Week 3 Psychiatric Disorders and Screening
Requirements for Week 3: Psychiatric Disorders and Screening Paper:
Anxiety and depression are the most common psychiatric problems you will encounter in your primary care practice.
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Review this case study
HPI: KF, 56-year-old Caucasian female presents to office with complaints of “no energy and not wanting to go out.” These symptoms have been present for about 3 months and seem worse in the morning and improve slightly through the day. It is hard to get out of bed and get the day started because does not feel rested when she wakes up in the morning. KF reports a “loss of joy”. States” I really don’t feel like going anywhere or doing anything”. She tries to do at least one social activity a week, but it can be really exhausting.
She also has difficulty completing projects for work, she cannot stay focused anymore. She reports not feeling hungry, so she is not eating regularly and has lost some weight. KB has been a widow for 2 years. Her husband died unexpectedly, he had a MI. She recently got a puppy, which she thought would help with the loneliness, but the care of the puppy seems overwhelming at times. Rest and exercise, specifically yoga and meditation seem to help her feel better.
At this time, she does not want to do either, it seems like too much effort to get up and go. She has not tried any medications, prescribed or otherwise. She reports drinking a lot of coffee, but that does not seem to help with her energy levels.
Current medications: Excedrin PM about once a week when she can’t sleep, seems to help a bit. NKDA.
PMH: no major illnesses. Immunizations up to date.
SH: widowed, employed full time as a consultant. Drink 1 glass of wine almost every night. No tobacco use, no illicit drug use. Previously married 20 years ago while living in France, reports an abusive relationship. The French government gave custody of her son to her ex-husband. She returned to the US without her son 10 years ago. She sees her son two times a year, they skype and text “all the time” but she misses him. Her son is now an adult and is considering moving to the US.
FH: Parents are alive and well. Has one son, age 21, he is healthy but lives in France with his father.
CONSTITUTIONAL: reports weight loss of 4-5 pounds, no fever, chills, or weakness reported. Daily fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclera. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat.
CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough or sputum.
GASTROINTESTINAL: Reports decreased appetite for about 3 months. No nausea, vomiting or diarrhea. No abdominal pain or blood.
NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.
GENITOURINARY: no burning on urination. Last menstrual period was 4 years ago.
PSYCHIATRIC: No history of diagnosed depression or anxiety. Reports history of great anxiety due to verbal and concern for physical abuse, reports feeling very sad and anxious when divorcing and leaving her son in France. Did not seek treatment. She started to feel better after about 4 months.
ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia
ALLERGIES: No history of asthma, hives, eczema or rhinitis.
Discussion Questions for Week 3: Psychiatric Disorders and Screening Paper:
● Research screening tools for depression and anxiety. Choose one screening tool for depression and one screening tool for anxiety that you feel are appropriate to screen KF.
● Explain in detail why each screening tool was chosen. Include the purpose and time frame of each chosen tool.
● Score OF using both of your chosen screening tools based on the information provided (not all data may be provided, those areas can be scored as not present). Pay close attention to the listed symptom time frame for your chosen assessment tool. In your response include what questions could be scored, and your chosen score. Interpret the score according to the screening tool scoring instructions. Assume that any question topics not mentioned are not a concern at this time.
● Identify your next step for evaluation and treatment for KF. Remember to consider both physical and mental health differential diagnoses when answering this question. (2-3 sentences).
● What medication or treatment is appropriate for KF based on her screening score today? Provide the rationale. Any medications should include the medication class, mechanism of action of the medication and why this medication is appropriate for KF. Include initial prescribing information.
● If the medication works as expected, when should KF expect to start feeling better?
Week 6 Discussion – Post Menopausal And Sexuality Issues In The Maturing And Older Adult Discussion
Ageism and gender bias can affect who and how we ask about sexual health, sexual activity, and concerning symptoms. Depending on your own level of comfort and cultural norms this can be a tough conversation for some providers. But this is an important topic and as our videos discussed, women are wanting us to ask about sexual concerns. This week we also reviewed sexually transmitted diseases and the effects of ageism on time to diagnosis so it is necessary to ask these questions and provide good education for all patients. You will not know any needs unless you ask.
Review the required NAMS videos. What was the most surprising thing you learned about in the videos? Explain why it was surprising.
What is GSM? What body systems are involved? How does this affect a woman’s quality of life?
What treatment does Dr Shapiro recommend?
Review one aspect of treatment that Dr Shapiro recommends and include an EBP journal article or guideline recommendation in addition to referencing the video in your response.
What is your level of comfort in taking a complete sexual history? Is this comfort level different for male or female patients? If so, why?
How will this information impact the way you will interact with your mature and elderly clients?
Week 7 Discussion
Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #5, the MSN Essential VIII, and the Nurse Practitioner Core Competency # 8 Ethics Competencies.
Chamberlain College of Nursing Program Outcome #5
Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary nursing)Masters Essential VIII: Clinical Prevention and Population Health for Improving Health Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations.
Integrate clinical prevention and population health concepts in the development of culturally relevant and linguistically appropriate health education, communication strategies, and interventions.
NONPF: #8 Ethics Competencies
Integrates ethical principles in decision making. Evaluates the ethical consequences of decisions.
Applies ethically sound solutions to complex issues related to individuals, populations and systems of care
Review the assignment rubric for specific requirements for this reflection post.
Week 5 Case Study Assignment
The purpose of this case study assignment is to
1) Analyze provided subjective and objective information to diagnose and develop a management plan for the case study patient.
2) Apply national diabetes guidelines to a case study patient management plan.
3) Demonstrate mastery of SOAP note writing.
Through this assignment, the student will demonstrate the ability to:
1. Employ appropriate health promotion guidelines and disease prevention strategies in the management of mature and aging individuals and families.
2. Formulate appropriate diagnoses and evidence-based plans of care for mature and aging individuals and families using subjective and objective data.
3. Incorporate unique patient cultural preferences, values, and health beliefs in the care of mature and aging individuals and families
4. Integrate theory and evidence based practice in the care of mature and aging individuals and their families
6. Conduct pharmacologic assessment addressing polypharmacy, drug interactions and other adverse events in the care of mature and aging individuals and their families.
7. Apply evidence-based screening tools to perform functional assessments with aging individuals and their families as appropriate.
Due Date: Sunday 11:59 p.m. MT at the end of Week 5 Total Points Possible: 200 points
PREPARING THE ASSIGNMENT
The assignment is a paper, which is to be written in APA format. This includes a title page and reference page.The paper shall not exceed 20 pages.
Review the attached patient visit information. The patient has presented for an acute care visit. You are provided with the subjective and objective exam findings. As the provider, you are to diagnose and develop the management plan for this case study patient.
Use the categories below to create section headings for your paper. Review the APA Manual for paper format instructions.
Introduction: briefly discuss the purpose of this paper. Assessment: review the provided case study information.
Identify the primary, secondary and differential diagnoses for the patient. Use the 601 SOAP note format as a guide to develop your diagnoses.
Each diagnosis will include the following information:
1. ICD 10 code.
2. A brief pathophysiology statement which is no longer than two sentences, paraphrased and includes common signs and symptoms of the diagnosis.
3. The patient’s pertinent positive and negative findings, including a brief 1-2 sentence statement, which links the subjective and objective findings (including lab data and interpretation).
4. A rationale statement, which summarizes why the diagnosis was chosen.
5. Do not include quotes, paraphrase all scholarly information and provide an in text citation to your scholarly reference. Use the Reference Guidelines document for information on scholarly references.
Plan (there are five (5)sections to the management plan)
1. Diagnostics. List all labs and diagnostic tests you would like to order. Each test includes a rationale statement following the listed lab, which includes the diagnosis for the test, the purpose of the test and how the test results will contribute to your management plan. Each rational statement is cited.
2. Medications: Each medication is listed in prescription format. Each prescribed and OTC medication is linked to a specific diagnosis and includes a paraphrased EBP rationale for prescribing.
3. Education: section includes personalized detailed education on all five (5) subcategories: diagnosis, each medication purpose and side effects, diet, personalized appropriate exercise recommendations and warning sign for diagnosis and medications if applicable. All education steps are linked to a diagnosis, paraphrased, and include a paraphrased EBP rationale. Review the NR601 SOAP note guideline for more detailed information.
4. Referrals: any recommended referrals are appropriate to the patient diagnosis and current condition, is linked to a specific diagnosis and includes a paraphrased EBP rationale within text citation.
5. Follow up: Follow up includes a specific time, not a time range, to return to the PCP office for the next scheduled appointment. Includes EBP rationale within text citation.
Medication costs: in this section students will research the costs of all prescribed and OTC monthly medications. Students may use GoodRx, Epocrates or another resource (can use local pharmacy websites) which provides medication costs. Students will list each medication, the monthly cost of the medication and the reference source.
Students will calculate the monthly cost of the case study patient’s prescribed and OTC medications and provide the total costs of the month’s medications. Reflect on the monthly cost of the medications prescribed. Discuss if prescriptions were adjusted due to cost. Discuss if you will use medication pricing resources in future practice.
SOAP note: A focused SOAP note, written on a separate page, follows the assignment. The SOAP note is written following the provided SOAP note format.
• The subjective section is organized to follow the SOAP note format. The ROS is focused; only pertinent body systems are included. Only provided information is included in the ROS. No additional data is added.
• The objective section is maintained as written, no additional information is added.
• The assessment section includes only the diagnoses and ICD 10 codes. Diagnoses are labeled as primary, secondary or differential diagnoses. Rationale is not included in the SOAP note.
• The plan includes five sections. Rationale is not included in the SOAP note.
The assignment will be submitted through TurnItIn. Due to the common language in a large group assignment, it is possible that similarity scores can exceed 25%. It is the student’s responsibility to review the TII paper and assure that sections of original work contain low similarity. If there are concerns, please contact your instructor.
Description Assessment 50
Each diagnosis, primary, secondary and differential includes the ICD10 codes in parentheses next to each diagnosis. A one to two sentence paraphrased pathophysiology statement explains the diagnosis. Include pertinent positive and negative findings to support your diagnoses from the history and physical exam, which links this diagnosis to your patient. Each diagnosis must include an in text citation to a scholarly reference. Diagnoses are consistent with the guideline recommendations or scholarly reference.
Evidence-Based Practice (EBP) 50
National guidelines, including the American Diabetes Association Standards and Medical Care in Diabetes-2017 or later, are used as rationale to support the diagnosis and develop the management plan. Every diagnosis must include an in text citation to a scholarly reference. Each action step or order within all plan sections includes an in text citation to an appropriate reference as listed in the Reference Guidelines document.
Plan: diagnostics 10
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Each test listed in this section includes a rationale statement, which includes the diagnosis for the test, the purpose of the test and how the test results will contribute to your management plan. Each rational statement is cited.
Plan: medications 10
Each prescribed and OTC medication is linked to a diagnosis, and includes a paraphrased EBP rationale and in text citation. Diagnosis is clearly stated in the rationale statement.
Plan: education 10
All education steps are linked to a diagnosis, paraphrased, and include an EBP rationale. Section includes personalized and detailed education on all diagnoses, medications, diet, exercise, and warning signs.
Plan: Referrals 10
All recommended referrals are appropriate for the patient diagnosis and condition, are linked to a specific diagnosis and include a paraphrased EBP rationale for ordering.
Plan: Follow up 10
5 Follow up includes a specific time frame to return to the PCP office for the next scheduled appointment.
Medication costs 10
All prescribed medications costs, prescribed and OTC, are calculated to evaluate the total monthly medication cost for the patient. A reflection statement is included.
SOAP note 20
A SOAP note, written on a separate page, follows the assignment. The SOAP note is located prior to the Reference section. The SOAP note is written following the provided SOAP note format. Rationales are not included; this SOAP note is an example of a patient chart entry.
Grammar, Syntax, APA 10
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. All referenced information is cited, “according to” is not used. Organization
Paper is developed in a logical, meaningful, and understandable sequence using categories in instructions as section headings. The paper does not exceed 20 pages.
Each diagnosis and action step in the plan lists the step followed by the rationale. Rationale length does not exceed template directions.
A quality assignment will meet or exceed all of the above requirements.