Week 1
discussion
Discussion: Foundational Neuroscience
As a psychiatric mental health nurse practitioner, it is
essential for you to have a strong background in foundational neuroscience. In
order to diagnose and treat clients, you must not only understand the
pathophysiology of psychiatric disorders, but also how medications for these
disorders impact the central nervous system. These concepts of foundational
neuroscience can be challenging to understand. Therefore, this Discussion is
designed to encourage you to think through these concepts, develop a rationale
for your thinking, and deepen your understanding by interacting with your
colleagues.
Learning Objectives
Students will:
Analyze the agonist-to-antagonist spectrum of action of
psychopharmacologic agents
Compare the actions of g couple proteins to ion gated
channels
Analyze the role of epigenetics in pharmacologic action
Analyze the impact of foundational neuroscience on the
prescription of medications
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press *Preface, pp.
ix–x
Note: To access the following chapters, click on the
Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select
the appropriate chapter. Be sure to read all sections on the left navigation
bar for each chapter.
Chapter 1, “Chemical Neurotransmission”
Chapter 2, “Transporters, Receptors, and Enzymes as Targets
of Psychopharmacologic Drug Action”
Chapter 3, “Ion Channels as Targets of Psychopharmacologic
Drug Action”
Document: Midterm
Exam Study Guide (PDF)
Document: Final Exam
Study Guide (PDF)
Required Media
Laureate Education (Producer). (2016i). Introduction to
psychopharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate
length of this media piece is 3 minutes.
Accessible player
Optional Resources
Laureate Education (Producer). (2009). Pathopharmacology:
Disorders of the nervous system: Exploring the human brain [Video file].
Baltimore, MD: Author.
Note: The approximate
length of this media piece is 15 minutes.
Dr. Myslinski reviews the structure and function of the
human brain. Using human brains, he examines and illustrates the development of
the brain and areas impacted by disorders associated with the brain.
Accessible player
Laureate Education (Producer). (2012). Introduction to
advanced pharmacology [Video file]. Baltimore, MD: Author.
Note: The approximate
length of this media piece is 8 minutes.
In this media presentation, Dr. Terry Buttaro, associate
professor of practice at Simmons School of Nursing and Health Sciences,
discusses the importance of pharmacology for the advanced practice nurse.
Accessible player
To prepare for this Discussion:
Review this week’s Learning Resources.
Reflect on concepts of foundational neuroscience.
Week 3
discussion
Discussion: The Impact of Ethnicity on Antidepressant
Therapy
Major depressive disorder is one of the most prevalent
disorders you will see in clinical practice. Treatment for this disorder,
however, can vary greatly depending on client factors, such as ethnicity and
culture. As a psychiatric mental health professional, you must understand the
influence of these factors to select appropriate psychopharmacologic
interventions. For this Discussion, consider how you might assess and treat the
individuals in the case studies based on the provided client factors, including
ethnicity and culture.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of antidepressant therapy for adult and geriatric clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in adult and geriatric clients requiring
antidepressant therapy
Analyze the impact of ethnicity on antidepressant therapy
Evaluate efficacy of treatment plans
Apply knowledge of providing care to adult and geriatric
clients presenting for antidepressant therapy
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the
Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select
the appropriate chapter. Be sure to read all sections on the left navigation
bar for each chapter.
Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
Note: To access the following medications, click on the The
Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
desipramine
desvenlafaxine
doxepin
duloxetine
escitalopram
fluoxetine
fluvoxamine
imipramine
ketamine
mirtazapine
nortriptyline
paroxetine
selegiline
sertraline
trazodone
venlafaxine
vilazodone
vortioxetine
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Howland, R. H. (2008a). Sequenced treatment alternatives to
relieve depression (STAR*D). Part 1: Study design. Journal of Psychosocial
Nursing and Mental Health Services, 46(9), 21–24.
doi:10.3928/02793695-20080901-06
Note: Retrieved from Walden Library databases.
Howland, R. H. (2008a). Sequenced treatment alternatives to
relieve depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial
Nursing and Mental Health Services, 46(19), 21–24.
doi:10.3928/02793695-20081001-05
Note: Retrieved from Walden Library databases.
Yasuda, S.U., Zhang,
L. & Huang, S.-M. (2008). The role of ethnicity in variability in response
to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology &
Therapeutics, 84(3), 417–423. Retrieved from
/orders/web.archive.org/web/20170809004704//orders/www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf
To prepare for this Discussion:
Note: By Day 1 of this week, your Instructor will have
assigned you to one of the following case studies to review for this
Discussion. To access the following case studies, click on the Case Studies tab
on the Stahl Online website and select the appropriate volume and case number.
Case 1: Volume 1, Case #1: The man whose antidepressants
stopped working
Case 2: Volume 1, Case #7: The case of physician do not heal
thyself
Case 3: Volume 1, Case #29: The depressed man who thought he
was out of options
Review this week’s Learning Resources and reflect on the
insights they provide.
Go to the Stahl Online website and examine the case study
you were assigned.
Take the pretest for the case study.
Review the patient intake documentation, psychiatric
history, patient file, medication history, etc. As you progress through each
section, formulate a list of questions that you might ask the patient if he or
she were in your office.
Based on the patient’s case history, consider other people
in his or her life that you would need to speak to or get feedback from (i.e.,
family members, teachers, nursing home aides, etc.).
Consider whether any additional physical exams or diagnostic
testing may be necessary for the patient.
Develop a differential diagnoses for the patient. Refer to the
DSM-5 in this week’s Learning Resources for guidance.
Review the patient’s past and current medications. Refer to
Stahl’s Prescriber’s Guide and consider medications you might select for this
patient.
Review the posttest for the case study.
Week 7 discussion
Discussion: Sleep/Wake Disorders
It is not uncommon to experience a night or two of disrupted
sleep when there is something major going on in your life. However, sleep/wake
disorders are much more than an occasional night of disrupted sleep. A recent
report from the Centers for Disease Control and Prevention estimated that
between 50 and 70 million American have problems with sleep/wake disorders
(CDC, 2015). Although the vast majority of Americans will visit their primary
care provider for treatment of these disorders, many providers will refer
patients for further evaluation. For this Discussion, you consider how you
might assess and treat the individuals based on the provided client factors.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with sleep/wake disorders
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for sleep/wake disorders
Evaluate efficacy of treatment plans for clients presenting
for sleep/wake therapy
Apply knowledge of providing care to adult and geriatric
clients presenting for sleep/wake disorders
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 11, “Disorders of Sleep and Wakefulness and Their
Treatment”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For insomnia
alprazolam
amitriptyline
amoxapine
clomipramine
clonazepam
desipramine
diazepam
doxepin
flunitrazepam
flurazepam
hydroxyzine
imipramine
lorazepam
nortriptyline
ramelteon
temazepam
trazodone
triazolam
trimipramine
zaleplon
zolpidem
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Davidson, J. (2016).
Pharmacotherapy of post-traumatic stress disorder: Going beyond the guidelines.
British Journal of Psychiatry, 2(6), e16-e18. doi:10.1192/bjpo.bp.116.003707.
Retrieved from http://bjpo.rcpsych.org/content/2/6/e16
To prepare for this Discussion:
Note: By Day 1 of this week, your Instructor will have
assigned you to one of the following case studies to review for this
Discussion. To access the following case studies, click on the Case Studies tab
on the Stahl Online website and select the appropriate volume and case number.
Case 1: Volume 2, Case #16: The woman who liked late-night
TV
Case 2: Volume 2, Case #11: The figment of a man who looked
upon the lady
Case 3: Volume 1, Case #5: The sleepy woman with anxiety
Review this week’s Learning Resources and reflect on the
insights they provide.
Go to the Stahl Online website and examine the case study
you were assigned.
Take the pretest for the case study.
Review the patient intake documentation, psychiatric
history, patient file, medication history, etc. As you progress through each
section, formulate a list of questions that you might ask the patient if he or
she were in your office.
Based on the patient’s case history, consider other people
in his or her life that you would need to speak to or get feedback from (i.e.,
family members, teachers, nursing home aides, etc.).
Consider whether any additional physical exams or diagnostic
testing may be necessary for the patient.
Develop a differential diagnoses for the patient. Refer to
the DSM-5 in this week’s Learning Resources for guidance.
Review the patient’s past and current medications. Refer to
Stahl’s Prescriber’s Guide and consider medications you might select for this
patient.
Review the posttest for the case study.
Week 9
discussion
Discussion: Presentations of ADHD
Although ADHD is often associated with children, this
disorder is diagnosed in clients across the lifespan. While many individuals
are properly diagnosed and treated during childhood, some individuals who have
ADHD only present with subsyndromal evidence of the disorder. These individuals
are often undiagnosed until they reach adulthood and struggle to cope with
competing demands of running a household, caring for children, and maintaining
employment. For this Discussion, you consider how you might assess and treat
individuals presenting with ADHD.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with ADHD
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for ADHD
Evaluate efficacy of treatment plans
Apply knowledge of providing care to adult and geriatric
clients presenting for antidepressant therapy
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Clancy, C.M., Change,
S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity
disorder: Effectiveness of treatment in at-risk preschoolers; long-term
effectiveness in all ages; and variability in prevalence, diagnosis, and
treatment. Table B. KQ2: Long-term(>1
year) effectiveness of interventions for ADHD in people 6 years and older.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications
(4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 12, “Attention Deficit Hyperactivity Disorder and
Its Treatment”
Stahl, S. M., & Mignon, L. (2012). Stahl’s illustrated
attention deficit hyperactivity disorder. New York, NY: Cambridge University
Press.
To access the following chapter, click on the Illustrated
Guides tab and then the ADHD tab.
Chapter 4, “ADHD Treatments”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For ADHD
armodafinil
amphetamine (d)
amphetamine (d,l)
atomoxetine
bupropion
chlorpromazine
clonidine
guanfacine
haloperidol
lisdexamfetamine
methylphenidate (d)
methylphenidate (d,l)
modafinil
reboxetine
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Optional Resources
Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R.
(2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD:
Does composition matter? CNS Drugs, 26(3), 245–268.
doi:10.2165/11599630-000000000-00000
Psychiatric Times.
(2016). A 5-question quiz on ADHD. Retrieved from
http://www.psychiatrictimes.com/adhd/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&rememberme=1&ts=22072016
To prepare for this Discussion:
Note: By Day 1 of this week, your Instructor will have
assigned you to one of the following case studies to review for this
Discussion. To access the following case studies, click on the Case Studies tab
on the Stahl Online website and select the appropriate volume and case number.
Case 1: Volume 1, Case #13: The 8-year-old girl who was
naughty
Case 2: Volume 1, Case #14: The scatter-brained mother whose
daughter has ADHD, like mother, like daughter
Case 3: Volume 2, Case #21: Hindsight is always 20/20, or
attention deficit hyperactivity disorder
Review this week’s Learning Resources and reflect on the
insights they provide.
Go to the Stahl Online website and examine the case study
you were assigned.
Take the pretest for the case study.
Review the patient intake documentation, psychiatric
history, patient file, medication history, etc. As you progress through each
section, formulate a list of questions that you might ask the patient if he or
she were in your office.
Based on the patient’s case history, consider other people
in his or her life that you would need to speak to or get feedback from (i.e.,
family members, teachers, nursing home aides, etc.).
Consider whether any additional physical exams or diagnostic
testing may be necessary for the patient.
Develop a differential diagnoses for the patient. Refer to
the DSM-5 in this week’s Learning Resources for guidance.
Review the patient’s past and current medications. Refer to
Stahl’s Prescriber’s Guide and consider medications you might select for this
patient.
Review the posttest for the case study.
Week 10
discussion
Discussion: Influencing Social Change
Individuals with psychiatric mental health disorders are
frequently stigmatized not only by society as a whole, but also by their
friends, family, and sometimes healthcare providers. In your role, however, you
have the opportunity to become a social change agent for these individuals. For
this Discussion, consider how you might make a positive impact for your clients
and advocate for social change within your own community.
Learning Objectives
Students will:
Apply strategies to become a social change agent for
psychiatric mental health
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Angermeyer, M. C.,
Matschinger, H., & Schomerus, G. (2013). Attitudes towards psychiatric
treatment and people with mental illness: Changes over two decades. The British
Journal of Psychiatry, 203(2), 146–151. Retrieved from
http://bjp.rcpsych.org/content/203/2/146.full
Bui, Q. (2012).
Antidepressants for agitation and psychosis in patients with dementia. American
Family Physician, 85(1), 20–22. Retrieved from
http://www.aafp.org/journals/afp.html
Note: Retrieved from from the Walden Library databases.
Dingfelder, S. F.
(2009). Stigma: Alive and well. American Psychological Association, 40(6), 56.
Retrieved from http://www.apa.org/monitor/2009/06/stigma.aspx
Jenkins, J. H.
(2012). The anthropology of psychopharmacology: Commentary on contributions to
the analysis of pharmaceutical self and imaginary. Culture, Medicine and
Psychiatry, 36(1), 78–79. doi:10.1007/s11013-012-9248-0
Note: Retrieved from from the Walden Library databases.
Price, L. H. (2010). Violence in America: Is
psychopharmacology the answer? Brown University Psychopharmacology Update,
21(5), 5. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1556-7532
Note: Retrieved from from the Walden Library databases.
Optional Resources
Bennett, T. (2015).
Changing the way society understands mental health. National Alliance on Mental
Illness. Retrieved from
http://www.nami.org/Blogs/NAMI-Blog/April-2015/Changing-The-Way-Society-Understands-Mental-Health
Mechanic, D. (2007).
Mental health services then and now. Health Affairs, 26(6), 1548–1550.
Retrieved from
/orders/web.archive.org/web/20170605094514/http://content.healthaffairs.org/content/26/6/1548.full
Rothman, D. J.
(1994). Shiny, happy people: The problem with “cosmetic
psychopharmacology.” New Republic, 210(7), 34–38.
To prepare for this Discussion:
Reflect on how you might influence social change for
psychiatric mental health.

week_8_Assessing_and_Treating_Clients_With_Impulsivity.doc (60 KB)

Week 8
assignment
Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction
Impulsivity, compulsivity, and addiction are challenging
disorders for clients across the lifespan. These disorders often manifest as
negative behaviors, resulting in adverse outcomes for clients. In your role as
the psychiatric mental health nurse practitioner, you have the opportunity to
help clients address underlying causes of the disorders and overcome these
behaviors. For this Assignment, as you examine the client case study in this
week’s Learning Resources, consider how you might assess and treat clients
presenting with impulsivity, compulsivity, and addiction.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with impulsivity, compulsivity, and addiction
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for impulsivity,
compulsivity, and addiction
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing therapy for clients with impulsivity, compulsivity, and addiction
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 14, “Impulsivity, Compulsivity, and Addiction”
Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated
substance use and impulsive disorder New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated
Guides tab and then the Substance Use and Impulsive Disorders tab.
Chapter 10, “Disorders of Impulsivity and Compulsivity”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For insomnia
For obsessive-compulsive disorder
Citalopram
clomipramine
escitalopram
fluoxetine
fluvoxamine
paroxetine
sertraline
venlafaxine
vilazodone
For alcohol withdrawal
chlordiazepoxide
clonidine
clorazepate
diazepam
lorazepam
oxazepam
For bulimia nervosa and binge eating
fluoxetine
topiramate
zonisamide
For alcohol
abstinence
acamprosate
disulfiram
For alcohol dependence
nalmefene
naltrexone
For opioid dependence
buprenorphine
naltrexone
For nicotine
addiction
bupropion
varenicline
Book Excerpt: Substance Abuse and Mental Health Services
Administration. (1999). Treatment of adolescents with substance use disorders.
Treatment Improvement Protocol Series, No. 32. Retrieved from
http://www.ncbi.nlm.nih.gov/books/NBK64350/
Chapter 1, “Substance Use Among Adolescents”
Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”
Chapter 7, “Youths with Distinctive Treatment Needs”
University of Michigan Health System. (2016). Childhood
trauma linked to worse impulse control in adulthood, study finds. Retrieved
from /orders/www.sciencedaily.com/releases/2016/01/160120201324.htm
Note: Retrieved from Walden Library databases.
Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014).
Pharmacological treatments in pathological gambling. British Journal of Clinical
Pharmacology, 77(2), 375–381. doi:10.1111/j.1365-2125.2012.04457.x
Note: Retrieved from Walden Library databases.
Loreck, D., Brandt, N. J., & DiPaula, B. (2016).
Managing opioid abuse in older adults: Clinical considerations and challenges.
Journal of Gerontological Nursing, 42(4), 10–15.
doi:10.3928/00989134-20160314-04
Note: Retrieved from Walden Library databases.
Salmon, J. M., & Forester, B. (2012). Substance abuse
and co-occurring psychiatric disorders in older adults: A clinical case and
review of the relevant literature. Journal of Dual Diagnosis, 8(1), 74–84.
doi:10.1080/15504263.2012.648439
Note: Retrieved from Walden Library databases.
Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C.,
Zunta-Soares, G. B., Hatch, J. P., & … Soares, J. C. (2014). Impulsivity
in children and adolescents with mood disorders and unaffected offspring of
bipolar parents. Comprehensive Psychiatry, 55(6), 1337–1341.
doi:10.1016/j.comppsych.2014.04.018
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education
(2016c). Case study: A Puerto Rican woman with comorbid addiction [Interactive
media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat adolescent clients requiring therapy for impulsivity,
compulsivity, and addiction.
The Assignment
Examine Case Study: A Puerto Rican Woman With Comorbid
Addiction. You will be asked to make three decisions concerning the medication
to prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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?

week_4_Assessing_and_Treating_Clients_with_With_Bipolar_Disorder.docx (21.87 KB)

Week 4 assignment
Assignment: Assessing and Treating Clients with With Bipolar
Disorder
Bipolar disorder is a unique disorder that causes shifts in
mood and energy, which results in depression and mania for clients. Proper
diagnosis of this disorder is often a challenge for two reasons: 1) clients
often present as depressive or manic, but may have both; and 2) many symptoms
of bipolar disorder are similar to other disorders. Misdiagnosis is common,
making it essential for you to have a deep understanding of the disorder’s
pathophysiology. For this Assignment, as you examine the client case study in
this week’s Learning Resources, consider how you might assess and treat clients
presenting with bipolar disorder.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of bipolar therapy for clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring bipolar therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing bipolar therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 6, “Mood Disorders”
Chapter 8, “Mood Stabilizers”
Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated
mood stabilizers. New York, NY: Cambridge University Press.
To access the following chapters, click on the Illustrated
Guides tab and then the Mood Stabilizers tab.
Chapter 4, “Lithium and Various Anticonvulsants as Mood
Stabilizers for Bipolar Disorder”
Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for
Bipolar Disorder”
Vitiello, B. (2013). How effective are the current
treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs,
27(5), 331-333. doi:10.1007/s40263-013-0060-3
Note: Retrieved from Walden Library databases.
Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015).
Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release
paroxetine in healthy Chinese subjects: comparison of traditional phenotype and
activity score systems. European Journal of Clinical Pharmacology, 71(7),
835-841. doi:10.1007/s00228-015-1855-6
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education.
(2016f). Case study: An Asian American woman with bipolar disorder [Interactive
media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
Optional Resources
Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M.,
Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine
induced metabolic side-effects in adolescents with bipolar disorder: a
randomized double-blind placebo-controlled trial. Acta Medica Iranica, 52(10),
734-739.
Retrieved from http://acta.tums.ac.ir/index.php/acta
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring bipolar therapy.
The Assignment
Examine Case Study: An Asian American Woman With Bipolar
Disorder. You will be asked to make three decisions concerning the medication
to prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.

Week 2
assignment
Assignment: Assessing and Treating Pediatric Clients With
Mood Disorders
When pediatric clients present with mood disorders, the
process of assessing, diagnosing, and treating them can be quite complex.
Children not only present with different signs and symptoms than adult clients
with the same disorders, but they also metabolize medications much differently.
As a result, psychiatric mental health nurse practitioners must exercise
caution when prescribing psychotropic medications to these clients. 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
with mood disorders.
Note: This Assignment is the first of 10 assignments that
are based on interactive client case studies. For these assignments, you will
be required to make decisions about how to assess and treat clients. Each of
your decisions will have a consequence. Some consequences will be
insignificant, and others may be life altering. You are not expected to make
the “right” decision every time; in fact, some scenarios may not have a “right”
decision. You are, however, expected to learn from each decision you make and
demonstrate the ability to weigh risks versus benefits to prescribe appropriate
treatments for clients.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of antidepressant therapy for pediatric clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in pediatric clients requiring antidepressant therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing antidepressant therapy to pediatric clients
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden
Library using this link. This link will take you to a log-in page for the
Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 6, “Mood Disorders”
Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
Note: To access the following medications, click on the The
Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
desipramine
desvenlafaxine
doxepin
duloxetine
escitalopram
fluoxetine
fluvoxamine
imipramine
ketamine
mirtazapine
nortriptyline
paroxetine
selegiline
sertraline
trazodone
venlafaxine
vilazodone
vortioxetine
Magellan Health, Inc. (2013). Appropriate use of
psychotropic drugs in children and adolescents: A clinical monograph. Retrieved
from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013).
Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791.
doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication
in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child
and Adolescent Mental Health. Geneva: International Association for Child and
Adolescent Psychiatry and Allied Professions. Retrieved from
http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., &
Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA:
Western Psychological Services.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016e). Case study: An African American
child suffering from depression [Interactive media file]. Baltimore, MD:
Author.
Note: This case study will serve as the foundation for this
week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H.
(2014). Maternal use of antidepressant or anxiolytic medication during
pregnancy and childhood neurodevelopmental outcomes: A systematic review.
European Child & Adolescent Psychiatry, 23(10), 973–992.
doi:10.1007/s00787-014-0558-3
Gordon, M. S., & Melvin, G. A. (2014). Do
antidepressants make children and adolescents suicidal? Journal of Pediatrics
and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of
antidepressants in children and adolescents: A decade since the storm and where
do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v.
doi:10.2989/17280583.2014.938497
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From
Depression. You will be asked to make three decisions concerning the medication
to prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 3
assignment
Assignment: Assessing and Treating Adult and Geriatric
Clients With Mood Disorders
Advances in genetics and epigenetics have changed the
traditional understanding of mood disorders, resulting in new evidence-based
practices. In your role as a psychiatric mental health nurse practitioner, it
is essential for you to continually educate yourself on new findings and best
practices in the field. For this Assignment, you consider best practices for
assessing and treating adult and geriatric clients presenting with mood
disorders.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of antidepressant therapy for adult and geriatric clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in adult and geriatric clients requiring
antidepressant therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing antidepressant therapy to adult and geriatric clients
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden
Library using this link. This link will take you to a log-in page for the
Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the
Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select
the appropriate chapter. Be sure to read all sections on the left navigation
bar for each chapter.
Chapter 6, “Mood Disorders”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
Note: To access the following medications, click on the The
Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
desipramine
desvenlafaxine
doxepin
duloxetine
escitalopram
fluoxetine
fluvoxamine
imipramine
ketamine
mirtazapine
nortriptyline
paroxetine
selegiline
sertraline
trazodone
venlafaxine
vilazodone
vortioxetine
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Montgomery, S. A.,
& Asberg, M. (1979). A new depression scale designed to be sensitive to
change. British Journal of Psychiatry, 134, 382-389. Retrieved from
/orders/www.researchgate.net/profile/Marie_Asberg/publication/22697065_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change/links/09e41513f85c708fee000000.pdf
Required Media
Laureate Education.
(2016g). Case study: An elderly Hispanic man with major depressive disorder
[Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat adult and geriatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An Elderly Hispanic Man With Major
Depressive Disorder. You will be asked to make three decisions concerning the
medication to prescribe to this client. Be sure to consider factors that might
impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 4
assignment
Assignment: Assessing and Treating Clients with With Bipolar
Disorder
Bipolar disorder is a unique disorder that causes shifts in
mood and energy, which results in depression and mania for clients. Proper
diagnosis of this disorder is often a challenge for two reasons: 1) clients
often present as depressive or manic, but may have both; and 2) many symptoms
of bipolar disorder are similar to other disorders. Misdiagnosis is common,
making it essential for you to have a deep understanding of the disorder’s
pathophysiology. For this Assignment, as you examine the client case study in
this week’s Learning Resources, consider how you might assess and treat clients
presenting with bipolar disorder.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of bipolar therapy for clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring bipolar therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing bipolar therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 6, “Mood Disorders”
Chapter 8, “Mood Stabilizers”
Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated
mood stabilizers. New York, NY: Cambridge University Press.
To access the following chapters, click on the Illustrated
Guides tab and then the Mood Stabilizers tab.
Chapter 4, “Lithium and Various Anticonvulsants as Mood
Stabilizers for Bipolar Disorder”
Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for
Bipolar Disorder”
Vitiello, B. (2013). How effective are the current
treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs,
27(5), 331-333. doi:10.1007/s40263-013-0060-3
Note: Retrieved from Walden Library databases.
Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015).
Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release
paroxetine in healthy Chinese subjects: comparison of traditional phenotype and
activity score systems. European Journal of Clinical Pharmacology, 71(7),
835-841. doi:10.1007/s00228-015-1855-6
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education.
(2016f). Case study: An Asian American woman with bipolar disorder [Interactive
media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
Optional Resources
Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M.,
Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine
induced metabolic side-effects in adolescents with bipolar disorder: a
randomized double-blind placebo-controlled trial. Acta Medica Iranica, 52(10),
734-739.
Retrieved from http://acta.tums.ac.ir/index.php/acta
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring bipolar therapy.
The Assignment
Examine Case Study: An Asian American Woman With Bipolar
Disorder. You will be asked to make three decisions concerning the medication
to prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 5
assignment
Assignment: Assessing and Treating Clients With Anxiety
Disorders
Common symptoms of anxiety disorders include chest pains,
shortness of breath, and other physical symptoms that may be mistaken for a
heart attack or other physical ailment. These manifestations often prompt
clients to seek care from their primary care providers or emergency
departments. Once it is determined that there is no organic basis for these symptoms,
clients are typically referred to a psychiatric mental health practitioner for
anxiolytic therapy. For this Assignment, as you examine the client case study
in this week’s Learning Resources, consider how you might assess and treat
clients presenting with anxiety disorders.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of anxiolytic therapy for clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring anxiolytic therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing anxiolytic therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 9, “Anxiety Disorder and Anxiolytics”
Stahl, S. M., & Grady, M. (2010). Stahl’s illustrated
anxiety, stress, and PTSD. New York, NY: Cambridge University Press.
To access the following chapters, click on the Illustrated
Guides tab and then the Anxiety, Stress, and PTSD tab.
Chapter 4, “First-Line Medications for PTSD”
Chapter 5, “Second-Line, Adjunct, and Investigational
Medications for PTSD”
Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A.,
& Strakowski, S. (2012). Establishing the neurobiologic basis of treatment
in children and adolescents with generalized anxiety disorder. Depression and
Anxiety, 29(4), 328–-339. doi:10.1002/da.21913
Note: Retrieved from Walden Library databases.
Hamilton, M. (1959). Hamilton Anxiety Rating Scale.
Psyctests, doi:10.1037/t02824-0
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education.
(2016b). Case study: A middle-aged Caucasian man with anxiety [Interactive
media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this
week’s Assignment.
Optional Resources
Lupi, M., Martinotti, G., Acciavatti, T., Pettorruso, M.,
Brunetti, M., Santacroce, R., & … Di Giannantonio, M. (2014).
Pharmacological treatments in gambling disorder: A qualitative review. Biomed
Research International, 2014. doi:10.1155/2014/537306
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring anxiolytic therapy.
The Assignment
Examine Case Study: A Middle-Aged Caucasian Man With
Anxiety. You will be asked to make three decisions concerning the medication to
prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 6
assignment
Assignment: Assessing and Treating Clients With Psychosis
and Schizophrenia
Psychosis and schizophrenia greatly impact the brain’s
normal processes, which interferes with the ability to think clearly. When
symptoms of these disorders are uncontrolled, clients may struggle to function
in daily life. However, clients often thrive when properly diagnosed and
treated under the close supervision of a psychiatric mental health
practitioner. For this Assignment, as you examine the client case study in this
week’s Learning Resources, consider how you might assess and treat clients
presenting with psychosis and schizophrenia.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
plans of antipsychotic therapy for clients
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring antipsychotic therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing antipsychotic therapy to clients across the lifespan
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 4, “Psychosis and Schizophrenia”
Chapter 5, “Antipsychotic Agents”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
amisulpride
aripiprazole
asenapine
chlorpromazine
clozapine
flupenthixol
fluphenazine
haloperidol
iloperidone
loxapine
lurasidone
olanzapine
paliperidone
perphenazine
quetiapine
risperidone
sulpiride
thioridazine
thiothixene
trifluoperazine
ziprasidone
Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS
studies in schizophrenia: Results and implications for clinicians. CNS Drugs,
23(8), 649-659. doi:10.2165/00023210-200923080-00002
Note: Retrieved from Walden Library databases.
Document: Midterm
Exam Study Guide (PDF)
Kay, S. R., Fiszbein,
A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS)
for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276.
Note: Retrieved from Walden Library databases.
Clozapine REMS.
(2015). Clozapine REMS: The single shared system for clozapine. Retrieved from
/orders/www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf
Walden University.
(2016). ASC success strategies: Studying for and taking a test. Retrieved from
http://academicguides.waldenu.edu/ASCsuccess/ASCtesting
Required Media
Laureate Education.
(2016j). Case study: Pakistani woman with delusional thought processes
[Interactive media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
Optional Resources
Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D.,
Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic
medication use during treatment of schizophrenia patients: Longitudinal results
from the CATIE study. Clinical Schizophrenia & Related Psychoses, 5(3),
124-134. doi:10.3371/CSRP.5.3.2
Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E.,
Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with
antipsychotic drugs in patients with schizophrenia: Trends in multiple health
care systems. American Journal of Health-System Pharmacy, 71(9), 728-738.
doi:10.2146/ajhp130471
Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A.
(2015). Comparing antipsychotic treatments for schizophrenia: A health state
approach. The Psychiatric Quarterly, 86(1), 107-121.
doi:10.1007/s11126-014-9326-2
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring anxiolytic therapy.
Week 7
assignment
Assignment: Assessing and Treating Clients With Pain
Pain can greatly influence an individual’s quality of life,
as uncontrolled pain negatively impacts mood, concentration, and the overall
physical and mental well-being of clients. Although pain can often be
controlled with medications, the process of assessing and treating clients can
be challenging because pain is such a subjective experience. Only the person
experiencing the pain truly knows the intensity of the pain and whether there
is a need for medication therapies. Sometimes, beliefs about pain and
treatments for pain can have an adverse effect on the provider-client
relationship. For this Assignment, as you examine the interactive case study
consider how you might assess and treat clients presenting with pain.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with pain
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for pain
Evaluate efficacy of treatment plans for clients presenting
for pain therapy
Analyze ethical and legal implications related to
prescribing therapy for clients with pain
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 10, “Chronic Pain and Its Treatment”
Stahl, S. M., & Ball, S. (2009a). Stahl’s illustrated
chronic pain and fibromyalgia. New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated
Guides tab and then the Chronic Pain and Fibromyalgia tab.
Chapter 5, “Pain Drugs”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For insomnia
amitriptyline
amoxapine
carbamazepine
clomipramine
clonidine (adjunct)
desipramine
dothiepin
doxepin
duloxetine
gabapentin
imipramine
lamotrigine
levetiracetam
lofepramine
maprotiline
memantine
milnacipran
nortriptyline
pregabalin
tiagabine
topiramate
trimipramine
valproate (divalproex)
zonisamide
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
National Institute of
Neurological Disorders and Stroke. (2016). Pain: Hope through research.
Retrieved from
http://www.ninds.nih.gov/disorders/chronic_pain/detail_chronic_pain.htm#3084_2
Required Media
Laureate Education
(2016a). Case study: A Caucasian man with hip pain [Interactive media file].
Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring therapy for pain and sleep/wake disorders.
The Assignment
Examine Case Study: A Caucasian Man With Hip Pain. You will
be asked to make three decisions concerning the medication to prescribe to this
client. Be sure to consider factors that might impact the client’s
pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 8
assignment
Assignment: Assessing
and Treating Clients With Impulsivity, Compulsivity, and Addiction
Impulsivity, compulsivity, and addiction are challenging
disorders for clients across the lifespan. These disorders often manifest as
negative behaviors, resulting in adverse outcomes for clients. In your role as
the psychiatric mental health nurse practitioner, you have the opportunity to
help clients address underlying causes of the disorders and overcome these
behaviors. For this Assignment, as you examine the client case study in this
week’s Learning Resources, consider how you might assess and treat clients
presenting with impulsivity, compulsivity, and addiction.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with impulsivity, compulsivity, and addiction
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for impulsivity,
compulsivity, and addiction
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing therapy for clients with impulsivity, compulsivity, and addiction
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 14, “Impulsivity, Compulsivity, and Addiction”
Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated
substance use and impulsive disorder New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated
Guides tab and then the Substance Use and Impulsive Disorders tab.
Chapter 10, “Disorders of Impulsivity and Compulsivity”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For insomnia
For obsessive-compulsive disorder
Citalopram
clomipramine
escitalopram
fluoxetine
fluvoxamine
paroxetine
sertraline
venlafaxine
vilazodone
For alcohol withdrawal
chlordiazepoxide
clonidine
clorazepate
diazepam
lorazepam
oxazepam
For bulimia nervosa and binge eating
fluoxetine
topiramate
zonisamide
For alcohol
abstinence
acamprosate
disulfiram
For alcohol dependence
nalmefene
naltrexone
For opioid dependence
buprenorphine
naltrexone
For nicotine
addiction
bupropion
varenicline
Book Excerpt: Substance Abuse and Mental Health Services
Administration. (1999). Treatment of adolescents with substance use disorders.
Treatment Improvement Protocol Series, No. 32. Retrieved from
http://www.ncbi.nlm.nih.gov/books/NBK64350/
Chapter 1, “Substance Use Among Adolescents”
Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”
Chapter 7, “Youths with Distinctive Treatment Needs”
University of Michigan Health System. (2016). Childhood
trauma linked to worse impulse control in adulthood, study finds. Retrieved
from /orders/www.sciencedaily.com/releases/2016/01/160120201324.htm
Note: Retrieved from Walden Library databases.
Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014).
Pharmacological treatments in pathological gambling. British Journal of Clinical
Pharmacology, 77(2), 375–381. doi:10.1111/j.1365-2125.2012.04457.x
Note: Retrieved from Walden Library databases.
Loreck, D., Brandt, N. J., & DiPaula, B. (2016).
Managing opioid abuse in older adults: Clinical considerations and challenges.
Journal of Gerontological Nursing, 42(4), 10–15.
doi:10.3928/00989134-20160314-04
Note: Retrieved from Walden Library databases.
Salmon, J. M., & Forester, B. (2012). Substance abuse
and co-occurring psychiatric disorders in older adults: A clinical case and
review of the relevant literature. Journal of Dual Diagnosis, 8(1), 74–84.
doi:10.1080/15504263.2012.648439
Note: Retrieved from Walden Library databases.
Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C.,
Zunta-Soares, G. B., Hatch, J. P., & … Soares, J. C. (2014). Impulsivity
in children and adolescents with mood disorders and unaffected offspring of
bipolar parents. Comprehensive Psychiatry, 55(6), 1337–1341.
doi:10.1016/j.comppsych.2014.04.018
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education
(2016c). Case study: A Puerto Rican woman with comorbid addiction [Interactive
media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat adolescent clients requiring therapy for impulsivity,
compulsivity, and addiction.
The Assignment
Examine Case Study: A Puerto Rican Woman With Comorbid
Addiction. You will be asked to make three decisions concerning the medication
to prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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?
Week 9
assignment
Assignment: Assessing and Treating Clients With ADHD
Not only do children and adults have different presentations
for ADHD, but males and females may also have vastly different clinical
presentations. They may also respond to medication therapies differently. For
example, some ADHD medications may cause children to experience stomach pain,
while others can be highly addictive for adults. In your role, as a psychiatric
mental health nurse practitioner, you must perform careful assessments and
weigh the risks and benefits of medication therapies for clients across the
lifespan. For this Assignment, you consider how you might assess and treat
clients presenting with ADHD.
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with ADHD
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for ADHD
Evaluate efficacy of treatment plans
Evaluate ethical and legal implications related to
prescribing therapy for clients with ADHD
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: Review all materials from the Discussion.
Conners, C. K., Sitarenios, G., Parker, J. D. A., &
Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher
Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity.
Journal of Abnormal Child Psychology, 26, 279-291.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education
(2016d). Case study: A young Caucasian girl with ADHD [Interactive media file].
Baltimore, MD: Author
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
This case study will serve as the foundation for this week’s
Assignment.
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD You
will be asked to make three decisions concerning the medication to prescribe to
this client. Be sure to consider factors that might impact the client’s
pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.
Week 10
assignment
Assignment: Assessing and Treating Clients With Dementia
The Alzheimer’s Association defines dementia as “a general
term for a decline in mental ability severe enough to interfere with daily
life” (Alzheimer’s Association, 2016). This term encompasses dozens of
cognitive disorders of impaired memory formation, recall, and communication.
The care and treatment of clients with dementia is dependent on multiple
factors, including the stage of dementia, comorbidities, family support, and
even the care setting. In your role, as the psychiatric mental health nurse
practitioner, you must be prepared to not only treat clients with these various
cognitive disorders, but also the multiple behavioral issues that often
accompany them. For this Assignment, as you examine the client case study in
this week’s Learning Resources, consider how you might assess and treat clients
presenting with dementia.
Reference: Alzheimer’s Association. (2016). What is
dementia? Retrieved from http://www.alz.org/what-is-dementia.asp
Learning Objectives
Students will:
Assess client factors and history to develop personalized
therapy plans for clients with dementia
Analyze factors that influence pharmacokinetic and
pharmacodynamic processes in clients requiring therapy for dementia
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to
prescribing therapy for clients with dementia
Learning Resources
Note: To access this week’s required library resources,
please click on the link to the Course Readings List, found in the Course
Materials section of your Syllabus.
Required Readings
Note: All Stahl
resources can be accessed through the Walden Library using this link. This link
will take you to a log-in page for the Walden Library. Once you log into the
library, the Stahl website will appear.
Stahl, S. M. (2013).
Stahl’s essential psychopharmacology: Neuroscientific basis and practical
applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapter, click on the Essential
Psychopharmacology, 4th ed tab on the Stahl Online website and select the
appropriate chapter. Be sure to read all sections on the left navigation bar
for each chapter.
Chapter 13, “Dementia and Its Treatment”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New
York, NY: Cambridge University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the
appropriate medication.
Review the following medications:
For insomnia
donepezil
galantamine
memantine
rivastigmine
Bui, Q. (2012). Antidepressants for agitation and psychosis
in patients with dementia. American Family Physician, 85(1), 20–22. Retrieved
from http://www.aafp.org/journals/afp.html
Note: Retrieved from from the Walden Library databases.
Meltzer, H. Y.,
Mills, R., Revell, S., Williams, H., Johnson, A., Bahr, D., & Friedman, J.
H. (2010). Pimavanserin, a serotonin receptor inverse agonist for the treatment
of Parkinson’s disease psychosis. Neuropsychopharmacology, 35, 881–891.
Retrieved from http://www.nature.com/npp/journal/v35/n4/pdf/npp2009176a.pdf
Required Media
Laureate Education.
(2016h). Case study: An elderly Iranian man with Alzheimer’s disease
[Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this
week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to
assess and treat clients requiring therapy for dementia.
The Assignment
Examine Case Study: An Elderly Iranian Man With Alzheimer’s
Disease. You will be asked to make three decisions concerning the medication to
prescribe to this client. Be sure to consider factors that might impact the
client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
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
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
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.

Assignment_1_-_Week_8.doc (47 KB)

Week 8 assignment
Assignment 1: Application – Diagnosing and Treating Skin
Wounds
Skin wounds are sometimes challenging for health care
providers to diagnose and treat as many have similar presentations. For
advanced practice nurses, being able to identify various types of skin wounds,
including whether a wound is a colonization or an infection, is critical
because it impacts recommended patient care. In your role, you must be able to
evaluate skin wounds, determine the diagnosis, and develop an appropriate
treatment and management plan according to current evidence-based guidelines.
To prepare:
Review Chapter 46 of the Resnick text, as well as the Burr
article in this week’s Learning Resources.
Consider how to properly diagnose skin wounds in frail
elders, including how to distinguish between a colonization and infection.
Select a type of skin wound, such as bumps, bruises,
shingles, herpes, bullous pemphigoid, Stevens-Johnson syndrome, etc. Research
the guidelines for treatment of the skin wound you selected. Reflect on how you
would treat and/or dress this wound.
Think about factors that might contribute to the development
of the skin wound you selected. Consider strategies for the prevention and
improvement of this type of wound.
To complete:
Write a 2- to 3-page paper that addresses the following:
Explain how to properly diagnose skin wounds in frail
elders, including how to distinguish between a colonization and infection.
Describe the type of skin wound you selected.
Explain how you would treat and/or dress this wound based on
guidelines for treatment.
Explain factors that might contribute to the development of
the skin wound you selected. Include strategies for the prevention and
improvement of this type of wound.
By Day 7
This Assignment is due.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at
http://academicguides.waldenu.edu/writingcenter/templates). All papers
submitted must use this formatting.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the following naming
convention: “WK8Assgn1+lastname+first initial”.
Click the Week 8 Assignment 1 link.
Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as “WK8Assgn1+last name+first
initial.(extension)” and click Open. If you are submitting multiple files,
repeat until all files are attached.
Click on the Submit button to complete your submission.

week_8_discussion.docx (99.59 KB)

Week 8
discussion
Discussion: Drug Treatments for HIV/AIDS
While HIV/AIDS is still currently incurable, the prognosis
for patients with this infectious disease has improved due to advancements in
drug treatments. Consider the case of Kristy Aney. Kristy was diagnosed with
HIV in 1992 and was told she would survive, at most, 10 more years. Despite
unfavorable odds, Kristy is still alive 20 years later. Since her diagnosis,
she has witnessed tremendous improvements in HIV/AIDS treatments which have
helped patients live longer with fewer side effects. While she acknowledges
that these drug treatments have kept her alive, she fears that improvements in
drug therapy have led to more people becoming complacent about the disease
(Idaho Statesmen, 2012). In fact, the number of people living with HIV/AIDS in
the United States is higher than it has ever been (CDC, 2012). This poses the
question: Is there a relationship between drug advancements, societal
complacency, and infection?
To prepare:
Review Chapter 49 of the Arcangelo and Peterson text, as
well as the Krummenacher et al. and Scourfield articles in the Learning
Resources.
Reflect on whether or not the prevalence of HIV cases might
be attributed to increased complacency due to more advanced drug treatment
options for HIV/AIDS.
Consider how health care professionals can help to change
perceptions and make people more aware of the realities of the disease.
Think about strategies to educate HIV positive patients on
medication adherence, as well as safe practices to reduce the risk of infecting
others.
With these thoughts in mind:
By Day 3
Post an explanation of whether or not you think the
prevalence of HIV cases might be attributed to increased complacency due to
more advanced drug treatment options.Then, explain how health care
professionals can help to change perceptions and increase awareness of the
realities of the disease. Finally, describe strategies to educate HIV positive
patients on medication adherence, as well as safe practices to reduce the risk
of infecting others.
By Day 6
Read a selection of your colleagues’ responses and respond
to at least two of your colleagues on two different days who provided a
different rationale than you did, in one or more of the following ways:
Offer and support an alternative perspective using readings
from the classroom or from your own research in the Walden Library.
Validate an idea with your own experience and additional
research.