Barriers that Prohibit a Patient

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Barriers that Prohibit a Patient

Barriers that Prohibit a Patient

Patient safety is of utmost importance. Put yourself in this scenario. While you are completing an admission, you notice a number of unusual bruises and several abrasions on the patient. After reviewing the module resources, consider how you would approach the topic with the patient. What barriers prohibit the patient from opening up regarding the abuse, and how can you address these barriers through the assessment process? What is your responsibility if you suspect abuse? What educational resources are available to you as a nurse in your current setting (travel nursing) or in your state (New York)? What educational resources are available to the patient in your setting?

Resources Below to use!

PDF: Model Domestic Violence Hospital Policy

https://web.archive.org/web/20150919084118/http://www.stfranciscare.org/uploadedFiles/Departments/DV%202model%20policy%206-23.pdf

Article: Domestic Violence: What Can Nurses Do?https://www.crisisprevention.com/Blog/Domestic-Violence-What-Can-Nurses-Do

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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665 C Week 6 Assignment I: Pediatric Case Study

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665 C Week 6 Assignment I: Pediatric Case Study

  1. What important information is missing from the case study?

Carl’s early developmental history—including any noteworthy delays or milestones before his adoption at age two—is not thoroughly covered in the case study. Knowing his baseline development and any early indicators of neurodevelopmental problems must be understood in this context. Furthermore, details about the care, socialization, and stimulation levels offered in the Eastern European orphanage are lacking. These variables might have significantly impacted his mental and emotional growth. The absence of comprehensive documentation also extends to any medical examinations or treatments performed during his formative years, especially those related to possible alcohol consumption during pregnancy (Jacobi et al., 2021). Gaining insight into the degree and timing of his self-harming actions, together with any recognized triggers across time, will help put his current state of health in a better perspective.

Furthermore, the patient’s prior clinical history—including previous diagnoses, tried therapies, and the effectiveness of those interventions—is not briefly reviewed in their mental evaluation. When selecting a new medicine, it is crucial to know information about the fluoxetine experiment’s dosage, duration, and observed adverse effects. These specifics have not been disclosed. There is also a lack of knowledge of his interpersonal communication, behaviors, interactions at home and school, behavioral patterns, and methods for managing stress and emotions inside and outside the house (Hughes et al., 2023). If a record of the helpful actions that were taken were accessible, it would be beneficial to know how his behaviors were managed both at home and at the residential school when creating a therapy plan. Finally, and perhaps most importantly, while evaluating Carl’s support system, it is critical to know what worries Carl’s adoptive parents about the present and what they hope from Carl’s assistance.

  1. Discuss average developmental achievements and potential vulnerabilities.

Carl is facing various bio-psycho-social-spiritual-system developmental risk factors due to his life circumstances, such as potential exposure to alcohol during prenatal development, which can lead to neurodevelopmental issues. Additionally, he lacks parental figures and has experienced living in an orphanage. Alcohol consumption during pregnancy can lead to Foetal Alcohol Spectrum Disorder (FASD), which encompasses a range of cognitive, behavioral, and emotional impairments that can affect a child’s ability to learn, regulate their behavior, and manage their emotions. The enduring separation leads to developmental abnormalities and attachment issues that arise from perception deficits resulting from early-life neglect and insufficient caring (Hughes et al., 2023). The early traumatic incidents may have contributed to his audacious inclination towards self-harm and subsequent attachment in later relationships. The study conducted within the DRM-residential school context aims to tackle these difficulties. However, since Carl’s dangerous behaviors persist and there is no sign of improvement in his health after taking fluoxetine, it is necessary to implement a personalized and comprehensive approach. Therefore, it is vital to comprehend these vulnerabilities, take appropriate measures to rectify them, and minimize his behavioral issues as much as possible for optimal development.

  1. What precipitating factors could be contributing to the current symptoms?

Multiple variables may have contributed to the occurrences that have caused Carl to experience varied symptoms. Additionally, John is afflicted by prenatal alcohol usage, and it is plausible that his learning challenges stem from the Foetal Alcohol Spectrum Disorders (FASD). Carl exhibits the learning impairments, behavioral challenges, impulsivity, and social and emotional reciprocity that were previously mentioned. In addition, he was adopted from an orphanage at the age of two, implying that he experienced an unstable attachment, insufficient care and attention, and limited stimulation during a crucial developmental stage of his brain. The occurrence of these traumatic events throughout early childhood might hinder the development of healthy attachment relationships, increase sensitivity to stress, and result in difficulties in self-regulation (Jacobi et al., 2021). These factors have led to his inclination towards self-harming behaviors and a tendency to isolate himself socially.

The stressors present in his current surroundings contribute to the deterioration of his symptoms. It would be highly challenging for a child with such a background and specific needs to remain in a residential group home and participate in a comprehensive and stimulating observation program. Self-harming behaviors may manifest when he becomes excessively stimulated by loud noises, many people, disorder, disarray, and excessive commotion in his surroundings. Furthermore, the absence of a stable and nurturing carer to meet his needs and provide emotional support may impede his ability to form secure attachments and navigate social interactions, perhaps diminishing his inclination to engage in repetitive behaviors. The negative response found in the prior trial with fluoxetine, which exacerbated his behaviors, suggests that his brain chemistry is sensitive and should not be unduly manipulated. In addition, the refusal of his adoptive parents to allow him to utilize antipsychotic medications limits the range of treatment options, potentially leading to a longer duration of suffering and his tendency to take risks (Jacobi et al., 2021). These elements underscore the long-term and intricate nature of cardiac issues in youngsters like Carl, indicating that relying solely on medication may not be adequate. They also illustrate the importance of a well-organized team in effectively managing such situations.

  1. What is the differential diagnosis?

To have a more comprehensive comprehension of Carl’s differential diagnosis and the reasons behind his persistent symptoms that frequently exacerbate the sickness, some medical conditions outlined in the provided case are as follows. Autism Spectrum Disorder is the primary and widely acknowledged issue that can potentially impact various features. Observing Carl deliver his speech and engage in multiple actions, some aspects of his behavior resemble those of an individual with autism, such as the youngster exhibiting a penchant for solitude, as he lacks social interaction skills (Kiser et al., 2020). Moreover, in the child’s speech, there are instances of echolalia where the child repeats sentence back in their entirety. In addition, he shows a proclivity for industriousness and focus with his job responsibilities Here, there are several signs of sensory dysfunction in addition to the structural anomalies that are common in a child with AS.

An additional diagnosis that needs to be considered when assessing a patient’s level of acuity is mental retardation, sometimes known as intellectual disability. Lastly, the following modifications should be noted: Carl exhibits some numerical and computational orientation despite having a lower IQ. He struggled with basic social, personal, and functional skills, which led to specific cognitive deficits and possible memory loss, as well as slower information processing. Furthermore, he may receive a diagnosis of Foetal Alcohol Spectrum Disorder (FASD) owing to evidence of prenatal alcohol consumption. Most of the impacts of FASD on learning, memory, speech and language development, and—most importantly—executive functioning are negated by Carl’s learning style, which is presented in this work (Kiser et al., 2020). The young guy may have several mental health issues, but anxiety disorders and depression can be partially blamed for some of his symptoms, such as social disengagement and self-harm. It is hard to talk about an independent examination of Carl concerning a small group of subject matter experts because differentiating between different types of such disorders and creating a more effective treatment plan for Carl’s specific case requires differentiation.

  1. Describe the etiology of the primary diagnosis.

Based on Carl’s notable disengagement from social contacts, communication difficulties, stereotypic conduct, and heightened sensitivity to stimuli, his condition aligns most closely with the diagnosis of autism spectrum disorder (ASD). The causes of ASD are multifaceted, encompassing genetics, neurology, and environmental factors. ASD exhibits a strong hereditary nature about this specific component, and numerous studies validate the fundamental involvement of multiple genes in developing this illness. These genes have a crucial role in the development of the brain, namely in neuronal transmission and synaptic circumstances. In such instances, conducting a thorough investigation into the familial lineage may yield multiple cases of individuals with ASD or other neurodevelopmental problems, indicating a hereditary component (Wheeler, 2013). Furthermore, it is crucial to note that family history can be a contributing factor to some types of ASD, as evidenced by current research indicating that mutations in specific genes or chromosomal abnormalities might potentially be responsible for the onset of the illness.

  1. How should physiologic complications be monitored and assessed?

Carl’s case suggests that any potential physiologic issues should be closely watched and assessed using a physiologic approach, which may entail consulting other specialists. This is because he walks around the home, hits his head on the floor, and has already experienced a fractured skull. He needs to get checked out to make sure his physical condition is stable. Brain damage and other neurological abnormalities should be checked for with neurological testing to determine any neurological effects that may result from the actions above. This is expected given that he is already taller than typical for his age, and any anomalies in his endocrine system or metabolism should be found early on in some investigations. To assess the effectiveness of any medications given and any potential adverse effects, the patient with muscular dystrophy also requires periodic psychological evaluations; the use of fluoxetine has been shown to have unfavorable results in the past. These three critical areas need to be balanced in his primary care management. He should also have routine screenings for other comorbidities that are common in children with ASD, such as gastrointestinal issues, sleep disturbances, and sensory integration disorder (Wheeler, 2013). Formalizing scales and involving teachers and caregivers in completing observation forms about behavioral changes and other symptoms affecting Carl’s health will guarantee a thorough understanding of the client’s status. They may necessitate the application of timely and appropriate intervention.

  1. What are the usual nonpharmacologic therapies that would help?

Carl has a chronic mental disease. Therefore, nonpharmacologic methods are beneficial for improving functioning and symptom relief. As it involves creating positive behavioral strategies and inhibiting negative or detrimental ones by employing a variety of tactics, ABA is one of the current universal therapies that treat children diagnosed with ASD. His communication difficulties may improve with speech treatment, and his hesitation and echolalias may be discouraged. Augmentative and alternative communication (AAC) equipment may also be introduced when appropriate. Carl’s gross and fine motor reactions to clutter, his surroundings, and his ability to care for himself should all be improved with the help of occupational therapy (OT). Carl will be able to communicate more sophisticatedly with peers and adults through social skills training, which is equally necessary. In addition, CBT-based family and individual counseling would help him create a treatment plan that would effectively address his anxiety and other emotions (Jacobi et al., 2021). It is essential to prescribe these therapies, provide training and counseling to family members and carers, and maintain consistency while executing these therapies in various settings so that Carl can learn how to adapt and develop.

  1. What medications could help and why?

In Carl’s instance, medication recommendations are necessary for the management of specific symptoms associated with autism spectrum disorders (ASD) and related illnesses. Sertraline or fluvoxamine are two SSRIs that may help patients with autism spectrum conditions who show anxiety and repetitive behaviors. However, employ caution since the patient had side effects from fluoxetine. Risperidone and aripiprazole are two antipsychotic medications that can help reduce severe irritability, violence, and self-harming behaviors—all of which are significant concerns for Carl. For patients with ADHD who have restlessness or difficulties concentrating, atomoxetine, a non-stimulant medicine, can be used in addition to methylphenidate, a stimulant prescription (Kiser et al., 2020). It is imperative to closely monitor any additional indicators of intolerance or unfavorable effects on the body and the optimal dosage for Carl based on his body’s response to these medications.

  1. Identify safety risks and how they should be addressed in the treatment plan.

Regarding Carl, he has several significant risks that he must deal with. Firstly, the character exhibits suicidal tendencies: as depicted in the tale, he attempts to forcefully press his head onto the floor, resulting in a severe head injury. The second concern that should be highlighted is his likely attempt to flee by running towards the door and possibly eloping. In such instances, the treatment should involve vigilant monitoring of the child and meticulous arrangement of the physical surroundings provided to the child to eliminate potential hazardous circumstances. For example, the child may play with plush toys and cushions affixed to the walls, floor, etc. One treatment approach for persons who engage in self-injurious activities is applied behavior analysis. This method entails recognizing unwanted behaviors, such as self-harm, and then teaching the client to replace them with more appropriate behavior patterns. Utilizing a well-structured plan or timetable and using data can significantly decrease anxiety and impulsive behaviors by clearly understanding time allocation (Hughes et al., 2023). Therefore, it is advantageous to establish a robust safety program that focuses on enhancing staff’s knowledge of conflict avoidance measures and improving their capacity to respond efficiently when necessary. Carl must visit a mental facility regularly and have his general practice physician frequently reassigned to modify the treatment plan and ensure Carl’s safety.

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References

Hughes, H. K., Moreno, R. J., & Ashwood, P. (2023). Innate immune dysfunction and neuroinflammation in autism spectrum disorder (ASD). Brain, behavior, and immunity, pp. 108, 245–254. https://www.sciencedirect.com/science/article/pii/S0889159122004597

Jacobi, S., Beynon, A., Dombrowski, S. U., Wedderkopp, N., Witherspoon, R., & Hebert, J. J. (2021). Effectiveness of conservative nonpharmacologic therapies for pain, disability, physical capacity, and physical activity behavior in patients with degenerative lumbar spinal stenosis: a systematic review and meta-analysis. Archives of Physical Medicine and Rehabilitation, 102(11), 2247–2260. https://www.sciencedirect.com/science/article/pii/S0003999321003245

Kiser, L. J., Miller, A. B., Mooney, M. A., Vivrette, R., & Davis, S. R. (2020). Integrating parents with trauma histories into child trauma treatment: Establishing core components. Practice Innovations, 5(1), 65.

Wheeler, K. (2013). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. Springer Publishing Company.

665 C Week 6 Assignment I: Pediatric Case Study

Please review and Complete the Pediatric Case Study below. Please use at least four scholarly sources.  Number the questions as you answer them. But before we complete it, let’s review the professor’s comment from the previous case study we did (Complicated pregnancy case study. This will help us to excel well in this pediatric case study.

Professor comments on the previous assignment (Complicated Pregnancy Case study). Please copy the link and paste in your browser.

 

file:///Users/ndaha/Downloads/Alfred%20Ndah_876243_0%20(2).pdf

 

Grading Category: Case Studies

Instructions

In this assignment, you will review the Pediatric Case Study and analyze the data to determine the health status of the patient. You will need a minimum of two scholarly references to support your work.

  • Use the NU665C Pediatric Case Study Questions (Word)document to complete the case study assignment.
  • Follow the requirements posted in the rubric.
  • Interactive case studies should be seven-pages depending on the complexity of the case. This is excluding title and references pages.

All papers must conform to the most recent APA standards.

Please refer to the Grading Rubric for details on how this activity will be graded.

 

 

Week 6: Learning Materials

Readings

Required

Video

Resources

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NU 665: Personality Disorders

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NU 665: Personality Disorders

Biopsychosocial Assessment

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Initials:

 

 

 Age: Redacted     Weight:   Redacted     Ethnicity: Redacted            Race:    Redacted          Allergies:      Pollen, dust dairy, gluten

 

Occupation:       Retail associate                             Family Constellation:    Lives with spouse and two children

 

Living Situation: Lives in a Stable home environment

 
Presenting complaint:

 

 

 

 

 

 

 

History of present illness:

 

 

 

 

 

 

 

Characteristics of Personality Disorder

 

The characteristics of a personality disorder are impairments in self and interpersonal functioning, and the presence of pathological personality traits. To diagnose a personality disorder, the following criteria must be met:

 

•Substantial impairments in self (identity or self-direction) and interpersonal (empathy or intimacy) functioning

 

•One or more pathological personality trait domains or trait features

 

•These impairments in personality functioning and the individual’s personality traits are relatively stable across time and situation

 

•These impairments in personality functioning and personality trait expression are not considered as normal for the individual’s developmental stage or socio-cultural environment

 

•These impairments in personality function and trait expression are not due to the physiological effects of a medical condition or substance (APA, 2013).

 

 

 

Patterns of behavior (self-harm, alcohol, drug use, Addiction (shopping, gambling, pornography, video, gaming, etc.):

 

Shoplifting:

 

Legal issues:

 

 

 

Interpersonal functioning and relatedness:

 

 

 

 

 

 

 

 

 

 

Alterations in cognition:

 

 

 

 

 

 

Current and recent stressors:

 

 

 

Current coping skills:

 

 

 

 

 

 

Spirituality and/or religion:

 

 

 

 

 

 

Client and family’s perception of problem:

 

 

 

 

 

 The patient has chronic interpersonal conflicts, mood instability, impulsive behaviors, and recurrent feelings of emptiness. The patient self-reports having problems in relationships and experiencing frequent emotional outbursts. The patient also has a history of self-harm and suicide attempts. The patient further reports that she frequently experiences feelings of dissociation and transient paranoia when under stress, complicating her daily functioning. She also has difficulty trusting others and often misinterprets neutral interactions as personal attacks.

 

She had emotional dysregulation characterized by impulsivity and fear of abandonment and unstable relationships since adolescence. Previous therapy sessions had been unreliable; pharmacological treatments had been adhered to poorly. Psychotic symptoms were denied. The patient has had multiple job changes due to workplace conflicts, difficulty in sustaining friendships, and frequent arguments with family members. The patient has difficulty maintaining her responsibilities and frequently procrastinates tasks, which generate more stress for her.

 

The patient presents with Borderline Personality Disorder (BPD), a personality disorder under the Cluster B disorders. The condition affects their emotions, relationships, and sense of self. The patient constantly experiences frequent mood swings, has impulsive behaviors, and a sense of “being empty” (APA, 2022). All of these symptoms are ongoing and consequently cause drastic problems in her everyday life. The client easily overreacts to criticism either in the form of extreme rage or withdrawing. She  also has low self-esteem  and worthlessness, which contribute to her emotional instability.

 

 

 

 

 

 

·         Impairments in interpersonal and self-functioning: Unstable

 

 

 

 

 

 

·         Pathological personality features: Impulsive

 

 

 

·         Stability across time and situations: Persistent

 

 

 

 

 

·         Not usual for developmental stage or socio-cultural environment: Atypical

 

 

 

 

 

 

·         Not due to medical conditions or substance use: Psychological

 

 

 

 

 

 

 

 

·         Self-destructive (self-harm) behavior: self-cutting, and past attempts at suicide

 

·         Social use of alcohol: no substance use dependence

 

·         Compulsive spending, and bingeing on food.

 

·         No legal history

 

·         Excessive reassurance-seeking behaviors

 

·         Breaks down emotionally to minor mishaps

 

 

·         Intense unstable relationships.

 

·         Rapid shifts in mood and thoughts towards others

 

·         Fear of abandonment leading to excessive reassurance-seeking behaviors.

 

·         Reports feelings of being “empty” and having no stable sense of self.

 

·         Avoids social activity because of  fear of being criticized or rejected

 

 

·         Paranoid thinking and appears to dissociate when she is under stress.

·         Exhibits maladaptive thought patterns

·         Recurring fear of being abandoned by loved ones even without objective cause.

·         Has difficulty concentrating due to emotional distress

 

 

·         Interpersonal relationship conflict with spouse.

·         Work stress due to perceived rejection.

·         Recent argument with close friend that resulted in emotional pain.

·         Money problems due to irresponsible spending.

 

·         Ineffective coping (self-harm, avoidance).

 

·         Journaling and doing exercises occasionally.

 

·         Tried meditation but cannot continue.

 

·         Employs fleeting distractions like binge-watching TV shows

 

 

·         Reports being religious; using faith on occasion when distressed.

 

·         Reports feeling conflicted about religious beliefs when emotionally unstable.

 

·         Used spiritual counseling on occasion in the past for emotional guidance.

 

·         Client acknowledges emotional instability but attributes trouble to external factors.

 

·         Family reports frustration with erratic behavior.

 

·         Spouse worries about the impact of mood swings on home life.

 

·         Family perceives the client as overly sensitive and reactive
Past medical history (medical history, treatment and outcomes, recent and past hospitalizations, surgeries):

Family medical history:

 

 

 

 

 

 

 

Medications (side effects, adverse side effects, and treatment response) INCLUDE BELIEFS about medications

 

 ·         History of migraine and mild hypertension.

 

·         No significant medical illnesses in history.

 

·         Occasional gastrointestinal symptoms related to stress.

 

 

·         Father with hypertension and alcohol use disorder.

 

·         No known genetic predisposition to psychiatric conditions except for maternal depression.

 

·         Sibling diagnosed with an anxiety disorder.

 

 

·         Fluoxetine 20 mg daily (only partially adherent).

 

·         No severe side effects have been reported.

 

·         Patient has quit medications in the past due to fears of being dependent.

 

·         Patient has tried mood stabilizers but stopped them as they were very sedating.

 

 
Non-prescription drugs/OTC:

 

 ·         Reports the use occasional use of ibuprofen for headaches.

·         She says that she takes melatonin for sleep but finds it inconsistent.

 
Substance use history (for each substance, identify the type and details to include: duration, frequency, last use; blackouts; withdrawal seizures; drug-related psychosis).

Legal, psychosocial, physical, interpersonal,    and occupational consequences.

 

 

Smoking history:

Alcohol use:

Marijuana use:

Illicit drugs:

 

 ·         Social alcohol use only; no use of illicit drugs

·         No prescription medication misuse has ever been documented.

·         Caffeine is overused at times to counteract fatigue

 

 

 

 

 

 

 

 

 

 

 

·         No history of smoking

·         Drinks socially especially over the weekends

·         No history of marijuana use

·         Has no history of using illicit drugs
Herbals:

 

Complementary treatments:

 

  

·         Reports that she occasionally takes herbal supplements for stress relief.

·         Uses vitamin D

 
Include exposure to prescription opioids (reasons for use, pain, duration, frequency etc.)

Psychotropic medications, side effects, adverse side effects, and treatment response:

 

 ·         No current opioid use

·         No history of opioid misuse; dependence

 

 

 

 

·         Trialed on SSRIs and mood stabilizers with poor compliance.

 

·         History of benzodiazepine use for acute anxiety, but stopped due to dependency risk.

 

·         No antipsychotic medication use history
Past psychiatric history (psychiatric history/treatment and outcomes, recent and past psychiatric or substance abuse hospitalizations, residential or outpatient treatments):

Family psychiatric history and/or substance use history:

 

 

 

 

Sociocultural history (family and social history, work history, current employment, volunteer work, legal history, active and past, current support system, marital status, and children):

Trauma history:

 

Trauma exposure (childhood abuse or neglect, rape or sexual assault, emotional abuse, domestic violence, military/combat service, and natural disasters, historical/political trauma):

History of head injury, loss of consciousness, seizures:

 

 ·         Hospitalized at age 19 for suicidal ideation.

 

·         Individual therapy in the past, but stopped due to frustration at lack of perceived progress.

 

·         Group therapy in the past but felt uncomfortable discussing experiences

 

 

·         Mother diagnosed with depression.

 

·         No first-degree relative history of schizophrenia or bipolar disorder.

 

·         Reports family history of anxiety disorders.

 

 

·         Stable job but frequently has interpersonal conflicts with colleagues.

 

·         Developed in a home with significant parental conflict.

 

·         Reports poor social support network.

 

·         Unstable finances secondary to spending impulsively

 

 

 

·         Emotional abuse and neglect by parents during childhood.

 

·         Bullied during adolescence.

 

·         Difficulty trusting authority figures based on past negative experiences.

 

 

 

 

·         No significant history reported.

 
COMPREHENSIVE  TREATMENT PLAN:

 

INCLUDE EVIDENCED- BASED THERAPEUTIC MODALITIES FOR THE IDENTIFIED PERSONALITY DISORDER

  

1)      Dialectical Behavior Therapy (DBT)

 

·         Weekly individual sessions to improve emotional regulation and distress tolerance.

 

·         Group therapy for skills training (Leichsenring et al., 2024).

 

·         Crisis intervention strategies (e.g., mindfulness, interpersonal effectiveness).

2)      Cognitive-Behavioral Therapy (CBT)

 

·         Identifying and modifying maladaptive thought patterns (Amano et al., 2023).

 

·         Behavioral activation for mood stabilization.

 

3)      Medication Management

 

·         Continue Fluoxetine and monitor adherence.

 

·         Consider low-dose atypical antipsychotics (e.g., Quetiapine) if severe mood instability persists.

 

·         Psychoeducation about the importance of medication compliance.

 

4.       Family Therapy

 

·         Education of the family members on the disorder BPD, and improvement of communication skills.

 

·         Reducing invalidation and increasing positive interactions in relationships (Leichsenring et al., 2024).

 

·         Encouragement of planned family sessions to improve the interaction of family members.

 

5.       Lifestyle Changes

 

·         Regulated schedule for stabilization of sleep and diet habits.

·         Systematic workout for enhanced emotional control.

·         Practicing self-caring activities like yoga and guided meditation (Girolamo et al., 2024).

6.       Crisis management plan

 

·         Suicidal prevention methods and crisis contacts.

·         Triggers understanding and controlling techniques.

·         Development of a personalized crisis response plan.

 

 

References

Amano, M., Katayama, N., Umeda, S., Terasawa, Y., Tabuchi, H., Kikuchi, T., … & Nakagawa, A. (2023). The effect of cognitive behavioral therapy on future thinking in patients with major depressive disorder: A randomized controlled trial. Frontiers in Psychiatry, 14, 997154. doi: 10.3389/fpsyt.2023.997154

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders https://www.mredscircleoftrust.com/storage/app/media/DSM%205%20TR.pdf

Girolamo, G. de, Leone, S., D’Addazio, M., Toffol, E., Martinelli, A., Bellini, S., Stefano Calza, Carnevale, M., Cattane, N., Cattaneo, A., Ghidoni, R., Longobardi, A., Maffezzoni, D., Martella, D., Meloni, S., Mombelli, E., Pogliaghi, S., Saraceno, C., Tura, G. B., & Rossi, R. (2024). Physical Activity in young female outpatients with BORderline personality Disorder (PABORD): a study protocol for a randomized controlled trial (RCT). Trials, 25(1). https://doi.org/10.1186/s13063-024-08525-8

Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., … & Steinert, C. (2024). Borderline personality disorder: a comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies. World psychiatry, 23(1), 4-25.  https://doi.org/10.1002/wps.21156

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NU 665: Personality Disorders

Value: 100 points

Due: Day 7

Grading Category: Assignments

Instructions

Using your clinical experience, choose a patient you have seen diagnosed with a personality disorder.

  • Download the Biopsychosocial Template (Word) to write about that client for this assignment.
  • Use the template to create an evidence-based treatment plan using all the components within the template. Include the Personality Disorder Cluster in the DSM-5-TR. Follow HIPAA guidelines to avoid providing information that identifies the patient.

Criteria for this paper:

  • Answer template questions, integrating resources to provide rationale for all decisions.
  • Use APA formatting for all components of your paper.
  • Your paper should be two to three pages in length not including the reference page.
  • Use at least one nursing journal reference from CINAHL (available through the Regis library) to support your rationale.

Please refer to the Grading Rubric for details on how this activity will be graded.

 

NRS-410V Module 4 CLC

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NRS-410V Module 4 CLC

NRS-410V Module 4 CLC

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Pathophysiology and Nursing Management of Clients Health – Alterations in Pulmonary and Kidney Function

Grand Canyon University

As a group, observe the simulated “Home Visit With Sallie Mae Fisher” video ().

Refer to “Sallie Mae Fisher’s Health History and Discharge Orders” for specifics related to the case study used to inform the assignment.

Using “Home Visit With Sallie Mae Fisher” and “Sallie Mae Fisher’s Health History and Discharge Orders,” complete the following components of this assignment:

Essay Portion

After viewing the home visit, write an essay of 500-750-words in which you do the following:

  1. Identify, prioritize, and describe at least four problems.
  3. Provide substantiating evidence (assessment data) for each problem identified.
  4. Identify and describe at least four medical and/or nursing interventions.
  5. Discuss your rationale for the interventions identified.

Prepare this step of the assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Scripted Dialogue Portion

Utilizing the information learned from the home visit, health histories, and discharge orders, write a scripted dialogue in which you provide Sallie Mae with education that describes her problems and the interventions identified to improve her condition. Consider Sallie Mae’s physiological, psychosocial, educational, and spiritual needs when developing your dialogue.

Your dialogue should resemble a script. The following is an example of a few sentences from a scripted dialogue:

Nurse: “Good morning, Salle Mae, my name is ______ and I will be your nurse today. I understand you are experiencing problems with ________.”

APA format is not required for this part of the assignment, but solid academic writing is expected.

Refer to “Home Visit With Sallie Mae Fisher Grading Criteria.”

NRS 430V

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NRS 430V

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Professional Dynamics – Scope of Practice and Differentiated Practice Competencies

Grand Canyon University

Select a Nursing Conceptual Model from Topic 2, and prepare a 12-slide PowerPoint presentation about the model. Include:

  1. A brief overview of the nursing conceptual model selected.
  2. Explanation of how the nursing conceptual model incorporates the four metaparadigm concepts.
  3. Explain at least three specific ways in which the nursing conceptual model could be used to improve nursing practice. Elaborate, explain, or defend each point mentioned.
  4. Provide current reliable sources to establish credibility for the presentation.

Requirements for PowerPoint are as follows:

  1. 10 slides for content.
  2. 1 slide for references.
  3. 1 slide for the title, which includes: (a) title of the presentation, (b) names of the CLC group members, and (c) date
  4. Accompanying speaker notes elaborating on the information contained in each slide.
  5. One member of the CLC group will submit the presentation, speaker notes, and the completed “CLC Group Project Agreement” to the instructor.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

NURS3375

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NURS3375: Safe Harbor

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NURS3375: Safe Harbor

Due to staffing shortages and the unpredictability of hospital needs, nurses are sometimes asked to take on assignments outside their normal routines.  As a healthcare professional, you must understand your options when asked to take on such assignments, the risks associated with accepting some assignments, and the protections afforded you by the law.  Reflect upon your learning about the Safe Harbor protection as well as any experiences you have had in this realm.  Then follow the instructions and complete the Safe Harbor form based upon a fictitious scenario.

Refer to your course readings and lectures as you complete the assignment.

Performance Objectives:

•             Explain and apply appropriate options regarding acceptance or rejectionof assignments, including the use of Safe Harbor.

•             Answer fill in the blank questions according to the readings this week.

NURS3375 Assignment Safe Harbor

Part 1: Safe Harbor Scenario and Questions

Nursing safe harbor is a law that nurses can use to absolve themselves of liability when forced to commit an act that the nurse believes violates Texas Board Statutes and Rules. Every nurse should be aware of the statutes and rules governing their profession. If a patient, supervisor or doctor asks the nurse to violate one of these rules, the nurse can invoke safe harbor before committing the act to ensure that they aren’t held legally responsible for what happens next. This protects them from facing punitive measures from their employer, losing their nursing license or being sued in court for putting a patient’s life in danger.

Explore the Case Study Scenario and place yourself in this situation. Answer the following questions according to your knowledge of Safe Harbor from the lectures and readings this week.

On Sunday, August 6th, you arrive to Saint Luke’s Hospital at 7pm for your night shift and clock into the ICU. Maria, the Charge Nurse, approaches you as you are putting your bag in a locker. “Thank goodness you are here”, she says. “You are going to have to take extra patients tonight. I am dealing with 2 nurses who just called in sick. Your assignment tonight will include the septic and stroke patients you had last night, but you also need to take on two more- one with a brain aneurysm and one that is post op major cardiac surgery.” You know that this is an impossible task and would be placing the patients in serious harm. You ask if anyone can float to the floor or if someone can be called in, but no one is available. “This is all on you. I need you to be a team player here,” says Maria. You decide to claim Safe Harbor and find Christine, the Nurse Supervisor, who will invoke the Quick Request form on your behalf?

1). What are the 4 choices every RN has when given an assignment?

1).

2).

3).

4).

2). Based on the scenario above, you have decided to claim Safe Harbor. Refer to Rule 217.11 Standard of Nursing Practice, specifically Rule 217.11 1(T). Type the Rule as it appears into the first text box. Based on this rule, why did you claim Safe Harbor? Type in second box.

Rule 217.11 1(T)-

Why did you claim Safe Harbor?

3). Name the two forms that need to be completed both before and after your shift. ***Update Spring 2020, you can now invoke orally to supervisor who then can record the event, but forms still must be filled out***

1.

2.

Part 2: Safe Harbor Quick Request Form

Below you will find the Safe Harbor Quick Request Form that must be completed before you engage in the care of these patients. Fill out the text box portion as you are the nurse in the scenario.

Do NOT fax or mail this form to the BON. Give it to your supervisor.

BON Safe Harbor Quick Request Form

A valid Safe Harbor Quick Request must include the following information (  ):

•             ?? Name(s) of the nurse(s) invoking safe harbor:

•             ?? Name of the supervisor recording the safe harbor invocation on behalf of the nurse(s), if applicable [*Required if the nurse(s) orally invoke(s) safe harbor in accordance with NPR Law §303.005(b-1).]:

•             ?? Date and time of the safe harbor invocation:

•             ?? Location where the requested conduct or assignment that is the subject of the safe harbor invocation occurred:

•             ?? Name of the person who requested the nurse(s) engage in the conduct or made the assignment that is the subject of the safe harbor invocation:

•             ?? BRIEF explanation of why the nurse(s) is(are) requesting a nursing peer review committee determination [For assistance, please review Board Rules 217.11 &217.12.]:

?? Signature(s) of the nurse(s) invoking safe harbor [*This form must be signed by the nurse(s) invoking safe harbor even if the supervisor completes the form in accordance with NPR Law §303.005(b-1) & (b-2).]:

Your Typed Signature:

?? Signature of the supervisor recording the nurse’s safe harbor invocation, if applicable [*Required if the nurse(s) orally invoke(s) safe harbor.]:

Your Supervisors Typed Signature:

DO NOT FAX OR MAIL THIS FORM TO THE BON. GIVE THIS FORM TO THE SUPERVISOR WHO MADE THE ASSIGNMENT OR REQUESTED THE CONDUCT FOR WHICH YOU ARE INVOKING SAFE HARBOR, AND KEEP A COPY FOR YOUR RECORDS.

This Safe Harbor Quick Request Form is part 1 of 2 for valid invocation of safe harbor. Please complete part 2 of 2 (the Comprehensive Written Request for Safe Harbor Nursing Peer Review) before leaving the work setting at the end of the work period.

Submit this Assignment Document into Canvas for grading.

Nurse Practitioner

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Nurse Practitioner

Nurse Practitioner

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The paper is to be based on current literature, standards of practice, core competencies, and certification bodies for my chosen role (Nurse Practitioner) The paper should be 10–12 pages excluding the title and reference, and APA format is required. Please it has to be a separate page for title, 10 pages for the materials and last page for references. I am attaching 3 paper files that were done with good grade. I want you to use them for the corresponding points please and to match my answer of those paper with this final proyect. I displaying the grading criteria because is more detailing for the proyect requirement. Any question please contact me asap.

Assignment 2 Grading Criteria
Maximum Points
Advanced Practice Roles in Nursing:

Compared and contrasted the roles of the NP, nurse educator, nurse informaticist, and nurse administrator in advanced practice nursing pertaining to clinical practice, primary care, education, administration, and research.
60
Individual Advanced Practice Role (20 points each):

Examined regulatory and legal requirements for the state in which you plan to practice.
Described the professional organizations available for membership based on your selected role.
Identified required competencies, including certification requirements for your selected role.
Predicted the organization and setting, population, and colleagues with whom you plan to work.
80
Leadership Attributes of the Advanced Practice Role (20 points each):

Determined your leadership style.
Identified leadership attributes you currently possess and attributes you may need to develop.
Determined how to attain and evaluate those missing attributes.
60
Health Policy and the Advanced Practice Role (20 points each):

Visited the Robert Wood Johnson Foundation and identified a health policy issue. Conducted a review of literature and addressed the following:

Described the current policy and what needs to change; justified your conclusions with citations from the literature.
Provided the process required to make the change with key players and parties of interest.
Explained how you could lead the effort to make or influence the change in policy.
Predicted the effect on healthcare quality if the change in policy is implemented.
80
APA Style/Format:

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Health Care System

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Health Care System

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Health Care System Case Discussion

In your Niles text, Basics of the U.S. Health Care System (3rd ed.), read: Chapter 14, “Analysis of the U.S. Healthcare System,” pages 377–382, on International Healthcare Systems, Universal Healthcare Concepts, and Lessons To Be Learned from Other Healthcare Systems, and Foundations and Future of Health Care Delivery Management, to read: Chapter 14, “International Health Care,” pages 238–243.

Use the Internet to explore the following resources related to global health. You will use information from these Web sites for discussions in this unit:

Global Health Observatory (GHO) Data, World Health Organization (WHO).
United States Agency for International Development (USAID).
Jobs and Opportunities Around the World, Centers for Disease Control and Prevention (CDC).
Medical Tourism, Centers for Disease Control and Prevention (CDC).
Against the Odds – Making a Difference in Global Health, U.S. National Library of Medicine.
Your main post for this discussion begins your coursework for completing the assignment in Unit 7, Analyzing and Recommending Healthcare System Reform Options.

1. Compare and Contrast Health Indicators and System Structures

For your main discussion post, choose a country that is a member of the Organization for Economic Co-operation and Development (OECD), and compare and contrast the healthcare system in that country with the healthcare system in the United States by addressing the following:

Compare and contrast U.S. indicators and outcomes to those of one other OECD member country.
Describe the current structure of the healthcare system of each country.
Using the online resources you subscribed to in Unit 1 (the wall street Journal, Joe Flower, Healthcare Facility Management magazine, Plane Tree Health Library, Digital Health Today, Futurism, The Medical Futurist) research and select one current professional or industry opinion or study related to your work in steps 1 and 2.
Identify and defend the credibility of the source of information you selected.
Summarize two major points or ideas from the information you have gathered
2. Global Aspects of Healthcare Management

For this discussion, refer to your studies on the different aspects of global healthcare.

Choose the aspect of global healthcare you found most relevant to your current management career or the career you plan to pursue. For your main post, prepare a short essay (use a minimum of 400 words), discussing your choice of:

Describe past or current experience(s) you have had in relation to this aspect of global healthcare.
Describe how it is related to your career (ER administrator).
Share interesting, current information you discovered from your Unit 1 subscribed resources in relation to this aspect of global healthcare.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NU 665 C Week 12 Assignment 1

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NU 665 C Week 12 Assignment 1

Homelessness in the LGBTQI Community: A Mental Health Crisis

Introduction

Whenever the issue of homelessness comes to mind, pictures of people sleeping on benches or otherwise taking shelter pop into one’s head. It is vital to bring forth a nearly overlooked group: LGBTQI homeless individuals. The situation is even worse than most people can ever envision and affects the general psychological functioning of these individuals. Let us begin first by understanding the reasons behind the cause. A large number of LGBTQI, mostly youth, end up homeless because families disown them immediately after they come out as gay, lesbian, bisexual, or even transgender (Gattis et al., 2024). It is tragic and astounding. Others leave their homes alone due to insecurity or not being accepted. No matter what the situation may be, people end up homeless and have nowhere to go.

How does this topic contribute to mental distress and diagnoses?

Homelessness is challenging for everyone, but LGBTQI people face additional problems. Due to their sexual orientation or gender identity and lack of stable residence, these people face substantial hostility. This mixture of prejudice may harm their mental health. It is hardly unexpected that many suffer emotional issues. Thus, how does this affect mental distress and diagnosis? Think about it this way. Homelessness causes constant worries about sleeping, eating, and safety (Newcomb et al., 2019). That is stressful. Include the fear of LGBTQI-related harassment or violence. Carrying a hefty backpack may tire you.

People may become subject to every psychological disorder due to the constant stress they have to endure. It is hard to remain positive when one is devalued by the family and society. A second significant challenge would be anxiety. It is tiring always being on one’s toes, wondering what the next minute will bring (Gattis et al., 2024). To alleviate their symptoms, some people may engage in substance abuse that exacerbates their condition.

Epidemiology and economic costs to society

Now, let us discuss the figures. Although exact statistics are difficult to come by, research indicates that LGBTQI youths are 120% more likely to experience homelessness in comparison to their straight counterparts, which is twice as much! Additionally, approximately 40% of homeless youths identify as LGBTQI, which is a significant number of young individuals experiencing hardship while living on the streets (Ventriglio et al., 2022).

The societal cost of homelessness extends beyond emotional implications and encompasses significant financial burdens as well. Consider the expenses associated with shelters, trips to the emergency department, and mental health treatments. When people are unable to engage in employment due to mental health conditions, it results in a decrease in production (Gattis et al., 2024). Quantifying it precisely is difficult, but the government spends billions of dollars annually.

Overview of the assessment/tools to assess for DSM-5-TR disorder

How should one identify the persons who require such support? Mental health experts make good use of many tools. The LGBTQ Homeless Youth Provider Survey is one perfect example. This tool has been designed and tailored particularly to measure the need and engagement of the LGBTQ+ young people affected by homelessness (Ventriglio et al., 2022). It mainly focuses on sexual preference and identity, mental health issues, causes of homelessness and social support. In a nutshell, this tool enables the providers to understand more about the problems that homeless LGBTQ+ youth face, as well as address these problems adequately.

The Risk and Behavioral Assessment (RBA) is another important tool. Although not strictly designed for this population, it is commonly used with homeless clients and can readily be modified for the purpose of assessing specific LGBTQ+ concerns (Ventriglio et al., 2022). It can establish the level of housing insecurity, psychological distress and experiences of violence. The RBA can inform the particular safety concerns and requirements for the current time, which can guide the interventions for the LGBTQ+ homeless population.

Pharmacological interventions plan of care to include holistic interventions and psychotherapeutic options  

When we talk about the issue of helping, what can we do for these individuals? Not every problem has a perfect answer, but there are ways to deal with them. So, there is medicine such as antidepressants and anxiety medications that assist a lot of people. Although such medication does not make everything magically disappear, it can calm you down and help you with the struggles of daily life (Makadon et al., 2015). Of course, a doctor has to carefully handle this, particularly for someone without a stable living condition. However, medication is not the only solution making it essential to consider the individual as a whole entity. When it comes to that, comprehensive therapies are the way to go. This might include things like:

  • Coming up with housing initiatives tailored exclusively for LGBTQI persons that provide a secure and inclusive environment (Gattis et al., 2024).
  • Providing vocational training and educational assistance to aid individuals in regaining stability.
  • Providing a safe space for individuals to connect with others going through similar situations.
  • Enhancing general well-being through nutrition and exercise programs.

Therapy is important throughout the process. Counseling may help people manage their emotions. These treatments may help:

  • Group therapy offers a feeling of togetherness and collective understanding.
  • Cognitive-behavioral therapy (CBT) facilitates the modification of detrimental cognitive processes.
  • Family therapy can be of great help in instances where reconciliation is possible.
  • Trauma-focused treatment may benefit people with an addiction and victims of violent crimes.

The healing process is gradual. What works for one patient may not work for another. Treatment choices are essential. Community support is also necessary. Shelters and community facilities that are friendly to LGBTQI could offer great comfort (Gattis et al., 2024). Sometimes, peer support could help in the recovery of a victim if people undergoing similar challenges get to share their ordeals. Awareness through education helps in addressing the issue of LGBTQI homelessness and mental health (Ventriglio et al., 2022). The issue needs awareness amongst families and schools as well. Knowledge enhances support and acceptance. Policy reform is also necessary. Discrimination against LGBTQI in housing and employment requires legislation. Public authorities should subsidize services specifically for the LGBTQI homeless population.

Conclusion

In conclusion, totally eradicating the issue of homelessness among the LGBTQI community calls for the combined efforts of many groups. By discouraging prejudice, promoting acceptance, and offering specific assistance, we can ensure these people’s survival and success. The whole thing can prove challenging, but with kindness, understanding, and a commitment to improvement, we can make a difference in the lives of those who are least able to help themselves in our community.

References

Gattis, M., Henderson, N., Kemmerer, A., & Fourie, J. (2024). Psychosocial experiences of LGBTQIA+ youth experiencing homelessness in Cape Town, South Africa. Southern African Journal of Social Work and Social Development. https://doi.org/10.25159/2708-9355/13496

Makadon, H., Potter, J., Mayer, K., & Goldhammer, H. (Eds.) (2015). The Fenway guide to lesbian, gay, bisexual, and transgender health (2nd ed.). Fenway Institute.

Newcomb, M. E., Hill, R., Buehler, K., Ryan, D. T., Whitton, S. W., & Mustanski, B. (2019). High burden of mental health problems, substance use, violence, and related psychosocial factors in transgender, Non-Binary, and gender diverse youth and young adults. Archives of Sexual Behavior, 49(2), 645–659. https://doi.org/10.1007/s10508-019-01533-9

Ventriglio, A., Castaldelli-Maia, J. M., Torales, J., Chumakov, E., De Berardis, D., & Bhugra, D. (2022). New approaches for mental health of social minorities. International Review of Psychiatry, 34(7–8), 760–769. https://doi.org/10.1080/09540261.2022.2133993

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NU 665 C Week 12 Assignment 1

Grading Category: Assignments

After you complete the readings, choose a topic related to LGBTQI behavioral/mental health. Examples include stigma, trauma, domestic violence, homelessness, bullying, or bipolar disorder.

In a Word document, write a synthesis paper that addresses the following sections:

  • Introduction to topic: How does this topic contribute to mental distress and diagnoses?
  • Epidemiology and economic costs to society
  • Overview of the assessment/tools to assess for DSM-5-TR disorder
  • Pharmacological interventions plan of care to include holistic interventions and psychotherapeutic options.

Your paper should be two to three pages long not including the cover sheet or APA references list and it should follow APA formatting for all components.

Please refer to the Grading Rubric for details on how this activity will be graded.

Week 12: Learning Materials

Readings

Required

  • Fitzpatrick, K.T.J. J. (2022). Advanced practice psychiatric nursing (3rd ed.). Springer Publishing LLC.
    • Chapter 24: LGBTQIA+ Issues: Care of Sexual and Gender Minority Clients
  • National LGBTQIA+ Health Education Center. (2017). Glossary of LGBT terms for health care teams (PDF).
  • National LGBTQIA+ Health Education Center (2023). Behavioral health care for LGBTQIA+ people. Note: You must register and read the privacy statement to view the materials.
  • Yarbrough, E. (2018). Transgender mental health. American Psychiatric Association Publishing.
    • Chapter 7: The Gender Dysphoria Diagnosis
    • Chapter 8: Gender-Affirming Mental Health

Recommended

  • Makadon, H., Potter, J., Mayer, K., & Goldhammer, H. (Eds.) (2015). The Fenway guide to lesbian, gay, bisexual, and transgender health (2nd ed.). Fenway Institute.

Webinars

Note: You must register and read the privacy statement to view the materials.

Resources

Note: While you are not required to submit this as part of an assignment, you are encouraged to complete the self-assessment for professional development.

Becoming a Sex Therapist

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Becoming a Sex Therapist

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After visiting the AASECT website and reviewing the certification overview, I gained some helpful information on the process of becoming a sexual educator, counsellor, or therapist. The website offers certification for people interested in promoting sexual health and other matters related to sexual health. To be certified, one needs to meet specific requirements, including completing appropriate education and training, having clinical experience and adhering to the organization’s code of ethics (Nasserzadeh, 2020). The certification process emphasizes the significance of proficient competence, moral conduct, and continuous education within the field of sexuality. In addition, AASECT emphasizes the centrality of understanding different points of view, social sensitivity, and the capacity to work with people and groups from diverse foundations.

For those considering a career in sex treatment or related areas, setting up both short-term and long-term objectives is significant. Short-term goals may incorporate enrolling in necessary courses or workshops on human sexuality, brain research, or counselling to pick up foundational information. Furthermore, securing internships or volunteer positions with organizations centred on sexual well-being can give significant practical encounters (Vawda, S., 2021). Attending conferences or workshops organized by AASECT can encourage collecting and offer exposure to current research and practices within the field. Long-term objectives might include seeking after-progressed degrees in psychology, social work, or counselling and procuring administered clinical involvement in sex therapy settings. Building a solid professional network in the field and remaining overhauled on the most recent research and progressions is additionally vital. Getting AASECT certification ought to be a long-term objective because it upgrades validity and illustrates a commitment to proficient measures and morals (Vawda, S., 2021).

For people fascinated by seeking a career in sex treatment or related areas, it is fundamental to maintain a solid scholarly foundation, pick up practical encounters, and develop a profound understanding of human sexuality. Emphasizing social sensitivity, moral practices, and continuous proficient improvement is essential in this field.

References

Nasserzadeh, S. (2020). 2020 AASECT award recipients. American Journal of Sexuality Education, 15(4), 415-425. https://doi.org/10.1080/15546128.2020.1807431

Vawda, S. (2021). Counsellors’ Experiences with Successfully Integrating Sexual Health into Clinical Practice. A Qualitative Phenomenological Study (Doctoral dissertation, Sam Houston State University).

Becoming a Sex Therapist

Paper details

Module 12: Becoming a Sex Therapist: After taking Human Sexuality, many students report interest in a career in sex therapy or research. This assignment will help you understand what those careers entail and determine if that is a path you\’d like to pursue.     Instructions: Begin by visiting the website for the American Association of Sexuality Educators, Counselors, and TherapistsLinks to an external site. and read the page on “Certification OverviewLinks to an external site.” that describes how to become a sexuality educator, a counselor, or a therapist. Then write a brief summary of what you learned, and make two lists (one of the short-term goals and the other of long-term goals) to assist them along this path, should they opt to pursue this career choice. If you cannot see yourself pursuing these career options, imagine that you are helping a friend or loved one pursue these career options. What steps would they need to take?

Here are the links  https://www.aasect.org/   https://www.aasect.org/aasect-certification