NUR 504 Module 5 Discussion CASO 1
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**NUR 601 Module 5 Discussion CASE 3**
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601 NUR 601 Module 5 Assignment
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Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **Include the following sections:** 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. – Describe the disaster prepare…
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Order on TutorsGallery →Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
**Include the following sections:**
1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
– Describe the disaster preparedness plan at your current or past workplace.
– Identify potential gaps or areas for improvement in disaster preparedness.
– How can you advocate for necessary changes?
– In what ways can you promote community engagement and resilience in disaster preparedness efforts in the broader community?
work place RWJ hospital
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Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **Include the following sections**: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. – Describe how learning about t…
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Order on TutorsGallery →Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
**Include the following sections**:
1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
– Describe how learning about the history of research ethics impacted your view of biomedical research.
– Consider the research you collected for your PICOT question. Discuss steps researchers took to protect the rights of human subjects. What additional measures would you recommend?
– Describe common disparities in biomedical research. Did you find evidence of disparities in the articles you reviewed for your PICOT question? If so, what were your findings?
PICOT topic – Heart Failure
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\ IMG_5011.jpeg](https://www.sweetstudy.com/files/img-5011-jpeg "IMG_5011.jpeg")
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– ## Paperrrrr.docx **## Paperrrrr.docx** **MUST BE ORIGINAL WORK. 4-6 pages long. APA format. 3-5 scholarly resources from the last 5 years. On topic below.** Teaching Plan Paper (30 points) APA Paper • Target Population: Adolescent boy ages 13-17 pertaining to mental health, 14 participants o Who …
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**## Paperrrrr.docx**
**MUST BE ORIGINAL WORK. 4-6 pages long. APA format. 3-5 scholarly resources from the last 5 years. On topic below.**
Teaching Plan Paper (30 points) APA Paper
• Target Population: Adolescent boy ages 13-17 pertaining to mental health, 14 participants
o Who is your target audience? – include age of the group, number of participants,
gender, ethnic group, developmental level of the group, etc.
o What is the specific education or learning needs of your target audience relative to
health promotion or disease prevention, include any barriers related to the
vulnerability of your chosen population?
• Learning/Program Outcome and Objectives:
o State one Learning Outcome: State one learning outcome. Learning Outcomes
identify what the learner will know and be able to do by the end of a course or
program. See Document that addresses writing objectives and outcomes.
o Learning Objectives are brief clear statements that describe the desired learning
and can reliably demonstrate at the end of a course or program.
o State 3 learning objectives Your teaching objectives should teach to the three basic
levels of Blooms Cognitive taxonomy; (1) knowledge, (2) comprehension and (3)
application. Please include an objective from each of these levels. Bloom specifies
certain verbs that are used at those three levels. Describe the teaching objectives in
objective form (use behavioral words described in Bloom’s taxonomy; use words
consistent with Blooms Taxonomy when writing the objectives
o Make sure you review the SMART objectives document and use that format
to write your outcomes.
SMART Example: by the end of the teaching, 80% of students will be able to list
3 ways to reduce their sodium consumption.
• Describe potential challenges/obstacles:
o Describe population considerations (based on age, cultural and ethnic
backgrounds).
o Educator-related barriers and learner related barriers.
o What educational issues, such as population-specific concerns, barriers to learning
and technological strategies are needed to facilitate learning?
• Teaching or project strategies:
o Describe the approaches that you would use to implement the instruction; include
how you will educate your diverse client population, will you need an interpreter,
how will you access this population, what cultural considerations will you take
into consideration, etc.
o What learning theory will you use to guide your teaching project? Include one
learning theory (Reference http://www.learning-theories.com/category/learning-
theories-and-models
• Required References
o Learning theory
o 3-5 references that guide your assignment. These must be scholarly journal
articles with in the last 5 years.
o Blogs and websites with health information are not valid references. Do not use.
Points will be deducted for using a blog, YOU tube etc
o CDC, AHA etc. are ok to use for information.
Paper Format Grading
o Follow the above guidelines for your paper. This is a formal APA formatted paper.
Your paper will be 4-6 pages in length and include the headings above. For example, the
headings in your paper should look something like this (these headings are first level
headings and are to be centered and bold)c:
o Target population
o Program objectives
o Program outcomes
o Potential Challenges
o Teaching Project Strategies
o Include any educational materials that you will you to educate your chosen population on
their identified health care issue i.e. PPT, brochure, pamphlet, a pre/posttest if you use
that as your evaluation method.
Sample Objectives
• If you were teaching someone who needed to be on a low salt diet because of heart disease,
these might be three objectives you would write:
• Upon completion of this teaching program, the student will be able to:
(Knowledge) — 1. Describe the current recommended amount of salt an adult should consume
in a day.
(Comprehension) — 2. Discuss three effects of excessive salt on the cardiovascular system.
(Application) — 3. Develop a 1500 mg sodium diet for one day.
Document # 2: Submit the teaching plan template (see below) as an appendix to your Teaching
Plan paper, with all columns completed except for the evaluation section which will be
completed in the assignment Part 2 (module 5)
**## Paperrrrr.docx**
**MUST BE ORIGINAL WORK. 4-6 pages long. APA format. 3-5 scholarly resources from the last 5 years. On topic below.**
Teaching Plan Paper (30 points) APA Paper
• Target Population: Adolescent boy ages 13-17 pertaining to mental health, 14 participants
o Who is your target audience? – include age of the group, number of participants,
gender, ethnic group, developmental level of the group, etc.
o What is the specific education or learning needs of your target audience relative to
health promotion or disease prevention, include any barriers related to the
vulnerability of your chosen population?
• Learning/Program Outcome and Objectives:
o State one Learning Outcome: State one learning outcome. Learning Outcomes
identify what the learner will know and be able to do by the end of a course or
program. See Document that addresses writing objectives and outcomes.
o Learning Objectives are brief clear statements that describe the desired learning
and can reliably demonstrate at the end of a course or program.
o State 3 learning objectives Your teaching objectives should teach to the three basic
levels of Blooms Cognitive taxonomy; (1) knowledge, (2) comprehension and (3)
application. Please include an objective from each of these levels. Bloom specifies
certain verbs that are used at those three levels. Describe the teaching objectives in
objective form (use behavioral words described in Bloom’s taxonomy; use words
consistent with Blooms Taxonomy when writing the objectives
o Make sure you review the SMART objectives document and use that format
to write your outcomes.
SMART Example: by the end of the teaching, 80% of students will be able to list
3 ways to reduce their sodium consumption.
• Describe potential challenges/obstacles:
o Describe population considerations (based on age, cultural and ethnic
backgrounds).
o Educator-related barriers and learner related barriers.
o What educational issues, such as population-specific concerns, barriers to learning
and technological strategies are needed to facilitate learning?
• Teaching or project strategies:
o Describe the approaches that you would use to implement the instruction; include
how you will educate your diverse client population, will you need an interpreter,
how will you access this population, what cultural considerations will you take
into consideration, etc.
o What learning theory will you use to guide your teaching project? Include one
learning theory (Reference http://www.learning-theories.com/category/learning-
theories-and-models
• Required References
o Learning theory
o 3-5 references that guide your assignment. These must be scholarly journal
articles with in the last 5 years.
o Blogs and websites with health information are not valid references. Do not use.
Points will be deducted for using a blog, YOU tube etc
o CDC, AHA etc. are ok to use for information.
Paper Format Grading
o Follow the above guidelines for your paper. This is a formal APA formatted paper.
Your paper will be 4-6 pages in length and include the headings above. For example, the
headings in your paper should look something like this (these headings are first level
headings and are to be centered and bold)c:
o Target population
o Program objectives
o Program outcomes
o Potential Challenges
o Teaching Project Strategies
o Include any educational materials that you will you to educate your chosen population on
their identified health care issue i.e. PPT, brochure, pamphlet, a pre/posttest if you use
that as your evaluation method.
Sample Objectives
• If you were teaching someone who needed to be on a low salt diet because of heart disease,
these might be three objectives you would write:
• Upon completion of this teaching program, the student will be able to:
(Knowledge) — 1. Describe the current recommended amount of salt an adult should consume
in a day.
(Comprehension) — 2. Discuss three effects of excessive salt on the cardiovascular system.
(Application) — 3. Develop a 1500 mg sodium diet for one day.
Document # 2: Submit the teaching plan template (see below) as an appendix to your Teaching
Plan paper, with all columns completed except for the evaluation section which will be
completed in the assignment Part 2 (module 5)
– ## NUR620DISCUSSION17.pdf **## NUR620DISCUSSION17.pdf** Patient Care After studying Module 1: Lecture Materials & Resources, discuss the following: The unlawful restraint of a patient can be a legal pitfall for the PMHNP. K.W. was found eating hamburgers out of a Mcdonald's dumpster and drinking w…
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**## NUR620DISCUSSION17.pdf**
Patient Care
After studying Module 1: Lecture Materials & Resources, discuss the following:
The unlawful restraint of a patient can be a legal pitfall for the PMHNP. K.W. was found
eating hamburgers out of a Mcdonald's dumpster and drinking water from an old water
hose. She had not taken a bath in weeks. She refused to live in an apartment because
she wants to “live off the fat of the land.”
1. Cite the Baker Act law to defend your position.
2. Find one newspaper article written in the last 5 years that supports your
position. Summarize the details of the case and the laws cited
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
[https://stu.instructure.com/courses/47926/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-1-lecture-materials-and-resources)
Patient Information
After studying Module 2: Lecture Materials & Resources, discuss the following:
It is very important for all mental health professionals to take very detailed and
thorough historical information from their patients. This information should include an
adequate social history, complete medical history, and a full mental status examination
with a probable treatment plan.
• Describe three reasons it is important to gather detailed and extensive
information from any patient before you counsel him/her or make
medication suggestions. Use evidence-based research to support your
position.
• Define malingering. Discuss two ways to differentiate between malingering and
a DSM5 diagnosis. Use evidence-based research to support your position.
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
[https://stu.instructure.com/courses/47926/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-2-lecture-materials-and-resources)
Anxiety Case
After studying Module 3: Lecture Materials & Resources, discuss the following:
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
Case
Study
Ms. JN is a 24-year-old law student who presents to an outpatient
psychiatry clinic accompanied by her husband. She feels “worried about
everything!” She is “stressed out” about her academic workload and
upcoming exams. She feels fatigued and has difficulty concentrating on
her assignments. She also complains of frequent headaches and
associated neck muscle spasms, as well as difficulty falling asleep.
The patient’s husband describes her as “a worrier. She’ll worry about me
getting into an accident, losing my job, not making enough money—the
list goes on and on.”
Ms. JN reports that she has always had some degree of anxiety, but
previously found that it motivated her. Over the last year, her symptoms
have become debilitating and beyond her control.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case
2. Formulate
3. Create a list of the patient’s problems and prioritize them.
4. Which pharmacological treatment would you prescribe? Include
the rationale for this treatment.
5. Which non-pharmacological treatment would you prescribe?
Include the rationale for this treatment.
6. Include an assessment of treatment’s appropriateness, cost,
effectiveness, safety, and potential for patient adherence.
[https://stu.instructure.com/courses/47926/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-3-lecture-materials-and-resources)
Depression Case
After studying Module 4: Lecture Materials & Resources, discuss the following:
Case
Study
Ms. Z is a 28-year-old assistant store manager who arrives at your
outpatient clinic complaining of sadness after her boyfriend of 6 months
romantic relationships, and says, “I don’t do well with breakups.” Ms. Z
reports that, although she has no prior psychiatric treatment, she
was urged by her employer to seek therapy. Ms. Z has arrived late to
work on several occasions because of oversleeping. She also has
difficulty in getting out of bed stating, “It’s difficult to walk; it’s like my
legs weigh a ton.” She feels fatigued during the day despite spending
over 12 hours in bed and is concerned that she might be suffering from
a serious medical condition. She denies any significant changes in
appetite or weight since these symptoms began.
Ms. Z reports that, although she has not missed workdays, she
has difficulty concentrating and has become tearful in front of clients
while worrying about not finding a significant other. She feels
tremendous guilt over “not being good enough to get married,” and says
that her close friends are concerned because she has been spending her
weekends in bed and not answering their calls. Although during your
evaluation Ms. Z appeared tearful, she brightened up when talking about
her newborn nephew and her plans of visiting a college friend next
summer. Ms. Z denied suicidal ideation.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-4-lecture-materials-and-resources)
Bipolar Case
After studying Module 5: Lecture Materials & Resources, discuss the following:
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
Case
Study
Jill, a 24 y/o Hispanic female arrives in the emergency room where her
parents brought her for evaluation. They are worried because she is
giving away all of her possessions and says she is planning to move to
the South Pole so she can "save the world." Her parents say that she has
hardly been sleeping at all for the last 7 days, but she seems very
energetic. They say she has appeared to be "in a frenzy" lately. When
you interview Jill you notice that she speaks very rapidly and is laughing
uncontrollably. It is hard to get her to be quiet long enough for you to ask
questions. She seems agitated and has difficulty sitting still.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-5-lecture-materials-and-resources)
Psychiatric Case
After studying Module 6: Lecture Materials & Resources, discuss the following
Case Study A 74-year-old African American woman, Ms. Richardson, was brought to
the hospital emergency room by the police. She is unkempt, dirty, and
foul-smelling. She does not look at the interviewer and is apparently
confused and unresponsive to most of his questions. She knows her
name and address, but not the day of the month. She is unable to
describe the events that led to her admission.
The police reported that they were called by neighbors because Ms.
Richardson had been wandering around the neighborhood and not
taking care of herself. The medical center mobile crisis unit went to her
house twice but could not get in and presumed she was not home.
Finally, the police came and broke into the apartment, where they were
met by a snarling German shepherd. They shot the dog with a
tranquilizing gun and then found Ms. Richardson hiding in the corner,
wearing nothing but a bra. The apartment was filthy, the floor littered
with dog feces. The police found a gun, which they took into custody.
The following day, while Ms. Richardson was awaiting transfer to a
medical unit for treatment of her out-of-control diabetes, the psychiatric
provider attempted to interview her. Her facial expression was still
mostly unresponsive, and she still didn’t know the month and couldn’t
say what hospital she was in. She reported that the neighbors had
called the police because she was “sick,” and indeed she had felt sick
and weak, with pains in her shoulder; in addition, she had not eaten for 3
days. She remembered that the police had shot her dog with a
tranquilizer and said the dog was now in “the shop” and would be
returned to her when she got home. She refused to give the name of a
neighbor who was a friend, saying, “he’s got enough troubles of his
own.” She denied ever being in a psychiatric hospital or hearing voices
but acknowledged that she had at one point seen a psychiatrist “near
downtown” because she couldn’t sleep. He had prescribed medication
that was too strong, so she didn’t take it. She didn’t remember the
name, so the interviewer asked if it was Thorazine. She said no, it was
“allal.” ‘Haldol?”, ask the interviewer. She nodded.
The interviewer was convinced that was the drug, but other observers
thought she might have said yes to anything that sounded remotely like
it, such as “Elavil.” When asked about the gun, she denied, with some
annoyance, that it was real and said it was a toy gun that had been
still feeling weak and sick, complained of pain in her shoulder, and
apparently had trouble swallowing. She did manage to smile as the
team left her bedside.
[https://stu.instructure.com/courses/47926/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-6-lecture-materials-and-resources)
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
Questions: Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
Schizophrenia Spectrum Case
After studying Module 7: Lecture Materials & Resources, discuss the following:
Case
Study
Mr. T is a 21-year-old man who is brought to the ER by his mother after
he began talking about “aliens” who were trying to steal his soul. Mr. T
reports that aliens left messages for him by arranging sticks outside his
home and sometimes send thoughts into his mind.
On exam, he is guarded and often stops talking while in the middle
of expressing a thought. Mr. T appears anxious and frequently scans the
room for aliens, which he thinks may have followed him to the hospital.
He denies any plan to harm himself but admits that the
aliens sometimes want him to throw himself in front of a car, “as this
will change the systems that belong under us.”
The patient’s mother reports that he began expressing these ideas a few
months ago, but that they have become more severe in the last
few weeks. She reports that during the past year, he has become
isolated from his peers, frequently talks to himself, and has stopped
going to community college. He has also spent most of his time reading
science fiction books and creating devices that will prevent aliens from
hurting him. She reports that she is concerned because the patient’s
father, who left while the patient was a child, exhibited similar symptoms
many years ago and has spent most of his life in a psychiatric hospital.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the DSM5
to support the assessment. Include the DSM5 and ICD 10 codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-7-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-7-lecture-materials-and-resources)
**## NUR620DISCUSSION17.pdf**
Patient Care
After studying Module 1: Lecture Materials & Resources, discuss the following:
The unlawful restraint of a patient can be a legal pitfall for the PMHNP. K.W. was found
eating hamburgers out of a Mcdonald's dumpster and drinking water from an old water
hose. She had not taken a bath in weeks. She refused to live in an apartment because
she wants to “live off the fat of the land.”
1. Cite the Baker Act law to defend your position.
2. Find one newspaper article written in the last 5 years that supports your
position. Summarize the details of the case and the laws cited
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
[https://stu.instructure.com/courses/47926/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-1-lecture-materials-and-resources)
Patient Information
After studying Module 2: Lecture Materials & Resources, discuss the following:
It is very important for all mental health professionals to take very detailed and
thorough historical information from their patients. This information should include an
adequate social history, complete medical history, and a full mental status examination
with a probable treatment plan.
• Describe three reasons it is important to gather detailed and extensive
information from any patient before you counsel him/her or make
medication suggestions. Use evidence-based research to support your
position.
• Define malingering. Discuss two ways to differentiate between malingering and
a DSM5 diagnosis. Use evidence-based research to support your position.
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
[https://stu.instructure.com/courses/47926/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-2-lecture-materials-and-resources)
Anxiety Case
After studying Module 3: Lecture Materials & Resources, discuss the following:
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
Case
Study
Ms. JN is a 24-year-old law student who presents to an outpatient
psychiatry clinic accompanied by her husband. She feels “worried about
everything!” She is “stressed out” about her academic workload and
upcoming exams. She feels fatigued and has difficulty concentrating on
her assignments. She also complains of frequent headaches and
associated neck muscle spasms, as well as difficulty falling asleep.
The patient’s husband describes her as “a worrier. She’ll worry about me
getting into an accident, losing my job, not making enough money—the
list goes on and on.”
Ms. JN reports that she has always had some degree of anxiety, but
previously found that it motivated her. Over the last year, her symptoms
have become debilitating and beyond her control.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case
2. Formulate
3. Create a list of the patient’s problems and prioritize them.
4. Which pharmacological treatment would you prescribe? Include
the rationale for this treatment.
5. Which non-pharmacological treatment would you prescribe?
Include the rationale for this treatment.
6. Include an assessment of treatment’s appropriateness, cost,
effectiveness, safety, and potential for patient adherence.
[https://stu.instructure.com/courses/47926/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-3-lecture-materials-and-resources)
Depression Case
After studying Module 4: Lecture Materials & Resources, discuss the following:
Case
Study
Ms. Z is a 28-year-old assistant store manager who arrives at your
outpatient clinic complaining of sadness after her boyfriend of 6 months
romantic relationships, and says, “I don’t do well with breakups.” Ms. Z
reports that, although she has no prior psychiatric treatment, she
was urged by her employer to seek therapy. Ms. Z has arrived late to
work on several occasions because of oversleeping. She also has
difficulty in getting out of bed stating, “It’s difficult to walk; it’s like my
legs weigh a ton.” She feels fatigued during the day despite spending
over 12 hours in bed and is concerned that she might be suffering from
a serious medical condition. She denies any significant changes in
appetite or weight since these symptoms began.
Ms. Z reports that, although she has not missed workdays, she
has difficulty concentrating and has become tearful in front of clients
while worrying about not finding a significant other. She feels
tremendous guilt over “not being good enough to get married,” and says
that her close friends are concerned because she has been spending her
weekends in bed and not answering their calls. Although during your
evaluation Ms. Z appeared tearful, she brightened up when talking about
her newborn nephew and her plans of visiting a college friend next
summer. Ms. Z denied suicidal ideation.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-4-lecture-materials-and-resources)
Bipolar Case
After studying Module 5: Lecture Materials & Resources, discuss the following:
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
Case
Study
Jill, a 24 y/o Hispanic female arrives in the emergency room where her
parents brought her for evaluation. They are worried because she is
giving away all of her possessions and says she is planning to move to
the South Pole so she can "save the world." Her parents say that she has
hardly been sleeping at all for the last 7 days, but she seems very
energetic. They say she has appeared to be "in a frenzy" lately. When
you interview Jill you notice that she speaks very rapidly and is laughing
uncontrollably. It is hard to get her to be quiet long enough for you to ask
questions. She seems agitated and has difficulty sitting still.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-5-lecture-materials-and-resources)
Psychiatric Case
After studying Module 6: Lecture Materials & Resources, discuss the following
Case Study A 74-year-old African American woman, Ms. Richardson, was brought to
the hospital emergency room by the police. She is unkempt, dirty, and
foul-smelling. She does not look at the interviewer and is apparently
confused and unresponsive to most of his questions. She knows her
name and address, but not the day of the month. She is unable to
describe the events that led to her admission.
The police reported that they were called by neighbors because Ms.
Richardson had been wandering around the neighborhood and not
taking care of herself. The medical center mobile crisis unit went to her
house twice but could not get in and presumed she was not home.
Finally, the police came and broke into the apartment, where they were
met by a snarling German shepherd. They shot the dog with a
tranquilizing gun and then found Ms. Richardson hiding in the corner,
wearing nothing but a bra. The apartment was filthy, the floor littered
with dog feces. The police found a gun, which they took into custody.
The following day, while Ms. Richardson was awaiting transfer to a
medical unit for treatment of her out-of-control diabetes, the psychiatric
provider attempted to interview her. Her facial expression was still
mostly unresponsive, and she still didn’t know the month and couldn’t
say what hospital she was in. She reported that the neighbors had
called the police because she was “sick,” and indeed she had felt sick
and weak, with pains in her shoulder; in addition, she had not eaten for 3
days. She remembered that the police had shot her dog with a
tranquilizer and said the dog was now in “the shop” and would be
returned to her when she got home. She refused to give the name of a
neighbor who was a friend, saying, “he’s got enough troubles of his
own.” She denied ever being in a psychiatric hospital or hearing voices
but acknowledged that she had at one point seen a psychiatrist “near
downtown” because she couldn’t sleep. He had prescribed medication
that was too strong, so she didn’t take it. She didn’t remember the
name, so the interviewer asked if it was Thorazine. She said no, it was
“allal.” ‘Haldol?”, ask the interviewer. She nodded.
The interviewer was convinced that was the drug, but other observers
thought she might have said yes to anything that sounded remotely like
it, such as “Elavil.” When asked about the gun, she denied, with some
annoyance, that it was real and said it was a toy gun that had been
still feeling weak and sick, complained of pain in her shoulder, and
apparently had trouble swallowing. She did manage to smile as the
team left her bedside.
[https://stu.instructure.com/courses/47926/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-6-lecture-materials-and-resources)
Submission Instructions:
• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources. Your initial post is
worth 8 points.
• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
Questions: Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the
DSM5 to support the assessment. Include the DSM5 and ICD 10
codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
Schizophrenia Spectrum Case
After studying Module 7: Lecture Materials & Resources, discuss the following:
Case
Study
Mr. T is a 21-year-old man who is brought to the ER by his mother after
he began talking about “aliens” who were trying to steal his soul. Mr. T
reports that aliens left messages for him by arranging sticks outside his
home and sometimes send thoughts into his mind.
On exam, he is guarded and often stops talking while in the middle
of expressing a thought. Mr. T appears anxious and frequently scans the
room for aliens, which he thinks may have followed him to the hospital.
He denies any plan to harm himself but admits that the
aliens sometimes want him to throw himself in front of a car, “as this
will change the systems that belong under us.”
The patient’s mother reports that he began expressing these ideas a few
months ago, but that they have become more severe in the last
few weeks. She reports that during the past year, he has become
isolated from his peers, frequently talks to himself, and has stopped
going to community college. He has also spent most of his time reading
science fiction books and creating devices that will prevent aliens from
hurting him. She reports that she is concerned because the patient’s
father, who left while the patient was a child, exhibited similar symptoms
many years ago and has spent most of his life in a psychiatric hospital.
Question
s:
Remember to answer these questions from your textbooks and clinical
guidelines to create your evidence-based treatment plan. At all times,
explain your answers.
1. Summarize the clinical case including the significant subjective
and objective data.
2. Generate a primary and two differential diagnoses. Use the DSM5
to support the assessment. Include the DSM5 and ICD 10 codes.
3. Discuss a pharmacological treatment would you prescribe? Use
the clinical guidelines to support the rationale for this treatment.
4. Discuss non-pharmacological treatment would you prescribe?
Use the clinical guidelines to support the rationale for this
treatment.
5. Describe a health promotion intervention that would be
appropriate for this patient.
[https://stu.instructure.com/courses/47926/pages/module-7-lecture-materials-and-resources](https://stu.instructure.com/courses/47926/pages/module-7-lecture-materials-and-resources)
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Hi, Can anyone help me proof read my homework, just to make sure there's not AI and plagiarism. Thank you – ## AWrittenMonologueRelatedtoanEthicalIssuesPaper.docx **## AWrittenMonologueRelatedtoanEthicalIssuesPaper.docx** **A Written Monologue Related to an Ethical Issues Paper** Lyane Suarez Cabrer…
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– ## AWrittenMonologueRelatedtoanEthicalIssuesPaper.docx
**## AWrittenMonologueRelatedtoanEthicalIssuesPaper.docx**
**A Written Monologue Related to an Ethical Issues Paper**
Lyane Suarez Cabrera
Miami-Dade College
NUR3805 – Foundations and Role Transitions of the Professional Nurse
Carolina Ferreiro
September 25th, 2025
**A Written Monologue Related to an Ethical Issues Paper**
**Introduction**
Nursing incivility is a chronic and detrimental problem that impacts patient safety, professional growth, and workplace morale. Experienced nurses and new nurses are the targets of one of the most underappreciated types of rudeness. In order to emphasize the value of courteous cooperation and moral decision-making in nursing practice, this paper offers a written monologue that examines the ethical and emotional aspects of this conundrum. It does this by consulting the ANA Code of Ethics and academic literature.
**Monologue: The Silence Between Us**
I hold my chart like a shield as I enter the break room. I recently graduated from nursing school, and I am both excited and afraid. The field of nursing would focus on compassion and healing. However, nobody informed me of the silence. The type that follows me when I pose a query. The kind that hurts more than words can express. After ten years, she is a skilled registered nurse who is well-respected for her efficiency and sharpness. However, she sighs when I ask for assistance. Instead of correcting me when I make a mistake, she informs others. The murmurs reach my ears. I sense the eyes. Unspoken judgment is engulfing me. It is more than just a personality conflict. It is impolite. It is also a moral conundrum. The ANA Code of Ethics mandates that nurses treat one another with dignity and respect. We work together. However, patient care suffers when hierarchy turns into animosity. Asking questions makes me hesitant. I question the choices I have made. I have become less confident. Moreover, that is risky for the people I am attempting to care for as well as for me. I am reminded that ethical dilemmas are not always dramatic by the article *An Integrated Ethical Decision-Making Model for Nurses*. They can occasionally be subtle. There are instances when they are systemic. Additionally, they are occasionally concealed by professionalism. However, the harm is genuine. This is echoed in the review of *Nurses' Experiences of Ethical Dilemmas*: distress ensues when values and reality diverge. I can sense it too. Every shift. So what do I do? I talk. I keep records. I am looking for coaching. I speak up for both the culture I aspire to and for myself. Since silence does not equate to neutrality, it is cooperation. Moreover, I am not going to be complicit. For care, I became a nurse. Taking care of my coworkers is part of it. This involves speaking up when care is in jeopardy; moreover, that includes holding onto the idea that change is possible despite rudeness.
**Discussion**
This monologue illustrates the psychological costs and moral complexities of rudeness in nursing. Building a culture of civility, cooperation, and respect for one another is crucial, according to the ANA Code of Ethics (2021). According to Provision 1, nurses must treat everyone with kindness and respect, including their coworkers. According to Provision 8, nurses must work together to uphold human rights and lessen inequities, which includes dealing with toxic workplace dynamics. For resolving such conflicts, the article *An Integrated Ethical Decision-Making Model for Nurses* provides a framework. It motivates nurses to recognize the moral dilemma, acquire pertinent data, think about their values and principles, and act. The new nurse must balance the ethical duty to promote a healthier workplace with the dangers of speaking up in this situation. Unresolved ethical conflicts can result in moral distress, burnout, and subpar care, as the review article *Nurses’ Experiences of Ethical Dilemmas* emphasizes. Incivility fosters a hostile atmosphere that jeopardizes safety and teamwork, particularly when it becomes accepted. Without assistance, new nurses are especially at risk of leaving the field too soon.
**Conclusion**
An ethical dilemma that requires consideration and action regarding incivility between experienced and inexperienced nurses is more than just a problem at work. This monologue demonstrates how tacit animosity and silence can undermine trust, jeopardize treatment, and transgress moral principles. Through the implementation of ethical frameworks and the promotion of courteous teamwork, nurses can start to change the culture to one that more accurately represents the ideals of the field. Speaking up even when it's difficult is the first step toward awareness, which in turn leads to change.
**References**
American Nurses Association. (2021). *Nursing: Scope and standards of practice* (4th ed.). American Nurses Association.
Andrews, M. M., Boyle, J. S., & Collins, J. W. (2016). *Transcultural concepts in nursing care* (7th ed.). Wolters Kluwer.
**## AWrittenMonologueRelatedtoanEthicalIssuesPaper.docx**
**A Written Monologue Related to an Ethical Issues Paper**
Lyane Suarez Cabrera
Miami-Dade College
NUR3805 – Foundations and Role Transitions of the Professional Nurse
Carolina Ferreiro
September 25th, 2025
**A Written Monologue Related to an Ethical Issues Paper**
**Introduction**
Nursing incivility is a chronic and detrimental problem that impacts patient safety, professional growth, and workplace morale. Experienced nurses and new nurses are the targets of one of the most underappreciated types of rudeness. In order to emphasize the value of courteous cooperation and moral decision-making in nursing practice, this paper offers a written monologue that examines the ethical and emotional aspects of this conundrum. It does this by consulting the ANA Code of Ethics and academic literature.
**Monologue: The Silence Between Us**
I hold my chart like a shield as I enter the break room. I recently graduated from nursing school, and I am both excited and afraid. The field of nursing would focus on compassion and healing. However, nobody informed me of the silence. The type that follows me when I pose a query. The kind that hurts more than words can express. After ten years, she is a skilled registered nurse who is well-respected for her efficiency and sharpness. However, she sighs when I ask for assistance. Instead of correcting me when I make a mistake, she informs others. The murmurs reach my ears. I sense the eyes. Unspoken judgment is engulfing me. It is more than just a personality conflict. It is impolite. It is also a moral conundrum. The ANA Code of Ethics mandates that nurses treat one another with dignity and respect. We work together. However, patient care suffers when hierarchy turns into animosity. Asking questions makes me hesitant. I question the choices I have made. I have become less confident. Moreover, that is risky for the people I am attempting to care for as well as for me. I am reminded that ethical dilemmas are not always dramatic by the article *An Integrated Ethical Decision-Making Model for Nurses*. They can occasionally be subtle. There are instances when they are systemic. Additionally, they are occasionally concealed by professionalism. However, the harm is genuine. This is echoed in the review of *Nurses' Experiences of Ethical Dilemmas*: distress ensues when values and reality diverge. I can sense it too. Every shift. So what do I do? I talk. I keep records. I am looking for coaching. I speak up for both the culture I aspire to and for myself. Since silence does not equate to neutrality, it is cooperation. Moreover, I am not going to be complicit. For care, I became a nurse. Taking care of my coworkers is part of it. This involves speaking up when care is in jeopardy; moreover, that includes holding onto the idea that change is possible despite rudeness.
**Discussion**
This monologue illustrates the psychological costs and moral complexities of rudeness in nursing. Building a culture of civility, cooperation, and respect for one another is crucial, according to the ANA Code of Ethics (2021). According to Provision 1, nurses must treat everyone with kindness and respect, including their coworkers. According to Provision 8, nurses must work together to uphold human rights and lessen inequities, which includes dealing with toxic workplace dynamics. For resolving such conflicts, the article *An Integrated Ethical Decision-Making Model for Nurses* provides a framework. It motivates nurses to recognize the moral dilemma, acquire pertinent data, think about their values and principles, and act. The new nurse must balance the ethical duty to promote a healthier workplace with the dangers of speaking up in this situation. Unresolved ethical conflicts can result in moral distress, burnout, and subpar care, as the review article *Nurses’ Experiences of Ethical Dilemmas* emphasizes. Incivility fosters a hostile atmosphere that jeopardizes safety and teamwork, particularly when it becomes accepted. Without assistance, new nurses are especially at risk of leaving the field too soon.
**Conclusion**
An ethical dilemma that requires consideration and action regarding incivility between experienced and inexperienced nurses is more than just a problem at work. This monologue demonstrates how tacit animosity and silence can undermine trust, jeopardize treatment, and transgress moral principles. Through the implementation of ethical frameworks and the promotion of courteous teamwork, nurses can start to change the culture to one that more accurately represents the ideals of the field. Speaking up even when it's difficult is the first step toward awareness, which in turn leads to change.
**References**
American Nurses Association. (2021). *Nursing: Scope and standards of practice* (4th ed.). American Nurses Association.
Andrews, M. M., Boyle, J. S., & Collins, J. W. (2016). *Transcultural concepts in nursing care* (7th ed.). Wolters Kluwer.