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    – 2 years ago **files (1)** – ## U-6soap.docx **## U-6soap.docx** Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25. Instructions Each week students will choose one patient encounter to submit a Follow-up SOAP note for review. The focus is on your ability to integrate your subjectiv…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## U-6soap.docx

    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

    ## image1.png

    ## image2.png

    ## image3.png

    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    ![A screenshot of a white background Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – To assess a clinical issue that is the focus of the Quality Improvement Project. – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. 1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified. 2. Analyz…

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    Assignment Prompt & Instructions

    – To assess a clinical issue that is the focus of the Quality Improvement Project.
    – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project.

    1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified.
    2. Analyze the SWOT data to provide the foundation for an action plan for quality improvement.

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    – Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
    – Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

    – 2 years ago

  • [Solved] Determination of Death & Informed Consent Forum

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    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times. – Is there something you are learning this week that you are excited about? – C…

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    Based on your assigned readings and lecture materials this week, engage with your peers and me by initiating a thread or responding to another peer's thread or one of my threads. You should post a minimum of three times.

    – Is there something you are learning this week that you are excited about?
    – Can you apply any of the concepts this week to the career you are interested in pursuing?
    – Do you have any questions about the concepts you are learning this week

    – You are not required to initiate a thread, however, everyone must post at least once by 11:59 PM ET Thursday. There is no minimum or maximum word count. You will be graded on the relevance of your post to the topic and the application of the concepts.
    – When responding to your peers, you should extend, refute/correct, or add additional nuance to their posts.
    – All replies must be constructive and follow proper netiquette. [Click here to go to the Academic Continuity Guide for Students and read the Course Communication Guidelines (Netiquette)Links to an external site.](https://www.stu.edu/academic-continuity-guide-for-students/).
    – Please post your first response by 11:59 PM ET Thursday, and comment on two more posts by 11:59 PM ET Sunday.

    – 2 years ago

  • [Solved] paper

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – 2 years ago

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    – 2 years ago

  • [Solved] MGMT

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) SEE ATTACHED – 2 years ago **files (1)** – ## WEEK2.docx **## WEEK2.docx** One important consideration for job seekers is to create a personal mission statement. Based on the information …

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

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    – 2 years ago

    **files (1)**

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    One important consideration for job seekers is to create a personal mission statement.  Based on the information in this weeks reading, write your personal mission and vision statement.
    **Use the 5-step mission/vision building process** to create your  personal mission and vision statement.

    **## WEEK2.docx**

    One important consideration for job seekers is to create a personal mission statement.  Based on the information in this weeks reading, write your personal mission and vision statement.
    **Use the 5-step mission/vision building process** to create your  personal mission and vision statement.

  • [Solved] MGMT

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) SEE ATTACHMENT – 2 years ago **files (1)** – ## WEEK2.docx **## WEEK2.docx** **250-300 WORDS ANWERING THE FOLLOWING QUESTIONS** How does Maslow's Hierarchy of Needs theory relate to motiv…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

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    **files (1)**

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    **250-300 WORDS ANWERING THE FOLLOWING QUESTIONS**

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    How do individual and cultural differences influence the hierarchy and importance of needs for different people?

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    **250-300 WORDS ANWERING THE FOLLOWING QUESTIONS**

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    How do individual and cultural differences influence the hierarchy and importance of needs for different people?

  • [Solved] Applied Sciences Assignment

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    A written report in APA 7th ed. format, 10-12 pages in length. Details below. #### Details: CASE Study: The purpose of this assignment is to evaluate the value of health information technology in the prevention and detection of errors, as well as analysis of unintended consequences and human factors…

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    A written report in APA 7th ed. format, 10-12 pages in length. Details below.

    #### Details:

    CASE Study: The purpose of this assignment is to evaluate the value of health information technology in the prevention and detection of errors, as well as analysis of unintended consequences and human factors through quality improvement strategies.

    01. Review the following video and documents on the case study. *

    _RaDonda Vaught speaks out_ l GMA [Video file]. Retrieved from [https://www.youtube.com/watch?v=ryphwWHAgQELinks to an external site.](https://www.youtube.com/watch?v=ryphwWHAgQE). (4:56).

    Harrington, L. (2022). The RaDonda Vaught case: A critical conversation on nursing practice and technology. AACN Advanced Critical Care, November 8, 2022. doi: [The RaDonda Vaught Case: A Critical Conversation on Nursing Practice and Te…: EBSCOhostLinks to an external site.](https://web.s.ebscohost.com/ehost/detail/detail?vid=0&sid=a4ed09e3-a6a6-4641-bdce-ca9e38986699%40redis&bdata=JkF1dGhUeXBlPXNzbyZzaXRlPWVob3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=162251956&db=cul)

    State of Tennessee vs. RaDonda Vaught: Discovery request response. Available at [https://s3.documentcloud.org/documents/6785652/RaDonda-Vaught-DA-Discovery.pdfLinks to an external site.](https://s3.documentcloud.org/documents/6785652/RaDonda-Vaught-DA-Discovery.pdf) Note pages 5-6, 50-51.
    02. Apply one of the Quality Improvement Models discussed in the course, or choose an approach from the literature, or the one used in your workplace to analyze the case.

    03. Summarize the case in one paragraph, highlighting the role of HIT.
    04. Describe briefly the model chosen for the analysis.

    05. Provide a rationale for using the selected model over other options.
    06. Follow the model steps and processes to identify the quality, safety, security, privacy, and unintended consequences issues in the case.
    07. List interprofessional team members who may be consulted on this process and their expected role.
    08. Design strategies for your workplace to mitigate the issues identified from the case.

    09. Provide at least one visual of the process and proposed changes (i.e., flow chart, process map, data quality, pareto chart, control chart, data visualization).
    10. Identify changes if needed to policies, EHR, equipment, and other HIT applications.
    11. Create a communication/transition plan.
    12. Develop a staff education plan on changes.

    13. What change theory would be best for this program?
    14. What educational deliver method (s) would be most effective?
    15. Compose metrics for evaluating the plan in each of the learning domains:

    16. Cognitive
    17. Psychomotor
    18. Effective
    19. Reflect on the ramifications of criminalizing the nonintentional reporting of mistakes on your own advanced practice, the nursing profession, and Quality Improvement practices.
    20. Submit the written report in APA 7th ed. format, 10-12 pages in length, not including title page, the 1-page reflection and references. Use headers to distinguish the sections of the paper.

    – 2 years ago

  • [Solved] Vulnerable Populations

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Discussion

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    The County Health Rankings & Roadmaps, a program of the University of Wisconsin Population Health Institute, works to improve health outcomes for all and to close the health disparities between those with the most and least opportunities for good health. On the [County Health Rankings website](https…

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    The County Health Rankings & Roadmaps, a program of the University of Wisconsin Population Health Institute, works to improve health outcomes for all and to close the health disparities between those with the most and least opportunities for good health. On the [County Health Rankings website](https://www.countyhealthrankings.org/explore-health-rankings), enter in the zip code for a geographic area of interest (could be Oxford, your hometown, or another area that interests you) and explore the health outcomes and health factors of that county. Respond to the following:

    ## [Health Data](https://www.countyhealthrankings.org/explore-health-rankings)

    – What are the leading health problems in this county?
    – What are some of the potential underlying causes of poor health in this county? Think about the social determinants of health.
    – What are some of your recommendations for how health departments and other public health organizations can address these health problems?

    – 2 years ago

  • [Solved] week 1 Journal

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    ### Implicit Bias A major component of this course is the exploration of diversity in early childhood development. This exploration will include a focus on your personal beliefs, values, and perspectives. This journal aims to further develop your cultural competence as a professional. “Culturally co…

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    ### Implicit Bias

    A major component of this course is the exploration of diversity in early childhood development. This exploration will include a focus on your personal beliefs, values, and perspectives. This journal aims to further develop your cultural competence as a professional. “Culturally competent teachers are able to effectively educate children and work with families from ethnic, racial, lingual, and cultural backgrounds that are different from their own” (Curenton & Iruka, 2024). In this journal, you will complete an Implicit Association Test (IAT), which will ask you to sort pictures and words into groups as fast as you can. In addition to the IAT, there are questions about your beliefs, attitudes, and opinions, as well as standard demographic questions. This assessment should take about 10 minutes to complete. At the end, you will receive your IAT result along with information about what it means. Participation in this assessment is completely anonymous. For more information on how the Implicit Bias Test works, review the video, [_Implicit Bias | Lesson 5: The IAT_Links to an external site.](https://www.youtube.com/watch?v=hr9xAcWv790).

    To prepare for this discussion:

    – Read Chapter 1 of the course text.
    – Review this 3-minute video: [_Implicit Bias | Lesson 1: Schemas_Links to an external site.](https://youtu.be/OQGIgohunVw).
    – Review this 4-minute video: [_Implicit Bias | Lesson 2: Attitudes and Stereotypes_Links to an external site.](https://youtu.be/7FgqGAXvLB8).
    – Complete the Implicit Association Test (IAT) using the following steps:
    1. Visit [_Project Implicit: Race IAT_Links to an external site.](https://implicit.harvard.edu/implicit/takeatest.html).
    2. Scroll down and select “I wish to proceed.”
    3. Choose “Race IAT” from the list of assessments on the left-hand side.
    – Download the [Implicit Bias Journal](https://uagc.instructure.com/courses/142364/files/22817551/?wrap=1) [Download Implicit Bias Journal](https://uagc.instructure.com/courses/142364/files/22817551//download?download_frd=1) template.

    In your assignment,

    – Provide a short explanation of bias and implicit bias using the course text.
    – Discuss the problem with implicit bias from your personal perspective.
    – Describe how participating in the IAT assessment can help you be more culturally competent as a professional. What was your own experience like taking the test?
    – Describe why you, as a professional, need to intentionally think about implicit bias when you work with diverse children and families, such as those who are experiencing poverty or may be dual language learners. Use the text or outside source to support your thinking.
    – Explain the powerful benefits of diversity and inclusivity in the classroom setting for children and families based on your current or future work setting. Use the text or outside sources to support your thinking.

    This is an academic journal and must be at least 1.5 to 2 double-spaced pages in length (not including title and references pages and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_APA Formatting for Microsoft Word_Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource. You must use at least 1 source or the course text to support your thinking.

    – [\
    \
    ECD336Week1-ImplicitBiasJournalTemplate10.17.23..docx](https://www.sweetstudy.com/files/ecd336week1-implicitbiasjournaltemplate10-17-23-docx "ECD336Week1-ImplicitBiasJournalTemplate10.17.23..docx")
    – [\
    \
    01CH_Curenton_Cultural.pdf](https://www.sweetstudy.com/files/01ch-curenton-cultural-pdf-10190251 "01CH_Curenton_Cultural.pdf")

    – 2 years ago