Practicum: Decision Tree Board Vitals
Week 6	Anxiety Disorders, PTSD, and Related Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Treatment of Anxiety Disorders
	Assignments	Midterm Exam Week 6 Practicum Journal: Reimbursement Rates Board Vitals
Week 7	Obsessive-Compulsive Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Assignments	“Captain of the Ship” Project – Obsessive-Compulsive Disorders Week 7 Practicum Journal: Checkpoint for Certification Plan Week 5 Practicum: Decision Tree Week 6 Practicum Journal – Reimbursement Rates Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.
Week 8	Neurocognitive Disorders
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Treatment of Neurocognitive Disorders
	Assignments	Practicum: Decision Tree Board Vitals
Week 9	Schizophrenia Spectrum and Other Psychotic Disorders
	Learning Resources	Required Readings Required Media
	Assignments	“Captain of the Ship” Project – Schizophrenia Spectrum and Other Psychotic Disorders Week 9 Practicum Journal: State Practice Agreements Board Vitals
Week 10	Sleep/Wake Disorders and Parasomnias
	Learning Resources	Required Readings Required Media Optional Resources
	Discussion	Treatment of Sleep/Wake Disorders
	Assignments	Week 10 Practicum Journal: Checkpoint for Certification Plan. NURS 6670 PMH NP Role II: Adult-Syllabus. Week 8 Practicum: Decision Tree Week 9 Practicum Journal: State Practice Agreements Board Vitals
Week 11	Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction
	Learning Resources	Required Readings Required Media
	Discussion	Assessment and Treatment of Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunction
	Assignments	Final Exam Board Vitals. NURS 6670 PMH NP Role II: Adult-Syllabus.

Week 10 NRNP 6675 ASSIGNMENT 2: National Organization of Nurse Practitioner Faculties (NONPF) Competencies

The National Organization of Nurse Practitioner Faculties (NONPF) has determined nine broad areas of core competence that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This course was designed to prepare you to synthesize knowledge gained throughout the program and to apply each of the nine core competencies within your selected areas of practice and your representative communities.

The nine areas of competency are:

· Scientific Foundations

· Leadership

· Quality

· Practice Inquiry

· Technology and Information Literacy

· Policy

· Health Delivery System

· Ethics

· Independent Practice

To Prepare

· Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content.

The Assignment

For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet the competency (for a total of at least nine paragraphs). Then, propose how you plan to engage in social change in your community as a nurse practitioner. Finally, describe 1–2 legislative and/or advocacy activities in which your state nurse practitioner organization(s) are involved. Be specific and provide examples.

Learning Resources

Required Readings (click to expand/reduce)

American Nurses Credentialing Center. (n.d.). Psychiatric-mental health nurse practitioner (across the lifespan) certification (PMHNP-BC).

/orders/www.nursingworld.org/our-certifications/psychiatric-mental-health-nurse-practitioner/

· Scroll to ANCC Study Aids – Free for sample test questions and study guides to help you prepare for your certification exam.

Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett Learning.

· Chapter 12, “Lawmaking and Health Policy”

· Chapter 14, “Standards of Care for Nurse Practitioner Practice”

· Chapter 15, “Measuring Nurse Practitioner Performance”

The National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies. /orders/cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/20170516_NPCoreCompsContentF.pdf

The National Organization of Nurse Practitioner Faculties. (n.d.). National organization of nurse practitioner faculties. /orders/www.nonpf.org/

Stewart, J. G., & DeNisco, S. M. (2019). Role development for the nurse practitioner (2nd ed.). Jones & Bartlett Learning.

· Chapter 11, “Concepts of the Professional”

· Chapter 12, “Health Policy and the Nurse Practitioner”

· Chapter 14, “Mentoring”

NURS6670 Week 10 Discussion Treatment of Sleep/Wake Disorders

The power of sleep to heal the body cannot be underestimated. Most research indicates that 7–8 hours of sleep are a minimum that people need to stay healthy. Clients who come to the PMHNP’s office frequently complain of sleep problems. It is estimated that 10–20% of patients report some type of sleeping problem.

In this Discussion, you will analyze the diagnostic criteria and evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders.

Learning Objectives

Students will:

• Analyze diagnostic criteria for sleep/wake disorders

• Analyze evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders

• Analyze criteria for referring clients to primary care physicians for treatment of sleep/wake disorders

• Compare differential diagnostic features of sleep/wake disorders

To prepare for this Discussion:

• By Day 5 of Week 9, your Instructor will have assigned you a sleep/wake disorder, which will be the focus of your original post for this Discussion.

• Review the Learning Resources.

• Explain the diagnostic criteria for your assigned sleep/wake disorder.

• Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned sleep/wake disorder.

• Describe at what point you would refer the client to their primary care physician for an additional referral to a neurologist, pulmonologist, or physician specializing in sleep disorders and explain why.

• Support your rationale with references to the Learning Resources or other academic resource.

By Day 6

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Walden NURS6670 Week 8 Assignment

NURS6670 Week 8 Assignment Decision Tree

NURS6670 Week 8 Assignment Decision Tree- Psychiatric Mental Health Nurse Practitioner Role II

Decision Tree

The Assignment:

Learning Objectives

Students will:

• Evaluate clients for treatment of mental health disorders

• Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

At each Decision Point, stop to complete the following:

• Decision #1: Differential Diagnosis

o Which Decision did you select?

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

• Decision #2: Treatment Plan for Psychotherapy

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

• Decision #3: Treatment Plan for Psychopharmacology

o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

• Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

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NURS6670 Week 7 Assignment

NURS6670 Week 7 Assignment 2 Practicum Journal Checkpoint for Certification Plan

Week 1 FOR WK 4 -Practicum Journal Entry- Certification Plan

A psychiatric mental health nurse practitioner (PMHNP) is a person who is certified by the Board of Nursing to practice as nurse practitioner in a specific area in psychiatry and mental health nursing. A psychiatric mental health nurse practitioner (PMHNP) has the abilities to perform a physical assessment, diagnose a patient and prescribe medication either independently or under the supervision of a physician, depending on the state (Woo, Lee & Tam, 2017).

. The purpose of this practical journal assignment is to describe the practice of PMHNP environment in my state of Maryland, comparison of the practice of PMHNP in my state (Maryland) and the other state I would have like to practice which is Louisiana. Finally, the professional and clinical practice issues needed to be considered by a new PMHNP, and the checklist to follow in passing the National Certification exam will be detailed. Sample Checkpoint for Certification Plan Practicum Journal.

Psychiatric Mental Health Nurse Practitioner (PMHNP) Practice Environment in Maryland

A psychiatric mental health nurse practitioner (PMHNP) in Maryland is required to complete Maryland Nurse Practitioner Programs and also pass the Board examination. In Maryland, a PMHNP is supposed to specialize in one area which is mental health field for that practitioner to practice in that state. Secondly, a psychiatric mental health nurse practitioner (PMHNP) can practice in all the 50 states including the District of Columbia (American Nurses Association, 2014) Sample Checkpoint for Certification Plan Practicum Journal.

In Maryland, it is not a requirement for PMHNP to have a collaborative agreement with a physician. This means that a PMHNP can independently without being supervised by a physician carry out functions allowed by the law such as diagnosis of mental disorders, prescription of medication from schedule II-V drugs, or ordering medical tests. This means that PMHNPs in Maryland can do the majority of the same functions as psychiatrists and therefore PMHNPs have the legal authority to form independent practices. To enter into practice and be licensed as a PMHNP in Maryland, one is required to have a master’s degree and accreditation in a nurse practitioner program. In addition, an independent PMHNP can be able to open their clinics. However, the practice of PMHNPs in Maryland is influenced by the political environment (Barton Associates, 2017). Sample Checkpoint for Certification Plan Practicum Journal.

The psychiatric mental health nurse practitioner (PMHNP) focuses on improving and advancing nursing practice skills in the care of individuals with mental disorders. The program includes practicum and course work covering various healthcare needs Sample Checkpoint for Certification Plan Practicum Journal. A restriction in practice stipulated by the American Association of Nurse Practitioners (AANP) is that nurses are restricted to participate in only one element of Nurse Practitioner practice (Gadbois, Miller, Tyler & Orna, 2016).

Comparison of PMHNP practice environment in Maryland with a State I would like to Practice (Louisiana)

The only similarity is the both PMHNPs in Maryland and Louisiana is that PMHNPs can make referrals for physical therapy. However, there a lot of differences in terms of the scope of practice between these two states. There must be a collaborative agreement by law between the PMHNP and the physicians for one or more elements of the practice of the PMHNP in Louisiana unlike Maryland. In this respect, PMHNPs in Louisiana do not have autonomous practice. Besides, the medical staff membership in Louisiana is reduced as the physicians recommend the PMHNPs to be part of the medical staff in which they practice Sample Checkpoint for Certification Plan Practicum Journal. In addition, PMHNPs cannot individually prescribe schedule II controlled substances for chronic pain, intractable pain, or obesity in Louisiana unlike Maryland. State statute and/or Administrative Code in Maryland recognizes nurse practitioners as primary care providers but it does not define whether they can be primary providers in Louisiana (Barton Associates, 2017).

In this respect, it can be deduced that the psychiatric mental health nurse practitioner (PMHNP) environment in Maryland differs in various ways as compared to the scope of practice in Louisiana. Maryland has a legal board that oversees the admission procedure. In Louisiana, a collaborative agreement between the PMHNP and the physician is needed when it comes to medical prescriptions unlike in Maryland. Unlike Louisiana, Maryland obliterated the prerequisite of on-site supervision of the PMHNP by a physician. Therefore, PMHNPs in Maryland has a higher level of practice freedom when compared to Louisiana (Barton Associates, 2017). It will be therefore challenging for me to live and practice in Louisiana even though my family lives there after I have practiced in Maryland which has maximum independence in the scope of practice. Sample Checkpoint for Certification Plan Practicum Journal.

Professional and/or Clinical Practice Issues needed to be Considered by New PMHNP

Credentialing procedure is used to evaluate if a nurse mental health nurse practitioner meets the professional requirements and certification as well. The credentialing process consists of aspects such as verifying the education completion, licensing, as well as verifying if the nurse successfully passed certification and review tests. A psychiatric mental health nurse practitioner(PMHNP) is also supposed to provide a copy of the DEA certificate from the United States Drug Enforcement Administration Sample Checkpoint for Certification Plan Practicum Journal. A PMHNP can only practice after all credentials are verified. The credentialing system conducts the probationary length and this can take like four weeks to start working (Ellis, 2018).

American Nurses Credentialing Center (ANCC) is the body responsible for providing certifications to a psychiatric mental nurse practitioner (PMHNP). In effect, The PMHNP must be certified by ANCC before acquiring a license to practice in the state of Maryland. Lastly, a psychiatric mental health nurse practitioner is required to have malpractice insurance coverage before being issued with coverage to practice (Judge-Ellis & Thad 2017). Sample Checkpoint for Certification Plan Practicum Journal.

A Checklist for Passing the National Certification Exam

The check that list that will be followed for passing the National Certification Exam entails the following:

Successfully completing my last class (NURS-6670) in master’s program as a PMHNP student at Walden University and ensuring that I understand the contents of all the materials at the start of the program.
Attending a review course with my preferred review course to be either Fitzgerald Health Education Associate or Barkley and Associates in May 2019 Sample Checkpoint for Certification Plan Practicum Journal.
Comprehensively study the relevant books, especially the review book by Johnson K & Vanderhoef D (2016). Psychiatric-Mental Health Nurse Practitioner Review and Resource Manual, PMHNP-BC Pocket -Prep, and Psychiatric Mental Health Nurse Practitioner Certification Review by Barkley and Associates with its audio CDs.
Using educational resources and practice tests available through the internet resources from American Nurses Credentialing Center (ANCC) and Board Vitals
PMHNP Exam Flashcards
Read about test taking skills adequately to equip me on how to analyze and answer questions.
Adequate preparations to cover all the examinable course work will enable me to pass the certification exams
Planning to finally take my board exam in middle of June 2019. Sample Checkpoint for Certification Plan Practicum Journal.

References

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and

standards of practice (2nd ed.). Washington, DC: Author.

Barton Associates. (2017). Nurse practitioner scope of practice laws. Retrieved from

/orders/www.bartonassociates.com/locum-tenens-resources/nurse-practitioner-scope-of-practice-laws/ Sample Checkpoint for Certification Plan Practicum Journal.

Ellis H. (2018). Psychiatric-mental health nurse practitioner student preceptorship: Perspectives on clinical training. Journal of Nursing Education and Practice. 8(12).

Judge-Ellis T & Thad W. (2017). Time and NP Practice: Naming, Claiming, and Explaining the Role of Nurse Practitioners. The Journal of Nurse Practitioners. 13(9), 583–589.

Gadbois E, Miller E, Tyler D & Orna I. (2016). Trends in State Regulation of Nurse Practitioners and Physician Assistants. Med Care Res Rev. 72(2), 200–219.

Woo B, Lee J & Tam W. (2017). The impact of the advanced practice nursing role on quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: a systematic review. Hum Resour Health. 15(63) Sample Checkpoint for Certification Plan Practicum Journal.

Sample Checkpoint for Certification Plan Practicum Journal

Preparing for the certification is a major milestone in my career path, it is essential to be organized and goal-directed towards the success of the certification, Therefore I have organized all the study materials needed to succeed in the examination. I have created my study guideline,

which includes the books to review, test-taking skills, questions to review and areas of focus based on the certification exam requirements for PMHNPs. I have enrolled in the enrolled Barkley & Associates review class scheduled for January 13 and 14, 2019 with hotel reservations. I have also purchased the CD and the review manual from Barkley and currently studying and listening to the CD. Board vitals and the pocket prep application are vital online resources tool that I amusing to practice and review questions Sample Checkpoint for Certification Plan Practicum Journal. On daily basses review 10 questions from Board vitals, 10 questions from pocket prep application. Participate in a study group and ask each other questions based on the material. I started studying a chapter in 3-4

days from the Psychiatric-Mental Health Nurse Practitioner Review and Resource Manual, 4^th Edition by Kathryn Johnson and Dawn Vanderhoef. People tend to be motivated toward pleasure and away from pain. I write down my to-do list, this helps me to prioritize my activities and to ensure successful accomplishment. There are times when time constraints is an issue and someitems are not done on the time frame allotted for it then I remind myself why the task was important enough to get onto the list in the first ANXIETY DISORDER, OCD, OR SOMETHING ELSE? place, and I am much more likely to accomplish it. In studying for a certification test “that” item on your to-do list should be reframed to boost your motivation by replacing “have to” with “want to!” (Rauen, 2018) Considering the importance of test-taking strategies, it is believed that employing the strategies that can enhance the successful performance on the total test is of crucial importance. (Kheirzadeh, et. al, 2017). Pacing and test preparation appear to be important factors that affect test taking strategies and performance of many examinees, therefore, it is essential to assess one’s study skills and develop areas that are weaker to ensure successful learning efficiency. (Lee, & Haberman, 2016). Sample Checkpoint for Certification Plan Practicum Journal.

In summary, the most important skills for success on a standardized test are the ability to

plan, the ability to focus, and the ability to methodically work through the available test preparation materials. The important thing is for the student to make a plan that considers his or

her personality, needs, and other commitments, and then stick to the plan. (Hagler, 2014) Sample Checkpoint for Certification Plan Practicum Journal.

ANXIETY DISORDER, OCD, OR SOMETHING ELSE?

References

Hagler, G. M. (2014). Test Preparation.

Salem Press Encyclopedia.

Running Head: PMHNP PRACTICE IN MARYLAND 1

PMHNP Practice in Maryland.

Students Name:

Professors Name:

Date.

PMHNP practice in MARYLAND

Maryland can be described as one of the exemplary states where nursing and nurse practitioners are at liberty to exercise their professional nursing practice independently after they have been licensed. Worth knowing is that PMHNP students undertake a larger percent of their course work based on online learning as permitted by MHEC education commission and upon successful completion of their course and perhaps registered as new graduates who must have 18 months’ collaborative agreement with an MD to facilitate easy monitoring of their nursing practice. (RUBENFIRE, 2015) As per the provisions of Maryland’s scope of practice policy, nurses are expected to work and practice within their specialization area.

Maryland has guaranteed the nurse practitioners’ independence as they can prescribe certain drugs without necessarily having an attestation agreement with physicians. However, ere nurse practitioners are required to register with CRISP with mandatory possession of DEA number to facilitate easy tracking of drug prescriptions made by the nurses. (RUBENFIRE, 2015)

Comparing PMHNP practice in MARYLAND and Pennsylvania state.

When I compare Maryland PMHNP practice environment with that of Pennsylvania state as its neighbor, it is clear that PMHNPs pay tends to differ based on several factors such as the actual medial setting within which they operate, experience as well as the geographical location of the workplace place. Both Maryland and Pennsylvania ANCC is mandated to administer PMHNP examinations. Also, it should be known that unlike Pennsylvania, where nurse practitioners may not work independently, in Maryland, nurses are allowed to work independently without close supervision by medical doctors (RUBENFIRE, 2015). Both Maryland and Pennsylvania PMHNPs are allowed to work with patients who are mental without specifying their ages or working setting as it can be done within mental health centers, home medical sites correction facilities, or state psychiatric facilities.

A professional and/or clinical practice issue a new PMHNP to consider.

New PMHNP students will be expected to deeply understand several aspects of professional concerns within the limits of clinical practices. Some of the professional and clinical issues that need to be considered by a new PMHNP include mandatory laws provided for the credit transfer and their relocation. Since every state may have its own law, many of the new PHMNP students may perceive them either negatively or positively, and therefore this prompts that PMHNP students should choose wisely the kind of institutions they may wish to join (Monica, 2019).

A checklist for passing the national certification exam.

After one’s request to join the learning program, the application is usually made within 90 days’ time span. The application is approved by the exam license board using the committee website link provided. Upon approval of the application, the exam fee is paid depending on the association one joins with, but PMHNP fees amount to 350 dollars (Carthon, Wiltse Nicely, Altares Sarik, & Fairman, 2016). After examination fees are paid, the national board in charge of exams schedules timelines for exams on its website

As for the preparation, adequate preparation will be the key requirement for successfully pursuing the said national certification examination. Adequate preparation will entail paying examination fees in advance to avoid inconveniences during the examination session., scheduling all time as per the course objectives to avoid missing some vital content, and finally reading comprehensively to grasp the enhanced mastery of the content within the course work.

References

Carthon, J. M., Wiltse Nicely, K., Altares Sarik, D., & Fairman, J. (2016). Effective Strategies for Achieving Scope of Practice Reform in Pennsylvania. Policy, Politics, & Nursing Practice, 17(2), 99-109. doi:10.1177/1527154416660700

Monica, K. (2019). How Maryland is Maximizing the Clinical Efficiency of PDMP Use. Retrieved from /orders/ehrintelligence.com/news/how-maryland-is-maximizing-the-clinical-efficiency-of-pdmp-use

RUBENFIRE, A. (2015, May 14). Maryland allows nurse practitioners to practice independently of a physician. Retrieved from /orders/www.modernhealthcare.com/article/20150514/NEWS/150519928/maryland-allows-nurse-practitioners-to-practice-independently-of-a-physician#:~:text=Maryland%20allows%20nurse%20practitioners%20to%20practice%20independently%20of%20a%20physician,-Adam%20Rubenfire&text=Maryland%20has%20become%20the%2021st,practice%20independently%20of%20a%20physician.&text=The%20measure%20allows%20nurse%20practitioners,an%20%22attestation%20agreement%22%20with%20physicians

Wheeler, K., & Haber, J. (2018). (PDF) Development of Psychiatric–Mental Health Nurse Practitioner Competencies: Opportunities for the 21st Century. Retrieved from /orders/www.researchgate.net/publication/247779694_Development_of_Psychiatric-Mental_Health_Nurse_Practitioner_Competencies_Opportunities_for_the_21st_Century

Practicum Experience and Journal Template

Checkpoint for Certification Plan

Walden University

NURS-6670N

Psychiatric Mental Health Nurse Practitioner Role II: Adults and Older Adults

Date

What have you done to prepare for your certification?

Currently, I have finished my school work. In this case, I am submitting assignments, completing the clinical hours, and entering the hours in MediTrek. I have used the vital boards as a means to assist in reading. I am also working towards finishing all coursework at the moment and the clinical hours. I have, as well, applied for the graduation with the institution as I await the next step after the convocation ceremony at university.

Have you completed the scheduled tasks assigned to your timeline? If not, what are your plans to stay on schedule?

The following is a list of task that forms part of my timeline.

A checklist helps in developing a plan to pass the certification exams by American Nurses Credentialing Center and obtain the DEA.

Below is my checklist that will be expanded in the future.

☐ – Not completed task

☒ – Complete task

☐ – Partially completed

☒ Firstly, I will make an application for graduation in the first week.

☐ To finish all the school work and the clinical hours by week seven and submitting all the assignments due. Currently, I am in week seven and undertaking a midterm evaluation. Some of the hours haven’t been attained.

☐ – At week 10, I will request for the transcript to be sent to ANCC.

☐ – Upon completion, I will wait for Walden University to confer the degree and the official transcripts.

☐ As I wait for my ATT, I will read rationales, answer questions, and attend to reviews to sharpen my knowledge about nursing and the new developments.

☐ Wait for the authorizations test from ANCC.

☐ Upon receiving the ATT, I will pick a date for the test.

☐ I will take my test on the said date and notify the nursing board as I wait for licensing.

I will remain focused on the school work and put in mind all the school calendars concerning the assignments that are due. I would like to get all the transcripts, submit them to ANCC as a way of notification before taking my exams.

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NURS6670 Week 5 Assignment

NURS6670 Week 5 Assignment Captain of the Ship Project Bipolar Disorders Latest

NURS6670 Week 5 Assignment Captain of the Ship Project Bipolar Disorders

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

The Assignment:

Examine Case 2: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Case #2
Anxiety disorder, OCD, or something else?

8-year-old black male

BACKGROUND

Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get sick like he did a few weeks ago, which kept him both out of school and off the playground. He was also not able to see his father for two weekends because of being sick. Shaquana explains that although she and her ex-husband Desmond divorced about 2 years ago, their divorce was amicable and they both endeavor to see that Tyrel is well cared for.

Shaquana reports that Tyrel is irritable at times and has also had some sleep disturbances (which she reports as “trouble staying asleep”). She reports that he has been more and more difficult to get to school as he has become nervous around his classmates. He has missed about 8 days over the course of the last 3 weeks. He has also stopped playing with his best friend from across the street.

His mother reports that she feels “responsible” for his current symptoms. She explains that after he was sick with strep throat a few weeks ago, she encouraged him to be more careful about washing his hands after playing with other children, handling things that did not belong to him, and especially before eating. She continues by saying “maybe if I didn’t make such a big deal about it, he would not be obsessed with germs.”

Per Shaquana, her pregnancy with Tyrel was uncomplicated, and Tyrel has met all developmental milestones on time. He has had an uneventful medical history and is current on all immunizations.

OBJECTIVE

During your assessment of Tyrel, he seems cautious being around you. He warms a bit as you discuss school, his friends at school, and what he likes to do. He admits that he has been feeling “nervous” lately, but when you question him as to why, he simply shrugs his shoulders.

When you discuss his handwashing with him, he tells you that “handwashing is the best way to keep from getting sick.” When you question him how many times a day he washes his hands, he again shrugs his shoulders. You can see that his bilateral hands are dry. Throughout your assessment, Tyrel reveals that he has been thinking of how dirty his hands are; and no matter how hard he tries to stop thinking about his “dirty” hands, he is unable to do so. He reports that he gets “really nervous” and “scared” that he will get sick, and that the only way to make himself feel better is to wash his hands. He reports that it does work for a while and that he feels “better” after he washes his hands, but then a little while later, he will begin thinking “did I wash my hands well enough? What if I missed an area?” He reports that he can feel himself getting more and more “scared” until he washes his hands again.

MENTAL STATUS EXAM

Tyrel is alert and oriented to all spheres. Eye contact varies throughout the clinical interview. He reports his mood as “good,” admits to anxiety. Affect consistent to self-reported mood. He denies visual/auditory hallucinations. No overt delusional or paranoid thought processes were apparent. He denies suicidal ideation.

Lab studies obtained from Tyrel’s pediatric nurse practitioner were all within normal parameters. An antistreptolysin O antibody titer was obtained for reasons you are unclear of, and this titer was shown to be above normal parameters.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PMHNP GIVE TO TYREL?

Assignment: Decision Tree Case Study

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

Generalized Anxiety Disorder (GAD)

Obsessive Compulsive Disorder

Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (“PANDAS”)

ANSWER CHOOSEN: Obsessive Compulsive Disorder

Decision Point Two

BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-red.pngBegin Zoloft 50 mg orally daily

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-blue.pngBegin Fluvoxamine immediate release 25 mg orally at bedtime

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-yellow.pngBegin Fluvoxamine controlled release 100 mg orally in the morning

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-red.pngDiscontinue Zoloft and begin Fluvoxamine controlled release 100 mg orally every morning

In terms of an actual diagnosis, the child’s main symptoms are most consistent with obsessive-compulsive disorder. There may also be an element of social phobia developing, but at this point, the PMHNP has not assessed the nature of the school avoidance—that is, why is the child avoiding school. Notice that nothing in the scenario tells us that the PMHNP has assessed this. Zoloft is FDA-approved to treat OCD in children. However, between ages 6 and 12, it should be started at 25 mg orally daily. If starting doses are too high, the child may experience side effects that he associates with the medication and as such, may refuse to take the medication. Starting at too high a dose can result in unfavorable side effects (gastrointestinal side effects are notable in this drug), and we can see that Tyrel is experiencing nausea and decreased appetite. In this case, it is recommended to wait to see if the side effects dissipate. Decreasing the dose to 12.5 mg orally daily for about 3 or 4 days, then going back to 25 mg orally daily may help to overcome the unfavorable side effects. If side effects persist, the PMHNP may need to consider switching to a different medication.Fluvoxamine controlled release is not FDA-approved for use in children with OCD (see “Special Populations: Children and Adolescents” in the Fluvoxamine monograph of Stahl’s Prescriber’s Guide for further details). Fluvoxamine 100 mg orally daily may not be tolerated in the morning secondary to the drug’s sigma-1 antagonist properties, which can cause sedation. Dosing of Fluvoxamine should be such that the larger dose is given in the evening to minimize daytime sedation. It is also worth noting that nothing in the scenario tells us that the Zoloft will not be effective.

ANSWER CHOOSEN: /orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-blue.pngBegin Fluvoxamine immediate release 25

mg orally at bedtime

·Client returns to clinic in four weeks

·Upon return to the clinic, Tyrel’s mother reported that he has had some

decrease in his symptoms. She states that the frequency of the handwashing

has decreased, and Tyrel seems a bit more “relaxed” overall.

·She also reports that Tyrel has not fully embraced returning to school, but that

his attendance has improved. She reported that over this past weekend, Tyrel

went outside to play with his friend from across the street, which he has not done in a while.

RESULTS OF DECISION POINT TWO

· Client returns to clinic in four weeks

· Upon return to the clinic, Tyrel’s mother reported that he has had some decrease in his symptoms. She states that the frequency of the handwashing has decreased, and Tyrel seems a bit more “relaxed” overall.

· She also reports that Tyrel has not fully embraced returning to school, but that his attendance has improved. She reported that over this past weekend, Tyrel went outside to play with his friend from across the street, which he has not done in a while.

Decision Point Three

BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-red.png Increase Fluvoxamine to 50 mg orally at bedtime

Assignment: Decision Tree Case Study

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-blue.png Augment with an atypical antipsychotic such as Abilify

/orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-yellow.png Augment treatment with cognitive behavioral therapy

ANSWER CHOOSEN: /orders/mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/05/mm/decision_tree/img/pill-red.png Increase Fluvoxamine to 50 mg orally at bedtime

Guidance to Student

Fluvoxamine immediate release is FDA-approved for the treatment of OCD in children aged 8 years and older. Fluvoxamine’s sigma-1 antagonist properties may cause sedation and as such, it should be dosed in the evening/bedtime.

At this point, it would be appropriate to consider increasing the bedtime dose, especially since the child is responding to the medication and there are no negative side effects.

Atypical antipsychotics are typically not used in the treatment of OCD. There is also nothing to tell us that an atypical antipsychotic would be necessary (e.g., no psychotic symptoms). Additionally, the child seems to be responding to the medication, so there is no rationale as to why an atypical antipsychotic would be added to the current regimen.

Cognitive behavioral therapy is the psychotherapy of choice for treating OCD. The PMHNP should augment medication therapy with CBT. If further assessment determines that Tyrel has social anxiety disorder, CBT is effective in treating this condition as well.

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1253–1268)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Anxiety Disorders”
American Academy of Child & Adolescent Psychiatry (AACAP). (2012a). Practice parameter for the assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 51(1), 98–113. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf

McClelland, M., Crombez, M-M., Crombez, C., Wenz, C., Lisius, M., Mattia, A., & Marku, S. (2015). Implications for advanced practice nurses when pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) is suspected: A qualitative study. Journal of Pediatric Health Care, 29(5), 442–452. doi:10.1016/j.pedhc.2015.03.005

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

SEE ATTACHED ASSIGNMENT OF DECISION TREE AND ASSIGNMENT EXAMPLE/SAMPLE

attachment
DecisionTreeAssignment3.docx
attachment
DecisionTreeSample4.docx

Assignment: Decision Tree Case Study

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

NURS6670 Psychiatric Mental Health Nurse Practitioner Role II

Week 5 Assignment 1: “Captain of the Ship” Project – Bipolar Disorders

Bipolar disorders are severe disorders of mood that include both depressive episodes and expansive, grandiose, or manic episodes. During these times, the person may engage in activities with little awareness of the consequences because of accompanying psychosis. A diagnosis of bipolar disorder includes periods of mania or hypomania and periods of depression where the mood is down, hopeless, and suicidal. The neurovegetative symptoms of bipolar depression can be incapacitating. It is also important to differentiate the psychosis of bipolar disorder from schizophrenia.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a bipolar disorder.

Learning Objectives

Students will:

• Recommend psychopharmacologic treatments based on therapeutic end points for clients with bipolar disorders

• Recommend psychotherapy based on therapeutic end points for clients with bipolar disorders

• Identify medical management needs for clients with bipolar disorders

• Identify community support resources for clients with bipolar disorders

• Recommend follow-up plans for clients with bipolar disorders

To prepare for this Assignment:

• Select an adult or older adult client with a bipolar disorder that you have seen in your practicum.

In 3-4 pages, write a treatment plan for your client. In which you do the following:

• Describe the HPI and clinical impression for the client.

• Recommend psychopharmacologic treatments and describe specific and therapeutic end points for your psychopharmacologic agent. (This should relate to HPI and clinical impression.).

• Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

• Identify medical management needs, including primary care needs, specific to this client.

• Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.

• Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

By Day 7

Submit your Assignment.

Submission and Grading Information

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

• Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name.

• Click the Week 5 Assignment 1 Rubric to review the Grading Criteria for the Assignment.

• Click the Week 5 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.

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Walden NURS6670 Week 6 Assignment

NURS6670 Week 6 Assignment Practicum Journal Reimbursement Rates

Reimbursement rates and medical coding can be almost as complicated as treating some mental illnesses. As a PMHNP, you will be faced with varying rates that may be different than other health care providers you may work with.

In this Practicum Journal Assignment, you will analyze reimbursement rates for mental health treatments you will likely use in your practice and compare those rates to other provider rates.

Analyze reimbursement rates for mental health treatments

To prepare for this Practicum Journal:

Research reimbursement rates for various treatment modalities.
Compare NP rates to other provider rates.

For this Practicum Journal:

Complete the Reimbursement Rate Template in your Learning Resources using the five types of services you are likely to use in your practice.

NURS 6670 Reimbursement Rate Template

Type of Service eg. -New office visit -Established office visit -Inpatient hospital -individual psychotherapy -group psychotherapy (see examples below)	CPT code	Private insurer reimbursement rate for PMHNP	Private insurer reimbursement rate for physicians	Medicare reimbursement rate for PMHNP	Medicare reimbursement rate for physician

As the PMHNP becomes proficient in diagnosing and treating, it is also important to learn how to bill for your time. The CMS sets up codes to identify the type of service you are providing. You will generally complete this task at the end of the visit as you are documenting the visit with the client. Here are examples of the codes to know:

NURS6670 Week 6 Assignment Practicum Journal Reimbursement Rates

CPT Codes for Psychiatric and Psychological Procedures

HMSA recognizes the following service codes for the reporting of psychiatric and psychological services. (See Code Books for information on how to obtain the books.)

CPT Code	Footnote(s)	Description
90791	1	Psychiatric diagnostic evaluation
90792	1,3	Psychiatric diagnostic evaluation with medical services
90832	2	Psychotherapy, 30 minutes with patient and/or family member
90833	2,3	Psychotherapy, 30 minutes with patient and/or family member when performed with an evaluation and management service
90834	4	Psychotherapy, 45 minutes with patient and/or family member
90836	3,4	Psychotherapy, 45 minutes with patient and/or family member when performed with an evaluation and management service
90837	6	Psychotherapy, 60 minutes with patient and/or family member
90838	3,6	Psychotherapy, 60 minutes with patient and/or family member when performed with an evaluation and management service
90839	6	Psychotherapy for crisis; first 60 minutes
90840	2	each additional 30 minutes
90846	4	Family psychotherapy (without the patient present)
90847	4	Family psychotherapy (conjoint psychotherapy) (with patient present)
90849	4	Multiple-family group psychotherapy
90853	4	Group psychotherapy (other than of a multiple-family group)
90870	1, 5	Electroconvulsive therapy (includes necessary monitoring)
96101	1	Psychological testing (includes psychodiagnostic assessment of personality, psychopathology, emotionality, intellectual abilities, e.g., WAIS-R, Rorschach, MMPI) with interpretation and report, per hour. Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.
96118	1	Neuropsychological testing battery (e.g., Halstead-Reitan, Luria, WAIS-R) with interpretation and report, per hour Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.

Links to websites that discuss this:

/orders/www.psychiatry.org/psychiatrists/practice/practice-management/coding-reimbursement-medicare-and-medicaid/coding-and-reimbursement

http://www.mb-guide.org/medical-coding-guidelines.html

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Walden NURS6670 Week 9 Assignment

NURS6670 Week 9 Assignment Captain of the Ship” Project-Schizophrenia Spectrum

NURS6670 Week 9 Assignment Captain of the Ship

Students will:

Select an adult or older adult client with a schizophrenia spectrum and other psychotic disorder you have seen in your practicum.

In 3 pages, write a treatment plan for your client in which you do the following:

Describe the HPI and clinical impression for the client.
Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.
Identify medical management needs, including primary care needs, specific to this client.
Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.
Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

Week 9: Schizophrenia Spectrum and Other Psychotic Disorders

I am being followed. They are even in my home. I am crouched in the corner of my apartment, but they know I am here and are just waiting to get me. I have a secret and they are trying to get it. The secret is hidden in my brain and they are going to open my skull to get it out. I have to block them from getting into my brain. Hiding in the closet, behind all the clothes, they will not see me….
Jamie, age 26

There are many disorders that result in the development of “positive” symptoms, such as hallucinations and delusions, but not all of these conditions represent schizophrenia. When treating schizophrenia spectrum and other psychotic disorders, emphasis should be placed not only on treating the positive symptoms but the negative and residual symptoms as well.

This week, you will explore a wide variety of disorders along the schizophrenia spectrum as you become “captain of the ship” once again. You also will analyze issues involved with state practice agreements.

Learning Resources

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

Standard 15 “Resource Utilization” (pages 82-83)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 7, “Schizophrenia Spectrum and other Psychotic Disorders” (pp. 300–346)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 8, “Early-Stage Schizophrenia”

Chapter 9, “Toward a Dimensional Understanding of Psychosis and Its Treatment”

Chapter 10, “Psychosocial Treatments for Chronic Psychosis”

Chapter 11, “Pharmacological Treatment of Psychosis”

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Schizophrenia Spectrum and other Psychotic Disorders”

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.
Note: All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.
To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Psychosis	Schizoaffective disorder
alprazolam (adjunct) amisulpride aripiprazole asenapine blonanserin carbamazepine (adjunct) chlorpromazine clonazepam (adjunct) clozapine cyamemazine flupenthixol fluphenazine haloperidol iloperidone lamotrigine (adjunct) lorazepam (adjunct) loxapine lurasidone	mesoridazine molindone olanzapine paliperidone perospirone perphenazine pimozide pipothiazine quetiapine risperidone sertindole sulpiride thioridazine thiothixene trifluoperazine valproate (divalproex) (adjunct) ziprasidone zotepine zuclopenthixol	amisulpride aripiprazole asenapine carbamazepine (adjunct) chlorpromazine clozapine cyamemazine flupenthixol haloperidol iloperidone lamotrigine (adjunct) l-methylfolate (adjunct) loxapine lurasidone mesoridazine molindone olanzapine paliperidone	perospirone perphenazine pipothiazine quetiapine risperidone sertindole sulpiride thioridazine thiothixene trifluoperazine valproate (divalproex) (adjunct) ziprasidone zotepine zuclopenthixol

Schizophrenia	Cataplexy syndrome	Catatonia	Extrapyramidal side effects
amisulpride aripiprazole asenapine carbamazepine (adjunct) chlorpromazine clozapine cyamemazine flupenthixol haloperidol iloperidone lamotrigine (adjunct) l-methylfolate (adjunct) loxapine lurasidone mesoridazine molindone olanzapine paliperidone perospirone	perphenazine pipothiazine quetiapine risperidone sertindole sulpiride thioridazine thiothixene trifluoperazine valproate (divalproex) (adjunct) ziprasidone zotepine zuclopenthixol Seasonal affective disorder bupropion Sedation-induction hydroxyzine midazolam	clomipramine imipramine sodium oxybate	alprazolam chlordiazepoxide clonazepam clorazepate diazepam estazolam flunitrazepam flurazepam loflazepate lorazepam midazolam oxazepam quazepam temazepam triazolam	benztropine diphenhydramine trihexyphenidyl

Ferreira, C. D., de Souza, M. G. D., Fernández-Calvo, B., Machado-de-Sousa, J. P., Cecilio Hallak, J. E., & Torro-Alves, N. (2016). Neurocognitive functions in schizophrenia: A systematic review of the effects of typical and atypical antipsychotic drugs. Psychology & Neuroscience, 9(1), 12–31. doi:10.1037/pne0000045

Granholm, E., Holden, J., Link, P. C., & McQuaid, J. R. (2014). Randomized clinical trial of cognitive behavioral social skills training for schizophrenia: Improvement in functioning and experiential negative symptoms. Journal of Consulting and Clinical Psychology, 82(6), 1173–1185. doi:10.1037/a0037098

Required Media

Murphy, L. (2011, July 21). Types of schizophrenia – A day in the life (scary) [Video file]. Retrieved from

Assignment 1: “Captain of the Ship” Project – Schizophrenia Spectrum and Other Psychotic Disorders

Assignment: “Captain of the Ship”Project

– Schizophrenia Spectrum and Other Psychotic Disorders

There are many disorders that result in the development of “positive” symptoms,

such as hallucinations and delusions, but not all of these conditions represent schizophrenia. When treating schizophrenia spectrum and other psychotic disorders, emphasis should be placed not only on treating the positive symptoms but the negative and residual symptoms as well.

Assignment

In this assignment, you will become “captain of the ship” as you take full responsibility for a client with schizophrenia spectrum by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans.

Remember that there is an excellent example for ‘Captain of the Ship’ project attached with this ASSIGNMENT.

Instructions:

To prepare for this Assignment

Select an adult or older adult client with a schizophrenia spectrum and other psychotic disorder that you have seen in your practicum/clinical rotation site.

In 3-4 pages, write a treatment plan for your client. In which you do the following:

· Describe the history of the present illness (HPI) and clinical impression for the client.

· Recommend psychopharmacologic treatments based on evidence-based practice and describe specific and therapeutic end points for your psychopharmacologic agent. (This should relate to HPI and clinical impression.).

· Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

· Identify medical management needs, including primary care needs, specific to this client.

· Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.

· Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

N: B. (1)The Captain of the Ship project needs to show that you are evaluating the patient, making a diagnosis, providing treatment plans and outcomes as well as collaborating with other providers. The project MUST meet all these requirements. (2) The choice of medications should be clear, and the medical management should be clear. (3) Consider using the bipolar disorder algorithm from http://www.psychiatrictimes.com/bipolar-disorder/new-psychopharmacology-algorithms

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 7, “Schizophrenia Spectrum and other Psychotic Disorders” (pp. 300–346)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 8, “Early-Stage Schizophrenia”

Chapter 9, “Toward a Dimensional Understanding of Psychosis and Its Treatment”

Chapter 10, “Psychosocial Treatments for Chronic Psychosis”

Chapter 11, “Pharmacological Treatment of Psychosis”

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Schizophrenia Spectrum and other Psychotic Disorders”

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

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NUR6051 Week 2 Assignment The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

By Day 7 of Week 2- NUR6051 Week 2 Assignment The Nurse Leader as Knowledge Worker

Submit your completed Presentation.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.

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

Click on the Submit button to complete your submission.

NURS 6051 Discussion Week 1-Feedback

HEALTH INFORMATICS 2

Discussion Week 1

Within the contemporary mental healthcare sector within the psychiatric unit in hospitals, professionals have realized the importance of availability a wide range of information in regards to patients so as to identify the best approach to treatment. This notion explains the main reason behind the increased changing roles for nursing information specialists whereby healthcare centers seek to improve the quality of care while at the same time reducing the rising healthcare expenditures and increased risk of chronic disease incidences during healthcare (Nagle et al., 2017 p.215).

Some of the important data within the evidence based patient care practice involves the patient background, family history, and the patient’s mental health history which is normally conducted using tools like the Mental status Examination during diagnosis (Forrest & Blenenfeld, 2020). The data could be used to provide personalized or individualized treatment plan since mental problems are usually described as unique to every patient within the psychiatry health sector. This information could be collected via electronically recorded interviews with the patients as well as simple questionnaires that could be sent to the respective family members for filling. However, accessibility to this information requires an integrative information system of recording and reporting crucial information related to the patient.

Some of the important information that could be derived from the data involves the origin of the patient’s mental problems such as delinquent behavior whereby a history of family violence could help establish the main reason behind the morally backward behaviors. This notion also provides a platform for development of a treatment plan, for example, whereby a nurse leader could use the information to determine the most prevalent reason behind the mental problems being exhibited by a variety of patients. The statistical analysis of the data could help back the clinical reasoning by nursing leaders about the best mode of treatment for mental health patients exhibiting the same problems such as juvenile delinquents. It is worth noting that the work of healthcare professionals involves making sure that the informatics are effectively used to facilitate effective time management and not slow the treatment process hence faster identification of the patient needs, as well as the most effective framework to use during treatment aligns with the main purpose of incorporating informatics into the healthcare system (Sweeney & Julianne, 2017 p.3).

References

Forrest, J. S., Shortridge, A. B., Talavera, F., & Bienenfeld, D. (2020). History and mental status examination: Overview, patient history, mental status examination. Medscape. /orders/emedicine.medscape.com/article/293402-overview

Nagle, Sermeus, W., Junger, A., & Bloomberg. (2017). Evolving Role of the Nursing Informatics Specialist. Forecasting Informatics Competencies for Nurses in the Future of Connected Health, 212-221. /orders/doi.org/10.3233/978-1-61499-738-2-212

Sweeney, J. (Feb, 2017). Healthcare Informatics. Online Journal of Nursing Informatics (OJNI), 21( 1), Available at http://www.himss.org/ojni

Feedback

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel, thank you for your initial post including the information describing the role of data and clinical reasoning. Technology may support clinical reasoning among healthcare professionals, including nurse leaders. Chon et al. (2019) describes the use of technology, specifically gaming, to support sound clinical reasoning and decision making in healthcare education. Chon et al. (2019) reminds the reader educational, serious games support simulation of clinical workflows and provide an opportunity for one to acquire knowledge. The gaming experience described by Chon et al. (2019) included a simulation exercise in an emergency department setting and evaluated knowledge before and after participation in the gaming experience. Overall, the study had a significant impact on knowledge retention and the overall impression among the medical students (who volunteered to participate) was positive. Chon et al. (2019) concluded serious gaming is an effective learning strategy in addition to formal teaching to gain knowledge.

Does anyone have any thoughts regarding this? Do you think innovative technology (such as gaming) supports clinical reasoning in healthcare?

Chon, S. H., Timmermann, F., Dratsch, T., Schuelper, N., Plum, P., Berlth, F., … & Kleinert, R. (2019). Serious games in surgical medical education: a virtual emergency department as a tool for teaching clinical reasoning to medical students. Journal of Medical Internet Research Serious Games, 7(1), e13028.

ARIEL CORDOVA Lopez

RE: Discussion – Week 1

Top of Form

Dr. Robson,

I believe technology has an effective method of providing a safe and risk free environment to support the development of skills and knowledge of nurses and physicians mainly because the simulation provides a real—time depiction of the events that happens within the Emergency room, or example. Thus, I think that the fact that a person can redo their mistakes helps develop their skills by identifying errors and subsequently learning how to handle them. This notion also supports clinical reasoning mainly because the best practices can be identified from the simulation. An example of this involves a simulation of the theater whereby the best strategies for coordinating the activities to save on time can be identified from the simulation.

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel. Thanks so much for your insight and continued discussion. Simulation is an effective learning strategy, especially if an experienced facilitator guides the simulation experience. Pre/post test scores evaluating knowledge retention is one form of data collection and analysis that can be used to improve teaching strategies.

Thanks again for your discussion.

Dr. Robson

NURS_6051_Module01_Week02_Assignment_Rubric

	Excellent	Good	Fair	Poor
Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.	32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources.	28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources.	25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources.	0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.	14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.	12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation.	11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.	0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.	32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.	28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.	25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.	0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.
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.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.	3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.	0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.	3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.	0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.

Total Points: 100

ADDITIONAL INSTRUCTIONS FOR THE CLASS :- NUR6051 Week 2 Assignment The Nurse Leader as Knowledge Worker

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