NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay

NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay

Common Health Conditions with Implications for Women
Select a patient that you examined during the last four weeks as a Nurse Practitioner. Select a female patient with common endocrine or musculoskeletal conditions, Evaluate differential diagnoses for common endocrine or musculoskeletal conditions you chose .With this patient in mind, address the following in a SOAP Note:
Subjective: What details did the patient provide regarding or her personal and medical history?
Objective: What observations did you make during the physical assessment?
Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up appointment with the provider, as well as a rationale for this treatment and management plan. NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay
Reflection notes: What would you do differently in a similar patient evaluation? And how can you relate this to your class and clinical readings.

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References
Schuiling, K. D., & Likis, F. E. (2013). Women’s gynecologic health (2nd ed.). Burlington, MA: Jones and Bartlett Publishers.
Chapter 22, “Urinary Tract Infection in Women” (pp. 535–546)
Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.
 
Review: Chapter 8, “Primary Care in Women’s Health” (pp. 431–560)
 
Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/
 
National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH). Retrieved from http://orwh.od.nih.gov/
 
U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/
 
Week 11 Soap Note: Polycystic Ovarian Syndrome
Bethel U. Godwins
Walden University
NURS 6551, Section 8, Primary Care of Women
August 14, 2016
Patient Initials: FJ Age: 23 Gender: Female

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SUBJECTIVE DATA:
Chief Complaint: “I have increased coarse body hair, irregular periods, and pelvic pain for the past one year”. Comment by Erica Gifford: Great CC
History of Present Illness: FJ is a 23-year-old G0P0 African American obese female who presented to the clinic with complaint of increased coarse body hair; irregular periods, and pelvic pain for the past one year. FJ reported that she noticed weight gain, especially around her waist; increased hair growth on her chest, chin, lips, stomach, back, thumbs, and toes; and oil skin, acne, and dandruff. Patient also reported that she used to have quite regular period, but for the past one year, she skips periods two to four months before her next menstrual cycle. Patient reported that she wants to get pregnant, but she has never been pregnant. Patient reported breast pain and lower abdominal/pelvic pain. She also reported that she got married last years, and she started monitoring her ovulation with an over the counter ovulation kit. She noticed that she does not ovulated for the past one year since she started checking. Patient reported that she has skin tags, such as excess skin on her armpits and neck area. She is sad because of the reported symptoms and not being able to conceive. She decided to see an obstetrics and gynecologist for an evaluation and treatment. Patient denied fever, chills, nausea, vomiting, diarrhea, or constipation.
Location: Pelvic, lower abdominal, uterus, skin, and breast. NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay
Duration: One year
Quality: Pelvic/lower abdominal pain; breast pain; increased skin growth.
Radiation: None
Severity: 7/10 on pain scale
Timing/Onset: One year ago.
Alleviating Factors: Pain medication and heating pad.
Aggravating Factors: None
Relieving Factors: Ibuprofen pain medication and heating pad.
Treatments/Therapies: Over the counter ibuprofen pain medication, and heating pad.
Medications: Motrin 200-400 mg orally every 6 to 8 hours as needed for pain.
Allergy: No known drug or food allergy.
Past Medical History: None
Past Surgical History: None
GYN History: LMP 07/15/2016; last Pap smear 2/20/2015: negative; menarche 12; cycle: 5 days, but irregular; age of first intercourse 18 year; sexual active and heterosexual with only one sex partner; no birth control measures.
OB History: Gravida: 0 Para: 0
Personal/Social History: Married; college graduate; employed; lives at home with the husband; denied alcohol abuse, tobacco abuse or illicit drug abuse.
Immunizations: Flu vaccine 11/24/16; no pneumococcal shot.
Family History: Father: Diabetes, hyperlipidemia, BPH, hypertension; Mother: hypertension, diabetes. Siblings alive and well.

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Review of Systems:
General: Positive weight gain; no fever, no night sweats, no chills, no fatigue, or no weakness.
Head: Admitted dandruff, denied dizziness, migraine or headache.
Eyes: Denied visual problem
Chest: no chest pain, cough, SOB
Heart: No palpitation, no irregular heartbeat
Breast: Admitted breast pain; no erythema, inflammation or nipple discharge.
Gastrointestinal: Reported lower abdominal pain; central obesity; increased waist fat; denied nausea/vomiting, constipation, or diarrhea.
Urinary: denied urinary tract infection or problems; no dysuria or urinary frequency.
GYN: Reports pelvic pain, irregular periods, difficult getting pregnant, no ovulation, skipped periods 2 to 4 months before her next menstrual cycle; no menorrhagia, no vaginal bleeding or discharge.
Musculoskeletal: denied pain radiation, muscle or joint pain.
Skin: reports acne, oily skin, increased coarse hair growth on chest, stomach, back, thumbs, and toes. Patient reported skin tags like excess skin on armpit and neck.
Psychiatry: No mental health problems; mood changes, depression or anxiety.
Neurological: denied dizziness, weakness, or seizures.
Endocrine: No thyroid problem, no diabetes, no hot/cold intolerance.
Immunologic: No recurrent infections or immune deficiencies.
Hematologic: No cancer, anemia, blood transfusion or bleeding disorder.

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OBJECTIVE DATA
Physical Exam:
General: Patient is obese, pleasant, alert/oriented, and answers questions appropriately. No acute distress.
Vital signs: T 37.0, B/P 125/76, P 68; RR 16; SPO2 100% RA. Weight 182 pounds, BMI 30.3, Height 5ft 5in. Weight reflected 15 pounds increase from what the patient reported was the last weight last 4 months.
HEAD: Atraumatic, normocephalic; scalp: + dandruff.
Neck: supple, excess skin fold, no lymphadenopathy, no thyromegaly.
Chest/Lungs: Increased coarse chest hair noted; non-labored breathing; clear to auscultation.
Heart: Regular rate and rhythm.
Abdomen/pelvic: lower abdomen/pelvic tenderness, enlarged multiple ovaries noted, obese, waist circumference >35; waist-to-hip ratio > 0.85; upper/lower abdominal hair.
Back: increased upper back hair noted, Normal curvature.
Skin: Increased coarse hair noted on the chin, lips, chest, upper/lower abdomen, upper back, thumbs, toes. Oily skin, acne, skin tags like excess skin on armpit/neck, and acanthosis nigricans noted on neck and armpits.
Breast: + pain/tenderness; no redness, swelling or discharge. NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay
Genitals: External genital normal, except clitoris that is enlarged, vagina pink, and cervix closed; no rash, redness or discharge. Comment by Erica Gifford: What about uterus size any tenderness? Bimanual exam?

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ASSESSMENT:
Lab Test and Results:
Pregnancy urine tests for human chorionic gonadotropin (hCG): negative, blood tests like testosterone/androgen test: high/abnormal; Prolactin test: level high/abnormal, + infertility; cholesterol/triglycerides blood test: abnormal; TSH test: normal rule out under/over active thyroid; hydroxyprogesterone: normal ruled out adrenal problem. Glucose tolerance/insulin levels: + insulin resistance. Luteinizing hormone concentration/follicle–stimulating level test: Elevated.
Vaginal ultrasound (sonogram): + multiple cysts in the ovaries; thicker endometrium lining.
Differential Diagnosis:
1. Polycystic Ovarian Syndrome
2. Cushing Syndrome
3. Premature Ovarian Failure
Polycystic Ovarian Syndrome (PCOS): Women’s Health (WH, 2014) described polycystic ovarian syndrome as an imbalance of woman’s sex hormones estrogen and progesterone, which causes development of ovarian cysts and irregular or absent menstrual cycle in women. Also, the hormonal imbalance leads to fertility, cardiac function, blood vessels, hormones, and appearance problems. According to WH (2014), Women with PCOS usually have elevated levels of male hormones (androgens); missed or irregular periods; multiple little ovarian cysts; hirsutism like increased hair growth on the face, chest, stomach, back, thumbs, or toes; acne, oily skin, or dandruff; weight gain or obesity, usually with extra weight around the waist; pelvic pain; anxiety or depression; and sleep apnea. Diagnosis of PCOS according to WH (2014) is based on acne and/or hirsutism; infertility due to anovulation; abdominal obesity; endocrine abnormalities based on laboratory tests; elevated androgen/testosterone level; positive insulin resistance; elevated luteinizing hormone concentration; follicle–stimulating level; multiple cysts in the ovaries; thicker endometrium
Polycystic ovarian syndrome is selected as the primary diagnosis because the patient’s clinical presentations; laboratory tests; and sonographic evaluations as aforementioned confirmed the diagnosis of polycystic ovarian syndrome. In fact, the results of the laboratory tests, radiologic evaluation; physical examination; and clinical presentation as aforementioned are all synonymous with the recommended clinical guideline for diagnosis of the PCOS. Comment by Erica Gifford: Excellent primary diagnosis
Cushing Syndrome (CS): The Pituitary Society (PS, 2015) described Cushing syndrome as the condition that occur due to excess cortisol hormone in the body. Cushing’s syndrome is fairly rare, but mostly found in women than men between ages 20 to 40. Signs and symptoms as described by PS (2015) are weight gain, hypertension, irritability, round face, fatigue, menstrual irregularity, poor concentration, poor short term memory, excess hair growth in women, red, ruddy face, and extra fat around the neck. Cushing’s syndrome is also usually associated with moon facies, central fat deposition, bruising easily, decreased libido, stretch marks, sleep disturbance, hypertension, muscle wasting, abdominal striae, buff alo hump, and osteoporosis. Cushing syndrome is ruled out as the primary diagnosis for the patient because the signs and symptoms of CS that are specific to CS alone, such as buff alo hump, stretch marks, easily bruise, decreased libido, moon face, and sleeping disturbance were not synonymous with the patient’s clinical presentation. Moreover, diagnosis of CS cannot be made based on symptoms alone; but with the use of laboratory tests that measures the amount of cortisol in the patient saliva or urine and the clinical presentation according to PS (2015). NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay
Premature Ovarian Failure (POF): According to American Society for Reproductive Medicine (ASRM, 2015), POF is cessation of ovarian functioning before age 40 due to autoimmune disorder affecting the thyroid and adrenal glands; family history of POF; and medical treatments, such as chemotherapy and radiation therapy. Symptoms of POF according to ASRM (2015) are similar with menopause, such as irregular menstrual periods, hot flashes, night sweats, irritability, vaginal dryness, and trouble sleeping. Premature ovarian failure is ruled out as the primary diagnosis because the symptoms associate with the condition are not synonymous with most of the symptoms presented by the patient.

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PLAN:
Laboratory /Diagnostic Tests and Results:
The initial laboratory test that was completed was urine human chorionic gonadotropin level test to rule out pregnancy: Result- negative. Other laboratory/diagnostic tests include:
Blood tests like testosterone/androgen test: high/abnormal confirming high male sex hormones and the physical presentations; Prolactin test: level high/abnormal, + infertility; luteinizing /follicle-stimulating hormone blood level test are high and abnormal in this patient while the patient is not pregnant; cholesterol/triglycerides blood test: abnormal; TSH test: normal ruled out under/over active thyroid; hydroxyprogesterone: normal ruled out adrenal problem. Glucose tolerance/insulin levels: + insulin resistance.
Vaginal ultrasound (sonogram): + multiple cysts in the ovaries; thicker endometrium lining.
Treatment / Management Plan and Follow up Care
Polycystic ovarian syndrome is selected as the primary diagnosis after physical, laboratory, and diagnostic tests ruled out other possible differential diagnosis, and treatment/management plan for the condition will depend on the patient‘s needs or goals because there is no cure for the condition according to WH (2015). Treatment/management therapy typically focus on either fertility improvement or treating the symptoms of hyperandrogenism (hirsutism) explained by WH (2015); however, long term measures should be taken to restore regular menses and prevent endometrial hyperplasia. The patient desire is to become pregnant. Therefore, the first line of treatment, and the safest measure to restore ovulation is weight loss since patient is obese. Patient will be placed on calorie restricted diets, such as limiting carbohydrates and fats; eat more proteins, fruits/vegetables, and regular exercise (Tharpe, Farley & Jordan, 2013).
Medications:
Patient was advised to continue Motrin 200-400 mg orally every 6 to 8 hours as needed for pain.
Metformin 500 mg orally three time a day will be added with the aim of lowering growth of abnormal hair; help return of ovulation; lower body mass, enhance insulin resistance, and improve cholesterol levels (Tharpe et al., 2013).
Clomid 50 mg orally for 5 days is prescribed to treat the patient’s ovulatory dysfunction; the aim is to stimulate ovulation and treat infertility. Clomid therapy may be increased to100mg orally for 5 days if the initial therapy did not result in pregnancy when patient follow up in 6 months for reassessment (Tharpe et al., 2013).
Patient will be advised to follow up every 3 to 6 months for reassessment of the treatment and management therapy, such as insulin resistance reassessment, weight management, and reevaluation of clomid and metformin treatment/management therapy to determine the effectiveness of the therapy. Then, make therapy adjustments if needed accordingly (Tharpe et al., 2013). NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay
Alternative Therapy
According to American Botanical Council (ABC, 2013), Chaste tree berry, licorice, and traditional Chinese medicine herb dong quai (Angelica sinensis) help to balance hormones in a patient with PCOS, they work well in restoring normal menstrual periods. Based on the confirmed effectiveness of chaste tree berry, licorice, and dong quai (angelica sinensis), they can be used as an alternative therapy to treat the patient PCOS. Furthermore, other herbs that can help with the patient’s menstrual and hormonal balance according to ABC (2013) are ginger, red raspberry, red clover, rosemary, soy, flax seed, partridge berry, and feverfew. In addition, legumes, chromium, cinnamon, tea (camellia sinensis), and/or coffee due to caffeine’s ability to improve insulin sensitivity; have been found to improve insulin resistance and would be recommended to the patient alternatively according to ABC (2013). Moreover, herbs like ginseng, licorice, ashwagandha, rhodiola, schisandra, and rhaponticum can be recommended for stress management explained by ABC (2013).
Nonpharmacological Treatment
Patient was advised to continue using heating pad as needed for pain. Sirmans and Pate (2014) described the nonpharmacological treatment of PCOS to include acupuncture, massage, homeopathy, reflexology, herbalism as aforementioned. According to Sirmans and Pate (2014), acupuncture is the most common used nonpharmacological treatment because women with PCOS use acupuncture to regulate and manage their periods. Women with PCOs also use acupuncture to help in weight reduction, headache reduction, and improvement in moods/outlook. Moreover diet and exercise will help in weight reduction, improve sensitivity to insulin and improve ovulation abnormalities associated with PCOS according to Sirmans and Pate (2014).

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Health Promotion
Patient will be provided with age-appropriate educational materials on PICO causes, risk factors, diagnosis, and management therapy. Patient will also be reminded about the benefits of healthy lifestyle changes; nutrition & exercise; positive ways to cope with stress. Patient will be advised to incorporate regular exercise as part of her daily routine by exercising for a minimum of 20 to 30 minutes a day 4 to 5 times a week as well as eating fruits and vegetables; cut down on high fat/high cholesterol diet as well as include legumes in the patient’s diet (Tharpe et al., 2013). On-going support will also be made available for the patient. At every follow-up visit, patient’s concerns will be listened to and addressed. Clarification will be made about PCOS myths, ovarian cysts, infertility, and excess hair. Patient will be educated that there is no magic bullet about treating/managing the condition rather there are many ways to manage the presenting symptoms as well as lowering the risk for diabetes (Tharpe et al., 2013). Patient will be educated on the risk for other health problems associated with PCOS, such as risk of diabetes, risk of heart attack, greater risk of hypertension, high risk of having high cholesterol, and risk of developing sleep apnea. Also, patient will be educated about the risk of developing anxiety and depression due to the condition, but emphasis will be made on the importance of reaching out for help for mental health problem (Tharpe et al., 2013). Resources will be provided to the patient for help with weight loss and maintaining a healthy lifestyle. At this point, no referral was made because there was no identifiable need for referral.

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Reflection Note Comment by Erica Gifford: Thorough reflection
I learned a lot from the experience. I learned that PCOS could be the primary cause of most infertility, and the cause is usually women sex hormonal imbalance. I equally learned that the increase in male hormone androgens could result in most of the physical changes associated with the condition. I also learned that maintaining a healthy weight is very crucial in managing the condition. I am thrilled to learn about alternative and nonpharmacological herbs that can help control insulin resistance in the body because the knowledge is personal to me and my family members.
I would not have done anything differently because I believed that I did an exhaustive patient assessment in collaboration with my preceptor based on the patient’s clinical presentation, and I followed the appropriate clinical guideline in collaboration with my preceptor to arrive at an appropriate primary/differential diagnosis, and management plan for the patient based on the patient wish to become pregnant. I selected the treatment plan as deemed appropriate and in consideration of the patient’s desires to have a baby.
I would have loved to gather additional data about the patient’s maternal grandmother or grate grandmother’s health history to determine if there is anybody in the patient’s family history that have PCOS. The information could explain the reason why the patient have the condition because PCOS is known to run in the family. But, the patient denied that her mother or siblings have the condition. Although, the patient informed the author and the author’s preceptor that she had limited knowledge of her maternal history because her mother was adopted. I would not have done additional elements of exam because the physical exam, laboratory, and diagnostic tests were very exhaustive based on the required clinical practice guidelines for the diagnosis of the condition.
I totally agreed with my preceptor’s clinical judgement and decisions based on the evidence, patient clinical presentation, physical examination, laboratory, and diagnostic tests. Also based on the evidence-based practice and clinical practice guidelines for PCOS.
References
American Botanical Council. (2013). Treating PCOS Naturally. HerbalEGram, 10(3), 1-4.
American Society for Reproductive Medicine. (2015). What is premature ovarian insufficiency
known as premature ovarian failure? Retrieved from http://www.socrei.org/uploadedFiles /ASRM_Content/Resources/Patient_Resources/Fact_Sheets_and_Info_Booklets/POF-final_1-5-12.pdf
Pituitary Society. (2015). Cushing’s syndrome & disease diagnosis. Retrieved from
/orders/pituitarysociety.org/patient-education/pituitary-disorders/cushings/diagnosis-of-cushings-disease-and-cushings-syndrome
Sirmans, S. M., & Pate, K. A. (2014). Epidemiology, diagnosis, and management of polycystic
Ovary syndrome. Clinical Epidemiology, 6, 1-13. doi: 10.2147/CLEP.S37559
Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for
midwifery & women’s health (4th ed.). Burlington, MA: Jones & Bartlett
 

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Publishers
Women’s Health. (2014). Polycystic ovary syndrome fact sheet. Retrieved from
http://womenshealth.gov/publications/our-publications/fact-sheet/polycystic-ovary-syndrome.html#a
SOAP note rubric
Subjective (15 points)
· CC 1 1
· Pertinent positives (OLDCARTS) 5 5
· Pertinent negatives (from ROS) NURS 6551 Week 11 Soap Note: Polycystic Ovarian Syndrome Essay 5 5
· Pertinent PMH, SH, and FH 3 3
· Medications and drug/food allergies are not included 1 1
Objective (15 points)
· VS including BMI, / FHT if indicated 2 2
· Heart and lungs and thyroid 1 1
· Systems or specialty exam techniques that are not necessary to arrive at a diagnosis are included. -5 5
· Systems or specialty exam techniques that are necessary to arrive at your diagnosis are omitted. -5 45
· Diagnostic test results 2 2
Assessment – 10 points for each priority diagnosis (total 30 points) 30 30
Plan (15 points)
· Medications discontinued (“d/c lisinopril 10 mg daily”) 1 1
· Medications started (“start Avapro 150 mg daily”) 2 2
· Alternative therapies if appropriate (1 point) 1 1
· Health Promotion strategies – patient/family education 3 3
· Disease Prevention strategies with timeframe if appropriate 3 3
· Diagnostic tests ordered with timeframe (now, in 2 weeks, prior to f/u visit in 3 months) 3 3
· Referrals or consultations if appropriate 1 1
· Follow-up interval 1 1
Reflection notes (25 points)
· What did you learn from this experience? Any ah-ha’s? (5 points) 5 5
· What would you do differently? 5 5
· What additional data would you have gathered? 5 5
· What additional elements of the exam would you have done? 5 5
· Do you agree with your preceptor based on the evidence? 5 5
Total points 100 99100
Excellent SOAP note
 

NURS 6551 WK 3 SOAP : Gynecologic Health

NURS 6551 WK 3 SOAP : Gynecologic Health

Select a patient that you examined as a nurse practitioner student during the last three weeks of clinical on OB/GYN Issue. With this patient in mind, address the following in a SOAP Note 1 OR 2 PAGES :
 
Subjective: What details did the patient provide regarding her personal and medical history?
 
Objective: What observations did you make during the physical assessment?
 
Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?
 
Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters for this patient , as well as a rationale for this treatment and management plan.
 
Very Important:  Reflection notes: What would you do differently in a similar patient evaluation?
 
 
 
Reference
 
Gagan, M. J. (2009). The SOAP format enhances communication. Kai Tiaki Nursing New Zealand, 15(5), 15.
 
Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.
 
Chapter 6, “Care of the Well Woman Across the Life Span” ,“Care of the Woman Interested in Barrier Methods of Birth Control” (pp. 275–278)
 
Chapter 7, “Care of the Woman with Reproductive Health Problems”
 
“Care of the Woman with Dysmenorrhea” (pp. 366–368)
 
“Care of the Woman with Premenstrual Symptoms, Syndrome (PMS), or Dysphoric Disorder (PMDD)” (pp. 414–418)

Running head: Week 3 soap note 1
 

Week 3 Soap Note 2: Bacterial Vaginosis

Bethel U. Godwins
Walden University
NURS 6551, Section 8, Primary Care of Women
June 17, 2016
Week 3 Soap Note: Bacterial Vaginosis
Patient Initials: WJ Age: 22 Gender: Female
 
SUBJECTIVE DATA:
Chief Complaint: “I have vaginal itching with discharge and foul odor for the past one week ”
History of Present Illness: WJ is a 26-year-old Hispanic American female who presented to the clinic with complaint of vaginal itching with thin, gray vaginal discharge. Patient reported that the vaginal discharge has a strong foul, fishy odor, and the vaginal odor was particularly strong with a fishy smell after sex for the past one week. Patient stated that she has burning on urination, but denied fever, chills, nausea or vomiting. She reported that she decided to see a health care provider because she could not tolerate the odor, burning and discharge anymore.
Location: Vaginal
Duration: One week.
Quality: Itching, gray vaginal discharge; strong foul odor with fishy smell
Radiation: None
Severity: 8/10 on a scale of 1 to 10.
Timing/Onset: One week ago, but worse in the past 2 days.
Alleviating Factors: None
Aggravating Factors: sexual intercourse
Relieving Factors: Sitz bath
Treatments/Therapies: None except warm sitz bath
Medications: None
Allergy: No known drug or food allergy.
Past Medical History: None
Past Surgical History: None
GYN History: LMP 06/09/2016; last Pap smear 05/2016; result: WNL; menarche 12; cycle 5 days; age of first intercourse 18 year; number of partners one; no contraceptive, heterosexual.
OB History: Gravida: 0 Para: 0
Personal/Social History: Single; denied recreational drug/alcohol use. Lives alone. Sexually active.
Immunizations: up to date with vaccination; positive influenza vaccine in November 2015. Negative Pneumococcal vaccine.
Family History: Diabetes: father; hypertension: Mother; both parents still living .
 
Review of Systems:
General: Patient appeared well nourished; active, denied change in weight .
HEENT: Patient denies headache or head injury, wears contact lenses, denies nasal/sinus congestion or drainage. Denies hearing problem, tinnitus or vertigo. H e reports that he had his dental exam within the last 6 months, and denies any bleeding gums, gingivitis or ulceration lesions; denies chewing or swallowing problem.
Neck: Denies neck pain, tenderness, swelling, or neck injury.
Respiration: Denies difficulty breathing, cough or coughing up blood, or dyspnea at rest .
Cardiovascular: Denies chest pain, SOB, palpitations, edema, arrhythmias, and heart murmur. Gastrointestinal: Denies abdominal pain, nausea, vomiting, or changes in bowel/bladder regularities. Admits good appetite.
Peripheral Vascular: denies any peripheral vascular problem .
Urinary: Reports burning on urination, denies back pain, frequency, blood in the urine.
GYN: Reports vaginal itching with thin, gray vaginal discharge. Reports vaginal discharge with strong foul, fishy odor; reports vaginal odor particularly strong with a fishy smell after sex, denies STDs.
Musculoskeletal: Denies joint pains, joint stiffness, or problem with joints range of motion.
Psychiatry: Denies anxiety, depression, mood changes, and mental health. Denies any suicidal ideation or attempt.
Neurological: Denies memory loss, dizziness, tingling/numbness, falls, and seizures.
Integument/Hematology/Lymph: Denies bruising easilyskin rashes, dryness, itching, skin lesions and cancer. Denies any clotting or bleeding disorders. Denies transfusion reaction.
Endocrine: Denies diabetes, thyroid problem, heat or cold intolerance.
Allergic/Immunologic: Denies allergic rhinitis, denies immune deficiencies.
 
OBJECTIVE DATA
Physical Exam:
General: Alert and oriented. Appeared well-groomed. Patient does not appeared to be in any acute distress. Vital signs: B/P 116/74, left arm, sitting; P 76; RR 18; SPO2 100% RA. Weight 132 pounds, BMI 20.53, Height 65 inches.
HEAD: Head round and symmetry, no lesions, bumps, nodules, or injury noted.
EENT: PERRLA, clear conjunctiva and sclera; hearing intact bilateral; TMs visualized, pearly grey; clear nasal passage, normal turbinates, septal deviation absent. Oral mucosa pink and moist .
Neck: thyroid supple, midline trachea, no thyromegaly or lymphadenopathy
Chest/Lungs: Chest wall symmetrical, no use of accessory muscles note, breath sound are clear to auscultation, no wheezing, rhonchi, or prolonged expiration noted in the upper/lower lung fields. No nipple discharges or abnormal lump noted.
Heart: S1, S2 noted with regular rate and rhythm. No extra sounds, clicks, rubs, or murmurs noted. Capillary refill normal at 2 seconds. Pulses palpable/normal at 2+. No edema noted.
Abdomen: Abdomen is soft, non-tender and non-distended. Bowels sounds are present in all 4 quadrants. No hepatosplenomegaly.
Genital: Gray, thin, watering vaginal discharge with foul fishy odor noted.
Musculoskeletal: Full range of motion present in all extremities. No varicose vein, clubbing, cyanosis, or edema present. Palpable peripheral pulses present .
Neurologic: Alert and oriented; ambulatory with steady gait. Speech clear/audible. All extremities movable. Touch sensation and two- point discrimination present and intact .
Skin: No rashes, nodes, lumps, ulcers noted. Skin moisture good and turgor is intact.
 
ASSESSMENT:
Lab Test and Results:
Urine dipstick: Negative
Pelvic/Vaginal examination: showed gray thin watering discharge with foul, fish odor, vaginal swab obtained for microscopic examination, such as
wet mount test; whiff test; vaginal pH test, and oligonucleotide probes test (send out test).
Swap applied to wet mount for whiff amine test, clue cells test, and applied to litmus paper to check for pH. Results: KOH positive for fishy odor; pH 5.2; wet mount: clue cells present
Differential Diagnosis :
1. Bacterial Vaginosis
2. Vaginal Candidiasis
3. Trichomoniasis
Primary Diagnosis:
Bacterial vaginosis (BV): is the primary diagnosisWomen’s Health (WH, 2015) describe bacterial vaginosis as the vaginal infection that results from overgrowth of bacterial usually found in the vagina which disrupt the natural balance. Bacterial vaginosis can affect women of any age, but usually affect women in their reproductive years. According to WH (2015) signs and symptoms include vaginal discharge that is white or milky or gray in color. Also, the discharge can be watery or foamy with strong fishy odor usually after sex; itchy, irritating vagina, and burning on urination. Moreover, WH (2015) explained that diagnosis are made based on vaginal exam, results of swap vagina fluid obtained during physical examination, such as wet mount test; whiff test; vaginal pH test, and oligonucleotide probes test results. Diagnosis can be made based on the result of three out of the four tests according to WH (2015). The rationales for identifying bacterial vaginosis as the primary diagnosis are that patient’s pelvic/vaginal examination revealed thin, watery, grey discharge. Also, laboratory test for wet mount test; whiff test; vaginal pH test are all positive, and when these tests are positive with the vaginal discharge that is synonymous with bacterial vaginosis, the diagnosis of bacterial vaginosis is established.
Vaginal Candidiasis: Commonly known as yeast infection. The infection is caused by fungus candida, which causes extreme itching, swelling, and irritation. Symptoms include rash, vaginal discharge that is usually thick, white, and odorless; itching, burning, pain during sex, soreness, and burning. Vaginal candidiasis is ruled out as the primary diagnosis because of the difference in the vaginal discharge, which is odorless, thick, and white like cottage cheese unlike bacterial vaginosis (Center for Disease Control and Prevention [CDC], 2016).
Trichomoniasis: The CDC (2016) explained that trichomoniasis is a sexual transmitted disease. the infection is caused by protozoan parasite known as trichomonas vaginalis. The infection is transmitted from an infected person to an uninfected person during sex. In addition, CDC (2016) explained that the signs and symptoms trichomoniasis to include mild irritation to severe inflammation, burning, itching, redness or soreness genitals; discharge can be thin, frosty, greenish, yellowish, clear or white with unusual smell. The CDC (2016) stipulated that trichomoniasis cannot be diagnosed based on symptoms alone. Laboratory test or check is needed to diagnose the infection. Trichomoniasis is ruled out as the possible differential diagnosis because the patient discharge is not frosty, yellow-green.
PLAN:
Diagnostic plan: Oligonucleotide probes test will be ordered and send out to outside diagnostic lab company. Wet mount test, KOH/whiff test, and litmus test for pH were all ordered and tested. Results: positive.
Treatment and Management:
Bacterial vaginosis resolved spontaneously for most women, but the patient has been having the symptoms for one week. I will use an antibiotic therapy.
Antibiotics Therapy:
Metronidazole (Flagyl), 500 mg orally twice daily for seven days .
Alternative Therapy
I will recommend probiotics, such as Lactobacillus acidophilus, which will help eliminate high levels of bad bacteria and replace them with good bacteria. The rationale is that acidophilus is a known good bacteria. Also, I will recommend apple cider vinegar; the rationale is that bacterial vaginosis is caused be change in vaginal pH. The apple cider vinegar is natural acidic compound and will help regulate the patient body pH and naturally restore pH balance (Machado, Castro, Palmeira-de-Oliveira, Martinez-de-Oliveira, & Cerca, 2015). In addition, I will recommend hydrogen peroxide because hydrogen peroxide is natural disinfecting agent, and patient will be directed to insert tampon soaked with 3% hydrogen peroxide purchased at drugstore, the goal is to eliminate bad bacteria in the patient body (Machado et al., 2015).
Nonpharmacological Treatment:
Yogurt will be recommended to the patient, and patient advised to eat two cups of plain yogurt daily. Rationale is to restore normal pH balance in the vagina inhibiting the growth of bad bacteria. Moreover, tea tree oil will be recommended to the patient, and patient will be instructed to add few drops of tea tree oil in warm water, stir the water and use the water to rinse vaginal daily for three to 4 weeks (Machado et al., 2015). The rationale is to kill the bacteria that cause bacterial vaginosis as well as eliminate the foul fishy odor associated with bacterial vaginosis because tea tree oil has both natural antibacterial and antifungal compounds. Furthermore, patient will instructed to eat raw or cooked garlic daily because the garlic natural antibiotic properties. The rationale is to keep the eliminate bad bacterial (Machado et al., 2015).
Health Promotion:
Patient will be educated to wipe from front to back instead of back to front to void contaminating the vagina with bacterial from the rectum. Also, patient will be educated to keep her vulva clean and dry. In addition, patient will be educated to refrain from using agents that are irritating in her vagina, such as strong soaps, feminine hygiene sprays, or douching. Furthermore, patient will be educated to abstain from tight jeans, panty hose with no cotton crotch, or clothing that trap moisture. Have only single sex partner and use condom (Public Health, 2015).
Reflection Note and Follow-Up
What I will do differently on a similar patient evaluation is that I will check the patient hemoglobin A1C to rule out diabetic origin of the condition . I would send the patient home to try the recommended home remedies for few days and come back for antibiotic treatment since bacterial vaginosis can be resolved without treatment to prevent antibiotic resistance. Patient will be schedule to follow-up in 14 days to repeat the diagnostic test to make sure that the infection is cleared, and if the infection is not cleared, I will repeat antibiotic treatment. I agree with my preceptor diagnosis based on the available positive test results and clinical guidelines .
References
Centers for Disease Control and Prevention. (2016). Genital/vulvovaginal candidiasis.
Retrieved from http://www.cdc.gov/fungal/diseases/candidiasis/genital/index.html
Centers for Disease Control and Prevention. (2016). Trichomoniasis. Retrieved from
http://www.cdc.gov/std/trichomonas/stdfact-trichomoniasis.htm
Machado, M., Castro, J., Palmeira-de-Oliveira, A., Martinez-de-Oliveira, J., & Cerca, N.
(2015). Bacterial vaginosis biofilms: Challenges to current therapies and emerging solution. Front Microbiol, 6, 1528-1542. doi: 10.3389/fmicb.2015.01528
Public Health. Bacterial vaginosis: Women’s health guide. Retrieved from
http://www.publichealth.va.gov/infectiondontpassiton/womens-health-
guide/bacterial-vaginosis.asp
Women’s Health. (2015). Bacteria vaginosis. Retrieved from
http://womenshealth.gov/publications/our-publications/fact-sheet/bacterial-
vaginosis.html
SOAP note rubric

Subjective (15 points) Points Possible Points Earned
· CC 1 1
· Pertinent positives (OLDCARTS) 5 5
· Pertinent negatives & positives (from ROS) 5 4
· Pertinent PMH, SH, and FH 3 3
· Medications and drug/food allergies are included 1 1
Objective (15 points)
· VS including FHT if indicated 3 3
· Thyroid, Heart, and Lungs 1 1
· Systems or specialty exam techniques that are not necessary to arrive at a diagnosis are included. -5 1
· Systems or specialty exam techniques that are necessary to arrive at your diagnosis are omitted. -5 5
· Diagnostic test results (ex; BHCG, CBC, Rubella, RPR, pap, GC, CT, 1 HR GTT, GC/CT, urine dip, wet prep, Blood group & RH Status) 2 2
Assessment (10 points for each priority diagnosis to equal 30) 30 30
Plan (15 points)
· Medications discontinued (“d/c lisinopril 10 mg daily”) 1 NA/1
· Medications started (“start Ferrous Sulfate 325 mg daily”) 2 2
· Alternative therapies if appropriate (1 point) 1 NA/1
· Diagnostic tests ordered with timeframe 6 6
· Referrals or consultations if appropriate 2 2
· Follow-up interval 3 3
Reflection notes (25 points)
· What did you learn from this experience? Any ah-ha’s? (5 points) 5 0
· What would you do differently? 5 5
· What additional data would you have gathered? 5 5
· What additional elements of the exam would you have done? 5 0
· Do you agree with your preceptor based on the evidence? 5 5
Total points 100 85

Overall great work on your first SOAP note, please see comments.
What did you learn from this experience? Not addressed.
What would you do differently? You addressed this.
What additional data would you have gathered? You addressed this.
What additional elements of the exam would you have done? Not addressed
Do you agree with your preceptor? You addressed this.
See SOAP note template, even if you don’t have anything to add, just state that with the question.
 

Advanced Pathophysiology

Advanced Pathophysiology

DISCUSSION # 1
Factors That Influence Disease
In clinical settings, some of the most common questions that patients ask are Why do I have this? What caused this disorder? Will it ever go away? These emotional questions can be difficult to ask and to answer. However, for patients to come to terms with their diagnoses and adhere to treatment plans, they must have an understanding of factors that might have caused, or continue to impact, their disorders. As an advanced practice nurse, it is important that you are able to explain disorders, associated alterations and symptoms, and changes that might occur within your patients’ bodies.
 
To Prepare
· Review this week’s media presentation with Dr. Terry Buttaro. Reflect on the importance of developing an in-depth understanding of pathophysiology.
· Select a disorder from the following list:
· Adrenal insufficiency (Addison’s disease)
· Atherosclerosis
· Cholelithiasis (gallstones)
· Colon cancer
· Cystic fibrosis
· Hemophilia
· Nephrolithiasis (kidney stones)
· Osteoporosis
· Parkinson’s disease
· Tuberculosis
· Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how that factor might impact your selected disorder, as well as potential associated alterations and symptoms.
· Identify the pathophysiology of the associated alterations, including the normal and altered cellular function. Consider both intra- and extra-cellular changes that occur.
 
Post a brief description of a patient scenario involving the disorder and the factor you selected. Explain how the factor might impact your selected disorder, as well as potential associated alterations and symptoms. Finally, explain the pathophysiology of the associated alterations, including changes in cellular function.
 
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 1, “Cellular Biology”
 
This chapter reviews cellular biology to establish a foundation for exploring the pathophysiology of disease. It also covers the structure and function of cellular components, cell-to-cell adhesions, cellular communication, cellular metabolism, membrane transport, the cell cycle, and tissues.
 
· Chapter 2, “Genes and Genetic Diseases”
 
This chapter explores genetic disorders and factors that impact genetic disorders. It also examines how mutations and chromosomal abnormalities lead to transmission of genetic disorders.
 
· Chapter 4, “Altered Cellular and Tissue Biology”
 
This chapter examines disorders related to cell adaptation, injury, and death. It also explores disorders associated with altered cellular and tissue function as a result of aging.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 2, “Genetic Disease”
 
This chapter reviews the clinical manifestations, pathophysiology, and genetic principles of genetic diseases. It also explores different types of genetic diseases and the mechanisms involved.
 
· Chapter 5, “Neoplasia”
 
This chapter explores various disorders associated with neoplasia. It also covers causes and effects of common cancers and tumors resulting from neoplasia.
 
Required Media
Laureate Education, Inc. (Executive Producer). (2012d). Introduction to advanced pathophysiology. Baltimore, MD: Author.
 
In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pathophysiology for the advanced practice nurse.
 
DISCUSSION # 2 (This has 2 Parts)
Discussion A: Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
 
To Prepare
· Review Chapter 6 and Chapter 8 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.
· Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).
· Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.
· Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.
 
Post a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder.
 
Discussion B: Arthritis
While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment.
 
To Prepare
· Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid arthritis. Consider the similarities and differences of the disorders.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of and treatment for the disorders.
 
Post a description of the pathophysiology of osteoarthritis and rheumatoid arthritis, including the similarities and differences between the disorders. Then explain how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of treatment for the disorders.
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 6, “Innate Immunity: Inflammation and Wound Healing”
 
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound healing process.
 
· Chapter 7, “Adaptive Immunity”
 
This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.
· Chapter 8, “Infection and Defects in Mechanism of Defense”
 
This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder—HIV/AIDS.
· Chapter 9, “Stress and Disease”
 
This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.
· Chapter 10, “Biology of Cancer”
 
This chapter explores the developmental process of cancer and factors that impact the onset of cancer at the cellular level. It also describes various treatment options.
· Chapter 11, “Cancer Epidemiology”
 
This chapter reviews genetic, environmental, behavioral, and diet-related risk factors for cancer. It also examines types of cancers that result from risk factors.
 
· Chapter 12, “Cancer in Children and Adolescents”
 
This chapter focuses on the presentation and prognosis of childhood cancers. It examines the impact of genetic and environmental factors on these cancers.
 
· Chapter 38, “Structure and Function of the Musculoskeletal System”
 
This chapter covers the structure and function of bones, joints, and skeletal muscle. It also explores effects of aging on the musculoskeletal system.
· Chapter 39, “Alterations of Musculoskeletal Function”
 
This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of bone, joints, and skeletal muscle disorders. Additionally, it explores musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.
· Chapter 40, “Alterations of Musculoskeletal Function in Children”
 
This chapter includes musculoskeletal disorders that affect children, such as congenital defects, bone infection, juvenile idiopathic arthritis, muscular dystrophy, musculoskeletal tumors, and nonaccidental trauma.
· Chapter 41, “Structure, Function, and Disorders of the Integument”
 
This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.
· Chapter 42, “Alterations of Integument in Children”
 
This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 3, “Disorders of the Immune System”
 
This chapter explores the anatomy and physiology of the immune system. It also explores the pathophysiology of various immune disorders such as primary immunodeficiency diseases and AIDS.
· Chapter 8, “Diseases of the Skin”
 
This chapter begins with an overview of the anatomy and physiology of skin. It also explores the pathophysiology of various types of skin lesions and inflammatory skin diseases.
· Chapter 24, “Inflammatory Rheumatic Disease”
 
This chapter explores the pathogenesis of inflammation and its role in rheumatic diseases. It also examines the clinical presentation, etiology, pathophysiology, and clinical manifestations of rheumatic diseases such as gout and rheumatoid arthritis.
Required Media
 
Zimbron, J.  (2008). Mind maps—Dementia, endocarditis, and gastro-oesophageal reflux disease (GERD) [PDF]. Retrieved from http://www.medmaps.co.uk/beta/
Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.
 
This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD).
 
Optional Resources
 
Arthritis Foundation. (2012). Retrieved from http://www.arthritis.org/
 
 
Lupus Foundation of America. (2012). Retrieved from http://www.lupus.org/newsite/index.html
 
DISCUSSION # 3
Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.
To Prepare
· Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.
· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
 
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
Learning Resources
 
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 13, “Structure and Function of the Neurologic System”
 
This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.
 
· Chapter 14, “Pain, Temperature, Sleep, and Sensory Function”
 
This chapter covers the role of pain, sleep, stress, and the senses on body functions. It also explores alterations involving pain, sleep, stress, and the senses.
 
· Chapter 15, “Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function”
 
This chapter explores disorders of cognitive systems, neuromotor function, tone, movement, and motor performance. It also examines factors that impact these disorders as well as clinical manifestations.
 
· Chapter 16, “Disorders of the Central and Peripheral Nervous Systems and Neuromuscular Junction”
 
This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of central and peripheral nervous system disorders. Tumors of the central nervous system are also covered.
 
· Chapter 17, “Alterations of Neurologic Function in Children”
 
This chapter focuses on the pathophysiology, clinical manifestations, evaluation, and treatment of neurologic disorders and brain tumors in children. Normal growth and development is also examined.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 7, “Nervous System Disorders”
 
This chapter begins with an overview of the structure and function of the nervous system to lay a foundation for exploring nervous system disorders. It then examines several nervous system disorders such as Parkinson’s disease, epilepsy, dementia, Alzheimer’s disease, and stroke.
 
· Chapter 12, “Disorders of the Adrenal Medulla”
 
This chapter examines disorders relating to alterations of the adrenal medulla. It classifies disorders by the organ or tissue that is most impacted by the disorder. The pathophysiology, clinical manifestations, symptoms, and signs of the disorders are also covered.
 
· Chapter 19, “Disorders of the Hypothalamus & Pituitary Gland”
 
This chapter covers the structure and function of the hypothalamus and pituitary glands. It also explores disorders of the hypothalamus and pituitary glands.
 
· Chapter 21, “Disorders of the Adrenal Cortex”
 
This chapter begins by exploring the structure and function of the adrenal cortex. It then explores disorders relating to alterations of the adrenal cortex.
Required Media
 
Laureate Education, Inc. (Executive Producer). (2012f). The neurological system. Baltimore, MD: Author.
 
This media presentation outlines the pathophysiology of the neurological system and associated alterations.
 
Optional Resources
 
Alzheimer’s Association. (2016). Retrieved from http://www.alz.org/
 
 
National Multiple Sclerosis Society. (2016). Retrieved from http://www.nationalmssociety.org/index.aspx
 
 
National Parkinson Foundation. (2016). Retrieved from http://www.parkinson.org/
 
 
DISCUSSION # 4
Cardiovascular Disorders
Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.
 
To Prepare
· Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 24 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.
· Select one patient factor: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.
· Select one of the following alterations of cardiovascular disorders: peripheral arterial disease, myocardial infarction, coronary artery disease, congestive heart failure, or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.
By Day 3
Post a description of the pathophysiology of cardiovascular disorders, including how the factor you selected might impact the pathophysiology. Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.
 
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 23, “Structure and Function of the Cardiovascular and Lymphatic Systems”
 
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
 
· Chapter 24, “Alterations of Cardiovascular Function”
 
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.
 
· Chapter 25, “Alterations of Cardiovascular Function in Children”
 
This chapter examines cardiovascular disorders that affect children. It distinguishes congenital heart disease from acquired cardiovascular disorders.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 11, “Cardiovascular Disorders: Vascular Disease”
 
This chapter begins with an overview of the vascular component of the cardiovascular system and how the cardiovascular system is normally regulated. It then describes three common vascular disorders: atherosclerosis, hypertension, and shock.
Required Media
 
Laureate Education, Inc. (Executive Producer). (2012a). Alterations of cardiovascular functions PPT lecture. Baltimore, MD: Author.
 
This media presentation outlines common alterations of cardiovascular function, including disorders of the veins and arteries.
 
Optional Resources
 
American Heart Association. (2012). Retrieved from http://www.heart.org/HEARTORG/
 
 
Million Hearts. (2012). Retrieved from http://millionhearts.hhs.gov/index.html
 
 
National Heart, Lung, and Blood Institute. (2012). Retrieved from http://www.nhlbi.nih.gov/
 
 
DISCUSSION # 5 (This Discussion has 2 Parts)
Discussion A: Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
 
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
 
To Prepare
· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
 
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
 
Discussion B: Anaphylactic Shock
The treatment of anaphylactic shock varies depending on a patient’s physiological response to the alteration. Immediate medical intervention and emergency room visits are vital for some patients, while others can be treated through basic outpatient care.
Consider the January 2012 report of a 6-year-old girl who went to her school nurse complaining of hives and shortness of breath. Since the school did not have any medication under her name to use for treatment and was not equipped to handle her condition, she was sent to an emergency room where she was pronounced dead. This situation has raised numerous questions about the progression of allergic reactions, how to treat students with severe allergies, how to treat students who develop allergic reactions for the first time, and the availability of epinephrine in schools. If you were the nurse at the girl’s school, how would you have handled the situation? How do you know when it is appropriate to treat patients yourself and when to refer them to emergency care?
 
To Prepare
· Review “Anaphylactic Shock” in Chapter 24 of the Huether and McCance text, “Distributive Shock” in Chapter 10 of the McPhee and Hammer text, and the Jacobsen and Gratton article in the Learning Resources.
· Identify the multisystem physiologic progression that occurs in anaphylactic shock. Think about how these multisystem events can occur in a very short period of time.
· Consider when you should refer patients to emergency care versus treating as an outpatient.
· Select two patient factors different from the one you selected in this week’s first Discussion: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the process of anaphylactic shock.
 
Post an explanation of the physiological progression that occurs in anaphylactic shock. Then, describe the circumstances under which you would refer patients for emergency care versus treating as an outpatient. Finally, explain how the patient factors you selected might impact the process of anaphylactic shock.
 
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 23, “Structure and Function of the Cardiovascular and Lymphatic Systems”
 
This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.
 
· Chapter 24, “Alterations of Cardiovascular Function”
 
This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.
 
· Chapter 25, “Alterations of Cardiovascular Function in Children”
 
This chapter examines cardiovascular disorders that affect children. It distinguishes congenital heart diseases from acquired cardiovascular disorders.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 10, “Cardiovascular Disorders: Heart Disease”
 
This chapter begins by exploring the normal structure and function of the heart. It then examines the etiology, pathophysiology, and clinical manifestations of five heart disorders: arrhythmias, congestive heart failure, valvular heart disease, coronary artery disease, and pericardial disease.
Jacobsen, R. C., & Gratton, M. C. (2011). A case of unrecognized prehospital anaphylactic shock.Prehospital Emergency Care15(1), 61–66.
Retrieved from the Walden Library databases.
 
This article provides information relating to the diagnosis and management of anaphylactic shock. It also explores difficulties encountered when diagnosing uncommon clinical presentations of anaphylactic shock.
 
Optional Resources
 
American Heart Association. (2012). Retrieved from http://www.heart.org/HEARTORG/
 
 
Million Hearts. (2012). Retrieved from http://millionhearts.hhs.gov/index.html
 
 
National Heart, Lung, and Blood Institute. (2012). Retrieved from http://www.nhlbi.nih.gov/
 
DISCUSSION # 6
Respiratory Alterations
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
 
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
 
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
 
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
 
To Prepare
· Review the three scenarios, as well as Chapter 27 and Chapter 28 in the Huether and McCance text.
· Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.
· Identify the pathophysiology of the alteration that you associated with the cough.
· Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.
 
Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.
 
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
· Chapter 26, “Structure and Function of the Pulmonary System”
 
This chapter provides information relating to the structure and function of the pulmonary system to illustrate normal pulmonary function. It focuses on gas transport to build the foundation for examining alterations of pulmonary function.
 
· Chapter 27, “Alterations of Pulmonary Function”
 
This chapter examines clinical manifestations of pulmonary alterations and disorders of the chest wall and pleura. It covers the pathophysiology, clinical manifestations, evaluation, and treatment of obstructive lung diseases such as asthma, chronic obstructive pulmonary disease (COPD), chronic bronchitis, and emphysema.
 
· Chapter 28, “Alterations of Pulmonary Function in Children”
 
This chapter focuses on alterations of pulmonary function that affect children. These alterations include disorders of the upper and lower airways.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.
 
· Chapter 9, “Pulmonary Disease”
 
This chapter begins with an overview of normal structure and function of the lungs to provide a foundation for examining various lung diseases such as asthma and chronic obstructive pulmonary disease (COPD).
Required Media
 
Laureate Education, Inc. (Executive Producer). (2012e). Mid-course review. Baltimore, MD: Author.
 
This media is an interactive mid-course review covering course content.
 
Optional Resources
 
American Lung Association. (2012). Retrieved from http://www.lung.org/
 
 
Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org
 
 
Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/

 

Nurs 4582 Week 7 Assignment 1 Captain of the Ship Obsessive Compulsive

Nurs 4582 Week 7 Assignment 1 Captain of the Ship Obsessive Compulsive

Depressive Disorders

The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.
This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.
 
                                               “Captain of the Ship” – Depressive Disorder
As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role.
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 depression disorder.
                                              Learning Objectives
Students will:
· Recommend psychopharmacologic treatments based on therapeutic endpoints
for clients with depression disorders
· Recommend psychotherapy based on therapeutic endpoints for clients with
depression disorders
· Identify medical management needs for clients with depression disorders
· Identify community support resources for clients with depression disorders
· Recommend follow-up plans for clients with depression disorders
Assignment (Project)
To prepare for this Assignment:

  • Select an adult or older adult client with a depressive disorder 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 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 including PCP or medical provider

 
                                                               Tip for the Assignment
This week assignment, you will ‘captain the ship’ you are the provider and writing the diagnostic work-up and treatment plan for a patient with DEPRESSIVE DISORDER.

You will develop plans for a patient that you have worked with in your practicum.
A few comments about the ‘Captain of the Ship’ assignment. The spirit of the assignment is that you are directing the client’s care, not simply writing a paper about depressive disorder. When you are the team leader, it’s important to provide authoritative direction for other providers. In your treatment plan, it’s good to outline your collaboration with client’s other providers. Later in the quarter, you will have another opportunity to complete ‘Captain of the Ship’ project.
I have attached an excellent example of a different Captain of the Ship project with this assignment and. Note that this assignment is on depressive disorder, not on Obsessive Compulsive.
                                                              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 8, “Mood Disorders” (pp. 347–386)
  •  

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

  • Chapter 12, “Psychotherapy of Mood Disorders”
  • Chapter 14, “Pharmacological and Somatic Treatments for      Major Depressive Disorder”
  •  

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

  • “Depressive Disorders”

o Major Depressive Disorder
o Persistent Depressive Disorder (dysthymia)
o Premenstrual Dysphoric Disorder
o Substance/Medication-Induced Depressive Disorder
o Depressive Disorder Due to Another Medical Condition
o Other Specified Depressive Disorder
o Unspecified Depressive Disorder
Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.
Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3, 332-339. doi:10.1016/j.nicl.2013.08.016
Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30–37. doi:10.3928/00989134-20100303-01
Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029–2036. doi:10.1017/S1041610214001446
Drug Enforcement Administration. (n.d.). Drug schedules. Retrieved June 14, 2016, from /orders/www.dea.gov/druginfo/ds.shtml 
                                                            Required Media
Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net.
                                                        Optional Resources
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

  • Chapter 15, “Brain Stimulation Treatments for Mood      Disorders”

Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52–72. doi:10.1037/neu0000319
Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505–1533. doi:10.1037/a0037610
Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16(1), 54–61. doi:10.1111/psyg.12121
Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17(1), 1–11. doi:10.1080/13607863.2012.717253
Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964–975. doi:10.1037/ccp0000050
Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48(4), 296–305. doi:10.1037/cbs0000056

Nurs 4582 Week 7 Assignment 1 Captain of the Ship Obsessive Compulsive


Kamp University
Nurs 4582: PMHNP Role II
Dr. Hohn Doe
March 18, 2016


 
Obsessive Compulsive Disorder (OCD) is represented by a diverse group of symptoms that include intrusive thoughts, rituals, preoccupations, and compulsions (Sadock, Sadock, & Ruiz, 2014). These recurring obsessions or compulsions cause severe distress to the person. An obsession is a recurrent and intrusive thought while a compulsion is a conscious, standardized, recurrent behavior. The purpose of this paper is to explore management strategies of OCD in adult clients. As the PMHNP, I will discuss a case and recommend treatment modalities, medical management, follow-up plan and collaboration in the care of a client with OCD.
History of present illness (HPI) and Clinical Impression
HPI: K. K. a 22 yo CF referred for a psychiatric evaluation by her PCP. Karen reports a complaint of “I need help, I can’t keep a job because of these rituals I have.” She reports that she cannot maintain a job because of her rituals of checking locks. Karen has recurrent thoughts that she had left the door of her apartment and car unlocked. She reports leaving work several times daily to check the locks on both her car and apartment. Additionally, because she often had the thought that she had not locked the door to the car, it was difficult for her to leave the car or apartment until she had repeatedly checked that it was secured causing her to be late for work. She has been fired several times for tardiness and poor attendance however checking the locks decreases her anxiety about security. Karen denies any medical issues and is not currently taking any medications. She also denies the use of any alcohol, tobacco or illicit drugs. Reports a family history of depression in both maternal and paternal grandmothers. Karen recognizes that she is needs help and is eager to begin treatment.
Assessment: A healthy, well-groomed 22yo CF in no acute distress. A, A&Ox4, pleasant and appropriately dressed. Makes good eye contact however mood is depressed with a flat affect; recent and remoter memory are intact. Karen’s thoughts are circumstantial and preoccupied with obsessions and compulsions. Her insight and judgment are fair. Denies SI/HI/AVH.
Clinical Impression: Based on the diagnostic criteria in APA (2013), a diagnosis of OCD is made.
Psychopharmacology
If the patient’s symptoms cause a significant impairment in function or distress, treatment is recommended (Fenske and Petersen, 2015). Based on Karen’s report of losing several jobs because of tardiness and attendance, there is a significant impairment in social and home functionality. Karen also reports that her rituals cause her significant distress. The standard approach is to start treatment with an SSRI or clomipramine and then move to other pharmacological strategies if the SSRI is not effective (Sadock, Sadock, & Ruiz, 2014). I will initiate Prozac 40mg oral daily as it is Food and Drug Administration (FDA) approved for treatment of OCD (Stahl, 2014). I will have the patient return to clinic in week to assess for tolerability and increase to the suggested 80mg oral daily. Higher dosages have often been necessary for a beneficial effect (Stahl, 2014). I prefer to initiate with an SSRI (Prozac) as opposed to tricyclic (Clomipramine) for the less troubling adverse effects associated with Clomipramine. Karen will be informed that she might experience sleep disturbances, nausea, diarrhea, headache and anxiety which are all adverse effects of SSRIs. The desired outcome of pharmacotherapy is to reduce the patient’s intrusive thoughts that cause the compulsions that interfere with her home and work life. Well controlled studies have found that pharmacotherapy, behavior therapy, or combination of both is effective in significantly reducing the symptoms of patients with OCD (Fenske and Petersen, 2015).
 
Psychotherapy
Some studies indicate that behavior therapy is as effective as pharmacotherapies in OCD and some indicate that the beneficial effects are longer lasting with behavior therapy (Sadock, Sadock, & Ruiz, 2014). Many clinicians consider behavior therapy the treatment of choice for OCD and also because it can be conducted in both outpatient and inpatient settings. With the prinicpal behavioral approaches being exposure and response prevention, patients must be committed to improvement as Karen is. Behavior therapy will be initiated the same week as pharmacotherapy. The goal of therapy is to change the client’s behavior to reduce dysfunction and to improve her quality of life. A psychotherapist will be consulted to intiate and manage therapy sessions.
Medical Management
I will consult with Karen’s PCP for updates and additional concerns. Since she has been with her PCP for more than 5 years, he has good insight into her life. We will discuss baseline labs such as CBC, CMP, TSH, hepatic panel. Since with SSRIs, nausea, headache dry mouth and diarrhea are common side effects, monitoring the patient’s electrolytes is important. I would also recommend an EKG for baseline and follow up after medication initiation as SSRIs can lengthen the OT interval in otherwise health people (Sadock, Sadock, & Ruiz, 2014). Community resources such as the local chapter of the OCD Foundation will be provided to Karen for support services.
Follow -up Plan and Collaboration
Karen was instructed to follow up in 1 week to monitor tolerability and compliance of medicaiton and dose adjustment. Subsequently, she will return every 4 weeks for medication management. She is also instructed to begin behavior therapy the same week as medication are initiated and to follow up weekly for therapy sessions. I will consult with the therapist weekly for updates and any concerns or questions. I will reiterate and reinforce to both the PCP and therapist the importance of monitoring for suicidal ideations as the patient is taking an antidepressant and abuptly stopping will increase risk of suicide. About one-third of patients with OCD have major depressive disorder, and suicide is a risk for all patients with OCD (Sadock, Sadock, & Ruiz, 2014).
Conclusion
A poor prognosis is indicated by Karen yielding to rather than resisting compulsion or the need for hospitalization. A good prognosis for Karen is indicated by good home, social and occupational adjustment. The importance of an interdisciplinary team including PCP, therapist and other ancillaries will benefit the client for a better quality of life.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Fenske, N. & Petersen, K. (2015). Obsessive-Compulsive Disorder: Diagnosis and Management. American Family Physician, 92(10): 896-903. Retrieved from http://www.aafp.org.afp
/2015/1115/p896.html
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
Stahl, S.M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

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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. Nurs 4582 Week 7 Assignment 1 Captain of the Ship Obsessive Compulsive

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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.

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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.

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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.

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NP Dealing With PTSD

NP Dealing With PTSD

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.
  • View the media Presentation Example: Posttraumatic Stress Disorder (PTSD) and assess the client in the case study.
  • For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.

Note: To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.

The Assignment

Succinctly, in 1–2 pages, address the following:

  • Briefly explain the neurobiological basis for PTSD illness.
  • Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
  • Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Support your Assignment with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly.
***Attach the PDFs of your sources.*** must include 3 peer reviewed resources (must have method and results in the journal, no textbooks)
Rubric Detail 
 
Select Grid View or List View to change the rubric’s layout.
Name: NRNP_6645_Week9_Assignment_Rubric
· Grid View
· List View

  Excellent 90%–100% Good 80%–89% Fair 70%–79% Poor 0%–69%
Succinctly, in 1–2 pages, address the following: • Briefly explain the neurobiological basis for PTSD illness. 14 (14%) – 15 (15%)
The response includes an accurate and concise explanation of the neurobiological basis for PTSD illness.
12 (12%) – 13 (13%)
The response includes an accurate explanation of the neurobiological basis for PTSD illness.
11 (11%) – 11 (11%)
The response includes a somewhat vague or inaccurate explanation of the neurobiological basis for PTSD illness.
0 (0%) – 10 (10%)
The response includes a vague or inaccurate explanation of the neurobiological basis for PTSD illness. Or, response is missing.
• Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not? 23 (23%) – 25 (25%)
The response includes an accurate and concise description of the DSM-5 diagnostic criteria for PTSD and an accurate explanation of how they relate to the symptomology presented in the case study. The response includes a concise explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates strong diagnostic reasoning and critical thinking skills.
20 (20%) – 22 (22%)
The response includes an accurate description of the DSM-5 diagnostic criteria for PTSD and an adequate explanation of how they relate to the symptomology presented in the case study. The response includes an explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates adequate diagnostic reasoning and critical thinking skills.
18 (18%) – 19 (19%)
The response includes a somewhat vague or inaccurate description of the DSM-5 diagnostic criteria for PTSD and a somewhat vague or inaccurate explanation of how they relate to the symptomology presented in the case study. The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates somewhat inadequate diagnostic reasoning and critical thinking skills.
0 (0%) – 17 (17%)
The response includes a vague or inaccurate description of the DSM-5 diagnostic criteria for PTSD and a vague or inaccurate explanation of how they relate to the symptomology presented in the case study. Or, response is missing. The response includes a vague or inaccurate explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates poor diagnostic reasoning and critical thinking skills. Or, response is missing.
• Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard” treatment from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners. 27 (27%) – 30 (30%)
The response includes an accurate and concise explanation of one other psychotherapy treatment option for the client in this case study. The response clearly and concisely explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.
24 (24%) – 26 (26%)
The response includes an accurate explanation of one other psychotherapy treatment option for the client in this case study. The response adequately explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.
21 (21%) – 23 (23%)
The response includes a somewhat vague or incomplete explanation of one other psychotherapy treatment option for the client in this case study. The response provides a somewhat vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.
0 (0%) – 20 (20%)
The response includes a vague and inaccurate explanation of one other psychotherapy treatment option for the client in this case study, or the treatment option is innappropriate. Or, response is missing. The response provides a vague or incomplete explanation of whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs. Or, response is missing.
·   Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached. 14 (14%) – 15 (15%)
The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.
12 (12%) – 13 (13%)
The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.
11 (11%) – 11 (11%)
The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.
0 (0%) – 10 (10%)
The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, 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. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
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 1 or 2 grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 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, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains 1 or 2 APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains 3 or 4 APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NRNP_6645_Week9_Assignment_Rubric

 

 

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

NRNP 6675: PMHNP Care Across the Lifespan II

The Assignment 1
Develop a cover letter, resume, philosophy statement, and other professional resources that meet the requirements outlined in the Career Planner Guide.
 
 
Career Planner Guide
 
Your Nurse Practitioner Professional Career Planner is due by Week 10. It is highly recommended that you begin planning and working on this Assignment as early in the quarter as is feasible for you. The following checklists outline all of the items you should include in your Career Planner. Additionally, the resources below have been provided to assist you in its development.
 
Refer to the Walden University Career Center website for resources and information on how to create cover letters, resumes, and professional portfolios. You may also choose to make certain portions of your Career Planner accessible online to members of your professional network or potential employers through platforms such as LinkedIn. Sharing on social media is a useful way to network for many, but it is not a requirement for this assignment.
 
Checklist for Cover Letter
Cover letters are typically tailored to individual jobs and companies. For this Assignment, you will select a job posting you would like to or could potentially apply for and create a cover letter for it. Your cover letter should be:
· Presented and formatted in professional business manner
· Addressed properly
· Clear and concise (no more than one page) and include:
· Content introduction
· Content body
· Content conclusion
· Written in a professional tone and include:
· Correct spelling, punctuation, and grammar
· Clear and accurate sentence structure
 
Checklist for Resume
Your resume should be clear, concise, and well organized, and it should also include your:
· Name, location (city/town and state), business phone number, and email address (centered at top of resume)
· Objective: 2–3 sentences describing your goal/objective for employment
· Certifications & licenses
· Education
· Professional experience
· Honors/Awards (as applicable)
 
Checklist for Portfolio
Your Portfolio should be clear, concise, and well organized, and it should also include your:
· Personal philosophy statement (1-page)
· Personal goals (short term and long term)
· Self-assessment
 
The following items do not have to be submitted but should be available on request for employers:
· Achievements
· Letters of recommendation (2)
· References (list names, affiliation, and contact information) (3)
· Certifications and licenses
· Prior degrees
· Transcripts (Note: An unofficial transcript will meet this requirement.)
· Certificates of attendance for continuing education
· Publications
· Research
· Oral presentations and/or poster presentations
 
 
Learning Resources
 
Resume and Cover Letter Resources:
 
Canva. (n.d.). /orders/www.canva.com/
Canva has many resume templates and formats that may inspire your creativity. (Using Canva is optional.)
 
Cover Letter Advice (n.d.). Nurse practitioner cover letter sample 1. http://www.coverletter.us/nurse-practitioner-cover-letter/
 
DeCapua, M. (2019). A nurse practitioner’s guide to the perfect cover letter. Health eCareers. /orders/www.healthecareers.com/article/healthcare-news/np-cover-letter
 
Hicks, R. W., & Roberts, M. E. E. (2016). Curriculum vitae: An important tool for the nurse practitioner. Journal of the American Association of Nurse Practitioners28(7), 347–352.
Gibson, A. (n.d.). Nurse.org career guide series: Ultimate guide to nursing resumes. Nurse.org. /orders/nurse.org/resources/nursing-resume/
 
Walden University Career Services. (n.d.). Resumes & more. /orders/academicguides.waldenu.edu/careerservicescenter/resumesandmore
 
Portfolio Resources:
 
Chamblee, T. B., Dale, J. C., Drews, B., Spahis, J., & Hardin, T. (2015). Implementation of a professional portfolio: A tool to demonstrate professional development for advanced practice. Journal of Pediatric Health Care, 29(1), 113–117.
 
Clarke, M. (2019). The importance of a professional nursing portfolio. HealthLeaders. /orders/www.healthleadersmedia.com/nursing/importance-professional-nursing-portfolio
 
Nurse Practitioner Business Owner. (n.d.). This is why you want to create your professional portfolio today! /orders/npbusiness.org/professional-portfolio/
 
Portfolium. (n.d.). /orders/portfolium.com/
Portfolium is one example of portfolio software that you could use to create a portfolio. You may choose your own tool, and it may be online (Google Sites, Portfolium) or offline (Word, pdf), as long as you can easily submit the portfolio files or link to your Instructor.
 
RUBRIC

Name: NRNP_6675_Week10_Assignment1_Rubric

 
· Grid View
· List View

  Excellent 90%–100% Good 80%–89% Fair 70%–79% Poor 0%–69%
The cover letter is:
• Presented and formatted in professional business manner
 
• Addressed properly
 
• Clear and concise (no more than one page) and includes an introduction, body, and conclusion
 
• Written in a professional tone
9 (9%) – 10 (10%)
Response is presented and formatted in a very clear and professional business manner. Response is addressed properly. Response is clear and concise (no more than one page) and includes a well-written and compelling introduction, body, and conclusion. Response uses a professional tone.
8 (8%) – 8 (8%)
Response is presented and formatted in a clear and professional business manner. Response is addressed properly. Response is clear and concise (no more than one page) and includes an appropriate introduction, body, and conclusion. Response uses a professional tone.
7 (7%) – 7 (7%)
Presentation and formatting are somewhat uneven or inappropriate for the context. Response is addressed adequately but may be missing one or more components. Response contains an introduction, body, and conclusion but may be somewhat vague or unclear. May not adhere to the one-page limit. Tone is not uniformly professional.
0 (0%) – 6 (6%)
Presentation and formatting are uneven or inappropriate for the context. Response is not addressed appropriately. Response may be missing an introduction, body, and/or conclusion. Does not adhere to the one-page limit. Tone is not appropriate or response is missing.
The Resume is clear, concise and well organized and includes:
• Name, location (city/town and state), business phone number, and email address (centered at top of resume)
 
• Objective: 2–3 sentences describing your goal/objective for employment
 
• Certifications & licenses
 
• Education
 
• Professional experience
 
• Honors/Awards
 
• References
27 (27%) – 30 (30%)
Response is presented and formatted in a very clear and professional business manner. Response is addressed properly. Response contains a clear and well-written objective for employment. Response clearly, accurately, and concisely describes certifications, licenses, education, professional experience, and honors/awards. Response provides three references.
24 (24%) – 26 (26%)
Response is presented and formatted in a clear and professional business manner. Response is addressed properly. Response contains a clear objective for employment. Response clearly and accurately describes certifications, licenses, education, professional experience, and honors/awards. Response provides three references.
21 (21%) – 23 (23%)
Response may contain minor errors in presentation and formatting. Response is addressed but may be missing a component. Response contains an objective for employment. Response describes certifications, licenses, education, professional experience, and honors/awards, as applicable, but may be somewhat unclear or disorganized. Response provides two references.
0 (0%) – 20 (20%)
Response contains errors in presentation and formatting. Response is not addressed. Response does not contain an objective for employment. Response is missing two or more of the following components: certifications, licenses, education, professional experience, and honors/awards. Response provides one or no references.
The Portfolio is clear, concise and well organized and includes:
• Personal philosophy statement
 
• Personal goals (short term and long term)
 
• Self-assessment
45 (45%) – 50 (50%)
Response is presented and formatted in a very clear and professional business manner. Response contains a well-articulated philosophy statement that reflects synthesis of concepts. Response contains clear and well-written personal goals and self-assessment.
40 (40%) – 44 (44%)
Response is presented and formatted in a clear and professional business manner. Response contains a clear philosophy statement that reflects synthesis of concepts. Response contains clear personal goals and self-assessment.
35 (35%) – 39 (39%)
Presentation and formatting detracts from the content and/or is somewhat inappropriate for business. Response contains a somewhat general philosophy statement. Personal goals and self-assessment are somewhat vague or unclear.
0 (0%) – 34 (34%)
Presentation and formatting detracts from the content and/or are inappropriate for business. Several or all components are vague, inaccurate, or missing.
Written Expression and Formatting – The paper follows correct APA format for parenthetical/in-text citations and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains 1-2 APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains 3-4 APA format errors
0 (0%) – 3 (3%)
Contains ≥ 5 APA format errors
Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains 1-2 grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains 3-4 grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Total Points: 100

Name: NRNP_6675_Week10_Assignment1_Rubric

 
Exit

 

 

Nursing And Counseling Theory

Nursing And Counseling Theory

Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.
Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.
Explain why you selected these theories. Support your approach with evidence-based literature.
For the assignment write on  Nursing Theory (Hildegard Peplau’s Interpersonal Theory) and the  Counselling Theory (Humanistic Approach)
Week 1: Legal and Ethical Considerations for Group and Family Therapy
Members of a cohesive group feel warmth and comfort in the group and a sense of belongingness; they value the group and feel in turn that they are valued, accepted, and supported by other members.
—Irvin D. Yalom, The Theory and Practice of Group Psychotherapy
Laureate Education (Producer). (2017). Introduction to psychotherapy with groups and families [Video file]. Baltimore, MD: Author.
 
Note: The approximate length of this media piece is 2 minutes.
 
Accessible player
Group and family therapy offers a unique sense of community and support that may not be achieved through other therapeutic approaches. As you help clients effect change within themselves, they are able to in turn help others within the group change. Although many clients thrive in this environment, it is important to recognize that group and family therapy is not appropriate for everyone. Like any other therapeutic approach, group and family therapy has limitations that must be considered.
This week, as you begin exploring group and family therapy, you examine legal and ethical considerations of this therapeutic approach. You also prepare for your practicum experience by examining counseling theories and developing goals to guide your practice.
 
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
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.
· Chapter 11, “Group Therapy” (pp. 407–428)
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
· Chapter 1, “The Foundations of Family Therapy” (pp. 1–6)
· Chapter 2, “The Evolution of Family Therapy” (pp. 7–28)
 
Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx
 
Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20–23. Retrieved from http://innovationscns.com/
Note: You will access this article from the Walden Library databases.
Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400–408. Retrieved from http://www.hsj.gr/medicine/group-therapy-in-psychotic-inpatients.php?aid=2644
Note: You will access this article from the Walden Library databases.
Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric & Mental Health Nursing, 5(3), 193–196. doi:10.1046/j.1365-2850.1998.00129.x
Note: You will access this article from the Walden Library databases.
 
McClanahan, K. K. (2014). Can confidentiality be maintained in group therapy? Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html
 
U.S. Department of Health & Human Services. (2014). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/understanding/special/mhguidancepdf.pdf
 
 
 
Assignment: Practicum – Week 1 Journal Entry
As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal.
Learning Objectives
Students will:
· Analyze nursing and counseling theories to guide practice in psychotherapy*
· Summarize goals and objectives for personal practicum experiences*
The Assignment related to this Learning Objective
In preparation for this course’s practicum experience, address the following in your Practicum Journal:
Select one nursing theory and one counseling theory to best guide your practice in psychotherapy. Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.
Explain why you selected these theories. Support your approach with evidence-based literature.
For the assignment use please write on Nursing Theory (Hildegard Peplau’s Interpersonal Theory) and the Counselling Theory (Humanistic Approach)

 

 

Assignment: Recruitment And Selection Plan

Assignment: Recruitment And Selection Plan

Review  the Learning Resources on recruitment and selection of job applicants. Pay      particular attention to Chapter 5 of your Fried & Fottler text on the  interview process and developing effective interview questions. Also      review the document, “Recruitment and Selection Plan: Guidelines and      Worksheet,” found in the Week 2 Learning Resources, to assist your  preparation for the Module 1 Assignment.

Recruitment and Selection Plan Instructions & Worksheet

 

 

 

Module 1 Assignment

 

Recruitment and Selection Plan

 

Instructions & Worksheet

For your Module 1 Assignment, you will use a job description of your choice to create a Recruitment and Selection Plan for filling the job with the most qualified candidate. The Assignment has two parts.

This worksheet provides the instructions and an information organizer for completing Parts 1 and 2 of the Assignment.

Part 1: Analyze a Job Description
Part 1 Tasks Fill in with notes or a draft response.
1) Identify a job description from your current healthcare organization or where you have previously worked. Choose a job description that will enable you to determine the type of employees you are looking for and what the hiring criteria will be. Your chosen job description:
2) Focus on developing and refining the job description. Describe:
· What are responsibilities of this job?
Job responsibilities:
· What are the competencies and KSAOs (knowledge, skills, abilities, other attributes) required for this job?
 
Competencies:
· Knowledge:
· Skills:
· Abilities:
· Other attributes:
· How would you evaluate a candidate to determine fit for this position? Evaluation approach(es):
 
· How could the job description be improved to ensure a successful hiring process? Job description revisions:
 
 
3) How could you use social media platforms and general job search websites and nursing career sites to maximize the field of potential recruits? Consider how jobs are presented to interested job seekers on these sites for insights and ideas to apply. Job presentation ideas/insights from social media and online job search websites:
Part 1 Assignment:
Job Description Analysis
In a Word document, write 2–3 pages to include the following:
· Explain the role of the nurse executive in developing job descriptions and why it represents an essential human resource management function.
 
· Analyze the job description you have selected as the focus of your Assignment. Include the source of the job description and critique the job description for clarity and accuracy.
 
· Explain how well the job description defines the required employee attributes for the job and how it could be improved. If information is available, describe how the tasks and competencies associated with this job may have changed since the job description was conceived.
 
· Write a new or revised job description that reflects your analysis and which you would use for advertising the position and recruiting candidates for the job.
 
· Explain how you would use social media and online job search technology to maximize presentation of the job description and reach a broader share of potential recruits.
 
· Describe two examples from social media and online job sites you visit of how jobs similar to your chosen position are presented to interested job seekers.
 
Part 2: Design an Interview and Selection Plan
Part 2 Tasks Fill in with notes or a draft response.
Based on the job description you provide in Assignment Part 1, develop a plan for interviewing candidates for that target job.
1) For the job competencies and KSAOs (knowledge, skills, abilities, and other attributes) that you identified in Part 1:
· Identify information sources for assessing candidates (e.g., credentials, past work experiences, references, material submitted in the job application, and interview questions).
· Prioritize and evaluate the different skills and tasks for the job.
· Identify which specific competencies/KSAOs are best assessed with the use of interview questions (which may supplement other sources, such as checking references).
· Design interview questions for each competency/KSAO to be assessed.
Information sources for assessing competencies and KSAOs for this specific job, by type and priority:
 
 
 
 
 
  Skills and tasks for the job (in order of priority):
 
 
 
  Competencies/KSAOs best assessed through interview questions:
 
 
  Sample interview questions for each competency/KSAO listed above (at least five interview questions total):
2) Identify how you will rate candidates:
· What will be considered excellent, acceptable, or poor responses to interview questions?
Excellent responses:
Acceptable responses:
Poor responses:
 
 
· What rater biases may be present in the job selection process, and how will you address rater bias?
 
Addressing rater bias:
 
· Who will be involved in the interview process and what training will be provided to interviewers?
 
Who interviews this candidate?
Interview training required/recommended:
· How will interview impressions be consolidated?
 
Plan for consolidating interviewers’ impressions:
How will divergent views be resolved? Plan for resolving interviewers’ divergent views:
3) Describe the ideal candidate for this job and, after hiring, how to retain that individual. The ideal candidate:
4) Analyze the recruitment and selection process from an interviewee’s perspective, drawing on your own experiences. Interviewee’s perspective:
5) Identify issues to consider in analyzing the interview and selection process (e.g., internal vs. external applicants), specific challenges; positive and negative outcomes. Issues/challenges/outcomes:
 
 
 
6) Explain how to improve the interview and selection process. Ideas/strategies to improve the interview and selection process:
 
Part 2 Assignment:
Interview and Selection Plan
In a Word document, write 3–4 pages to include the following:
· Describe the ideal candidate for this job, and explain the sources of information you would use in evaluating applicants.
 
· Explain an overview of your process to identify and select that candidate.
 
· Focusing on the interview, explain:
· Who within the healthcare organization would be involved in the interview process, and why
· Pre-interview guidance and preparation for interviewers and recruits
· How interview outcomes would be compiled
· How differences in interview ratings would be resolved
 
· List five essential questions you would ask in an interview to evaluate key employee characteristics for this job. For each question, explain what you would look and listen for in the candidate’s response.
 
· Explain how you would measure a candidate and assess the recruit’s fitness for the position.
 
· Analyze your interview and selection process for potential challenges, and explain how you would address those challenges to improve the process and outcomes, including retaining good employees.
 
 
Final Submission Submit Part 1 and Part 2 of the Assignment in one Word file.

 

 

 

©2020 Walden University 1

 

 

Assignment: Advocating For The Nursing Role In Program Design And Implementation

 

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Assignment: Advocating For The Nursing Role In Program Design And Implementation

Attached is my assignment and rubric. Pls follow the rubric and 7th edition APA format with 3 and above references
As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.
Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.
In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.
To Prepare:
· Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
· Select a healthcare program within your practice and consider the design and implementation of this program.
· Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.
The Assignment: (2–4 pages)
In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:
· Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
· Who is your target population?
· What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
· What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
· What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
· Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?
Rubric Detail
 
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select  Grid View  or  List View  to change the rubric’s layout.
Content
Top of Form
Name: NURS_6050_Module04_Week08_Assignment_Rubric
 
· Grid View
· List View

  Excellent Good Fair Poor
Program Design In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions. ·   Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program? ·   Who is your target population? ·   What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples? ·   What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples? ·   What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design? Points Range:41 (41.00%) – 45 (45.00%)
Response provides a clear and complete summary of the healthcare program, including an accurate and detailed description of the costs and projected outcomes of the program. Response provides a clear and accurate description that fully describes the target population. Response provides a clear and accurate explanation of the role of the nurse in providing input for the design of the program, including specific examples. Response provides an accurate and detailed description of the role of the nurse advocate for the target population for the healthcare program selected. Response provides an accurate and detailed explanation of how the advocate’s role influences design decisions as well as fully explaining impacts to program design.
Points Range:36 (36.00%) – 40 (40.00%)
Response provides a summary of the healthcare program, including a description of the costs and project outcomes of the program. Response provides an accurate description of the target population. Response provides an accurate explanation of the role of the nurse in providing input for the design of the program, including some examples. Response provides an accurate description of the role of the nurse advocate for the target population for the healthcare program selected. Response provides an accurate explanation of how the advocate’s role influences design decisions and somewhat explains impacts to program design.
Points Range:31 (31.00%) – 35 (35.00%)
Response provides a summary of the healthcare program that is vague or incomplete or does not include costs or projected outcomes of the program. Description of the target population is vague or inaccurate. Explanation of the role of the nurse in providing input for the design of the program is vague, inaccurate, or does not include specific examples. Description of the role of the nurse advocate for the target population for the healthcare program selected is vague or inaccurate. Explanation of how the advocate’s role influences design decisions and impacts to program design is vague or inaccurate.
Points Range:0 (0.00%) – 30 (30.00%)
Response provides a summary of the healthcare program that is vague and inaccurate, does not include costs or projected outcomes of the program, or is missing. Description of the target population is vague and inaccurate, or is missing. Explanation of the role of the nurse in providing input for the design of the program, and specific examples is vague and inaccurate, or is missing. Description of the role of the nurse advocate for the target population for the healthcare program selected is vague and inaccurate, or is missing. Explanation of how the advocate’s role influences design decisions and impacts to program design is vague and inaccurate, or is missing.
Program Implementation ·  What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples? ·   Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why you think this? Points Range:36 (36.00%) – 40 (40.00%)
Response provides a clear, accurate, and complete explanation of the role of the nurse in healthcare program implementation. Response provides an accurate and detailed explanation of how the role of the nurse is different between design and implementation of healthcare programs, including specific examples. Response provides an accurate and detailed description of the members of a healthcare team needed to implement the program selected. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the summary provided.
Points Range:32 (32.00%) – 35 (35.00%)
Response provides an accurate explanation of the role of the nurse in healthcare program implementation. Response provides an accurate explanation of how the role of the nurse is different between design and implementation of healthcare programs, and may include some specific examples. Response provides and accurate description of the members of a healthcare team needed to implement the program selected. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the summary provided.
Points Range:28 (28.00%) – 31 (31.00%)
Explanation of the role of the nurse in healthcare program implementation is vague, inaccurate, and/or incomplete. Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague or inaccurate and/or does not include specific examples. Description of the members of a healthcare team needed to implement the program selected is inaccurate or incomplete. The response minimally integrates resources that may support the summary provided.
Points Range:0 (0.00%) – 27 (27.00%)
Explanation of the role of the nurse in healthcare program implementation is vague and inaccurate, or is missing. Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague and inaccurate, or is missing. Description of the members of a healthcare team needed to implement the program selected is vague and inaccurate, incomplete, or is missing. The response fails to integrate any resources to support the summary provided.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Points Range:5 (5.00%) – 5 (5.00%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Points Range:4 (4.00%) – 4 (4.00%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Points Range:3.5 (3.50%) – 3.5 (3.50%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.
Points Range:0 (0.00%) – 3 (3.00%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range:5 (5.00%) – 5 (5.00%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range:4 (4.00%) – 4 (4.00%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range:3.5 (3.50%) – 3.5 (3.50%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range:0 (0.00%) – 3 (3.00%)
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, parenthetical/in-text citations, and reference list. Points Range:5 (5.00%) – 5 (5.00%)
Uses correct APA format with no errors.
Points Range:4 (4.00%) – 4 (4.00%)
Contains a few (1-2) APA format errors.
Points Range:3.5 (3.50%) – 3.5 (3.50%)
Contains several (3-4) APA format errors.
Points Range:0 (0.00%) – 3 (3.00%)
Contains many (≥ 5) APA format errors.

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Wk5 Soap Assignment Quest

Wk5 Soap Assignment Quest

As usual, follow the template, exemplar and the rubric.
 
**Prof complained that our assignments are a little vague.
 
Use these:
 
Primary Diagnosis is Paranoid Schizophrenia
 
Differencial
 
1. OCD
2. PTSD
3 Depression with psychotic features
 
 
· Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
· Review the video, Case Study : Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
· Consider what history would be necessary to collect from this patient.
· Consider what interview questions you would need to ask this patient.
The Assignment
Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:
· Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
· Objective: What observations did you make during the psychiatric assessment?
· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
· Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
· Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
· Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
Under reflection you can include the reason you think he smokes.
 

Learning Resources

 
Required Readings (click to expand/reduce)
 
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer. (For review as needed)
· Chapter 7, “Schizophrenia Spectrum and Other Psychotic Disorders”
· Chapter 29.2, “Medication-Induced Movement Disorders”
· Chapter 29.3, “α2-Adrenergic Receptor Agonists, α1-Adrenergic Receptor Antagonists: Clonidine, Guanfacine, Prazosin, and Yohimbine”
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
· Chapter 43, “Pharmacological, Medically-Led and Related Disorders”
· Chapter 57, “Schizophrenia and Psychosis”
Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.
· Chapter 9, “Psychotic Disorders and Delusions”

NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template

Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6675: PMHNP Care Across the Lifespan II
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
· Current Medications:
· Allergies:
· Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References