Discussion Board Post: Mild traumatic brain injury (mTBI)

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Discussion Board Post: Mild traumatic brain injury (mTBI)

 (Discussion Board Post: Mild traumatic brain injury (mTBI))

Discussion Board Post: Mild traumatic brain injury (mTBI)

Introduction

The article aims to explore the identification of mild traumatic brain injury (mTBI) after a concussive event. mTBIs present considerable physical, psychological, and financial effects on patients, families, and healthcare systems.3 Most patients can recover from mTBIs, but others continue to experience continual somatic, cognitive, emotional, psychological, and behavioral difficulties or post-concussion syndrome (PCS). In the past few years, awareness of mTBI and PCS has significantly heightened due to increased research on mTBI diagnosis, treatment, and management. Most patients do not always present in the emergency department after a concussive event, and many mTBIs go undiagnosed and untreated, increasing the risk of the condition worsening and having long-term impacts on the individual.3 It is vital to develop and promote strategies to increase mTBI identification after a concussive event because, currently, most mTBIs in the US go underdiagnosed or unidentified. (Discussion Board Post: Mild traumatic brain injury (mTBI))

Topic and Significance

mTBIs should be identified after a concussive event because late identification or diagnosis is associated with symptoms that continue for an extended period of time. Patients also find themselves at an increased risk of repeated concussions, which can considerably increase symptom intensity and duration.2 Many people might have concussions and not realize it because not all cases involve the loss of consciousness. Learning more about mTBI and procedures and guidelines for mTBI identification after a concussive event would help practitioners, and other involved professionals identify mTBIs early and offer early intervention and treatment to prevent symptoms from exacerbating. CDC’s age-appropriate symptom scale and WHO criteria for mild mTBI are effective guidelines and approaches to early identification of mTBIs. (Discussion Board Post: Mild traumatic brain injury (mTBI))

Target audience

This proposal targets physicians, neurologists, nurses, school nurses, rehabilitation-trained nurses, patients, and psychotherapists.

Target Journal for Submission

This author plans to submit the scholarly topic article to the Journal of the Academy of PAs (JAAPA). JAAPA is peer-reviewed and belongs to the American Academy of Physician Associates (AAPA). It has existed for over 25 years, guided by the primary mission of supporting physician associates/physician assistants’ ongoing learning and advancement by offering current information and evidence-based research on clinical, health policy, and professional problems.1 The journal is well-known, widely used, and available to over 131,000 certified PAs in the US, making it suitable for this article. One of my writing goals is to publish in JAAPA to address the wider PA audience.1 It also has a high relative impact factor, which would help raise the article’s profile if published. The journal is known for its social capital and acknowledged and respected for high quality and authority, with the ability to impact a wider audience and a wide range of articles that extend beyond clinical research topics (JAAPA, n.d.).

To publish an article, an individual needs to be an AAPA member or a registered user and write an article that fits the journal, including the scope and audience. Recommendations on strategies and procedures for identifying mTBI after a concussive event fall within the journal’s scope and is of interest to PAs, making the journal suitable for the topic. The article is submitted using the Editorial Manager, a portal that handles submission that requires creating an account if not a member or registered before. The journal is published monthly at www.jaapa.com.

The author has researched JAAPA submission requirements and the presentation topic. The article is a review, requiring 2,000 to 3,500 words. The article should include an abstract limited to 150 words, an introduction limited to 500 words, a methods section, results, discussion, limitations, conclusions, and acknowledgement. The abstract should be structured according to these subheadings: objectives, methods, results, and conclusions. On citing references, the reference list should be short, sources recent, epidemiological data current sources primary whenever possible, and sources peer-reviewed. The author should complete and sign the JAAPA’s copyright transfer form and specify conflicts of interest. Additionally, the author should identify funding sources. These guidelines are available at: https://journals.lww.com/jaapa/pages/instructionsforauthors.aspx/

Article type

The author intends to submit a feature article on mTBI identification after a concussive event. The word requirement for review articles is 2000-3500, with the abstract taking 150 words and the introduction 500 words or less. (Discussion Board Post: Mild traumatic brain injury (mTBI))

The journal’s proposed structure is as follows:

Introduction

  • mTBI: Diagnosis, treatment, management, impact on patient, family, and healthcare system

Discussion

  • CDC’s age-appropriate symptom scale and WHO criteria for mild mTBI: benefits, applicability, and effectiveness
  • Post-concussion symptoms/syndrome: somatic symptoms, cognitive complaints, behavioral issues.

Key points

The key points for the project proposal include:

  1. To educate the audience regarding the impact of late mTBI identification after a concussive event.
  2. To educate the target audience on guidelines and procedures of identifying mTBIs after a concussive event
  3. To educate the target audience on mTBI diagnosis, treatment, and management.
  4. To provide the audience with insights into the risk of many cases of underdiagnosed and unidentified mTBIs.
  5. To enhance mTBI patients’ outcome, reduce PCS, and extended impacts of MTBIs.

Conclusion

Late mTBI identification is associated with symptoms extending over a long period, symptoms exacerbation, and increased severity of the brain injury, making treatment complicated. mTBI symptoms improve over a short period, and many people heal after a few weeks if the concussion is identified and diagnosed early. Others experience post-traumatic symptoms that increase the disease burden on the patient, family, and healthcare systems. Identifying mTBIs early allows early intervention and treatment, increasing chances of recovery. CDC’s age-appropriate symptom scale and WHO criteria for mild mTBI can be taught to the target audience to promote and increase early mTBI identification after a concussive event. (Discussion Board Post: Mild traumatic brain injury (mTBI))

References

  1. About the Journal. https://journals.lww.com/jaapa/pages/aboutthejournal.aspx
  2. Polinder S, Cnossen MC, Real RGL, et al. A Multidimensional Approach to Post-concussion Symptoms in Mild Traumatic Brain Injury. Front Neurol. 2018; 9:1113. Published 2018 Dec 19. doi:10.3389/fneur.2018.01113
  3. Prince C, Bruhns ME. Evaluation and Treatment of Mild Traumatic Brain Injury: The Role of Neuropsychology. Brain Sci. 2017;7(8):105. Published 2017 Aug 17. doi:10.3390/brainsci7080105
 
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NFDN 1200 Teaching Plan

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NFDN 1200 Teaching Plan

Introduction

The teaching plan will support the implementation of nursing interventions and learning objectives tailored to the clients presenting clinical problems and learning needs. It highlights the client’s learning goal and the processes and strategies needed to achieve this goal. In this case, the goal is per the client’s learning needs and borrows from the client’s perspectives, attitudes, and motivation. The teaching plan states specific outcomes that will indicate whether the learning goal was met and if the teaching plan was effective. Strategies selected for implementation are tailored to the client’s health information, environmental factors, client needs, interest, and perspectives. After completing the teaching process, an assessment will be done to determine whether the desired outcomes were met and if adjustments to the teaching plan are needed to ensure effectiveness and meet the client’s needs. (NFDN 1200 Teaching Plan)

 

Teaching Plan

Client Name: DW Age: 43 years
Client Perception of Health Needs: The client experiences headaches, vision changes, anxiety, fatigue, irregular heart rhythms, and perceives herself as unable to manage these symptoms, requiring professional help. The client needs more help with disease management to be able to function properly at work and in other activities.
Client Goals for Health: Maintain a healthy weight, adopt a healthy diet, increase physical activity, maintain optimal blood pressure.
Assessment of metaparadigm concepts.

Summarize general assessment findings in four boxes below. (NFDN 1200 Teaching Plan)
Client

The client, D.W., is a 43-year-old female in middle adulthood. The patient is Caucasian and speaks English.

 

 

 

 

 Health

The client is experiencing headaches, vision changes, anxiety, fatigue, irregular heart rhythms. She is in constant fear and worry of when the symptoms will appear next, which increases her anxiety. The patient feels like she is unable to function properly because any time her blood pressure can rise, and she might not be able to manage her condition in the long-term.

The patient has a medical history of obesity and generalized anxiety disorder, which she has been treated. However, lately her blood pressure has been irregular, constantly rising at unpredicted times and situations, including during normal home and work activities, causing her anxiety to rise.

She is under enalapril, ramipril, Diovan, and Benicar, which have helped her manage symptoms, but seem ineffective of late.
Environment

The client lives with her family in Washington, D.C. She is a mother of two and married.

The husband is the family’s primary provider, but the client also contributes financially, although her job is not well-paying as her husband’s. The family is a middle-income family living in a gated community.

The family is the primary support system for the client.

 

 Nursing

The client has been diagnosed with obesity and generalized anxiety disorder before; therefore, utilizing therapy and nursing knowledge, communication, interventions and interactions to aid the recovery process and promote the quality of life.

The client is seeking nursing intervention to help manage her blood pressure, which has been fluctuating constantly in the last one month.

The client is willing to learn how she can improve disease management and live a more quality life.
Learning Needs:

The client needs to learn how to manage her condition without depending primarily on medications. Despite job and family responsibilities, the client should put extra effort into adopting healthier lifestyle behaviors, including a healthy diet, exercising regularly, reducing stress levels, monitoring blood pressure at home, and maintaining a healthy weight.
Factors affecting the learning process/Barriers to learning:

·         The client claims being busy with work and family duties and having almost no time to engage in patient education.

·         Hypertension is a complex condition that might seem difficult for the client to understand and enhance her knowledge of disease management.

·         Multiple competing demands and priorities make learning almost an inconvenience.

·         Schedule mismatch, where the client is free mostly in the evenings, and the healthcare provider might not be available at the time when the client is free.

·         Her constant stress, worry, and anxiety can make learning difficult.

These factors will affect the learning process because getting the client to engage in a learning activity when needed seems impossible, and the provider has to adopt to the client’s schedule, which might be difficult.

The family members, especially the husband and the first-born daughter, will be involved in the learning process. (NFDN 1200 Teaching Plan)

 

NFDN 1200 Teaching Plan

Nursing Diagnosis: (Identify the learning need)
The client has decreased activity tolerance related to generalized weakness, imbalance between oxygen supply and demand, and sedentary lifestyle, as evidenced by verbal statement or report of fatigue, irregular heart rate, blood pressure response to activity, and exertional discomfort or headaches.
Planning 
Client Learning Goals and Objectives: The client stated she wants to be able to manage her blood pressure effectively, reduce her anxiety, and be able to complete needed activities and duties at work and home without too much worry, contributing to the following clinical goals:

BROAD GOAL: The client will engage in desired and necessary activities and adopt techniques to improve activity tolerance.

SPECIFIC OUTCOMES-

Cognitive – The client will be able to learn and apply techniques that improve activity tolerance and display reduced anxiety associated with activity participation.

Psychomotor – The client will be able to demonstrate desired or necessary activity participation and completion without reporting fatigue or weakness or BP response to activity.                                                                                                                                  
Implementation of Teaching Plan
Equipment and Resources required:

To help the client improve disease management, the following are required:

1.      Reminders.

2.      Day planners, agendas, and calendars for physical activity engagement and when to take meals.

3.      Self-measured blood pressure monitoring action guide.

4.      Hypertension clinical practice guidelines for preventing, detecting, evaluating, and managing high blood pressure

5.      Guide to community preventive services to identify community-based interventions that can be suitable or helpful to the client.

6.      Upper-arm monitors for monitoring BP at home.

7.      Self-reported surveys for behavior change.

Timing and Environment Considerations: (NFDN 1200 Teaching Plan)

The client requires an environment with the following:

1.      Limited distractions

2.      Positive reinforcements

3.      Natural consequences

4.      Enough time to engage in specified activities

Individuals involved/required:

The teaching process will require the involvement of the following:

1.      Family members, including husband and two daughters.

2.      The client’s therapist

3.      Any other trusted family member or friend.
Interventions
Teaching Strategies: Pick at least 2. 

·         Appropriate and desired behavior will be communicated through demonstrations and presentations.

·         The client will engage in role-playing, supported by AV materials.

·         Learning goals, progress, and updates will be communicated and elaborated to patient and involved parties through in-person meetings and discussions.

 

 

 

 Rationale: include a rationale for each strategy selected

·         Demonstrations are a great way to communicate with patients because they are more engaging, focus on the visual elements of processing information, and encourage client participation (Hranchuk et al., 2018).

·         Role-playing helps the client learn in a real-world situation, motivates, and engages the client. Moreover, it is experiential and requires no special equipment or environments (Dorri et al., 2019).

·         Discussions with client and involved parties will be used for brainstorming additional interventions and helping them process information instead of just receiving it (Ying, 2020). It will involve more practical thinking to help the client improve her activity tolerance and manage the disease more effectively.
Evaluation
Achievement of Learning Objectives:

The primary goal is improved activity tolerance, which will be indicated by the following;

1.      Ability to engage in desired or necessary activities

2.      Ability to use techniques and approaches to improve activity tolerance.

3.      Reporting a measurable activity tolerance increase.

4.      Demonstrating reduced physiological and psychological signs of intolerance, including BP changes and irregularities and increased anxiety.

These achievements will be used to assess whether the learning outcome was met.

 Further Nursing Actions:

The nurse will continue to monitor BP changes during weekly follow-ups until the patient achieves an optimal blood pressure and learns to manage the disease.

 
Reflection

The teaching plan is objective and simple to understand. The goals are achievable, measurable, and borrowed from the client’s perspectives and learning needs to ensure a client-centred learning process and strategies tailored to the patient’s needs. The strategies selected are straightforward, and parties involved in the teaching and learning process need no special training or elaboration to understand them or what is required of them. The equipment and resources needed to facilitate the learning process are affordable, readily available, and do not require special maintenance to make it easier for the client and family members to utilize. Learning resources like the self-reported measures and community guidelines are available online on CDC website, hence easily accessible. However, if further assessment indicates increased severity of hypertension symptoms, this teaching plan will be simplistic and require adjustment to ensure effectiveness. This case is a unique learning experience, and I will build on it for future practice. It offers insights into the challenges high blood pressure patients face daily and how managing the disease is challenging and exhausting for patients. It also shows the lack of sufficient knowledge on disease management strategies, and many people rely primarily on medication. (NFDN 1200 Teaching Plan)
 

Conclusion

The teaching plan is for a hypertension patient with significant learning needs and adjustments to improve functioning and quality of life. The patient experiences headaches, vision changes, anxiety, fatigue, irregular heart rhythms, and perceives herself as unable to manage these symptoms, requiring professional help. These conditions are associated with activity intolerance, which the patient perceives as impaired functioning at home and work. She experiences constant fear and worry regarding the unpredictable changes in BP, which is making her anxious and unable to function properly. The client reports changes in BP with activity engagement, implying lack of knowledge and insights into approaches to enhance activity tolerance and appropriate copying. The teaching plan adopts simple, achievable, measurable, time-bound outcomes and will involve other parties, particularly family members, who spend more time with the client. The client expects to manage her hypertension more effectively, adopt healthier lifestyle approaches, including healthier diet, regular physical activity, and maintain a healthy weight. She believes that ability to effectively manage her BP will improve her quality of life and help with optimal functioning.  (NFDN 1200 Teaching Plan)

References

Dorri, S., Farahani, M. A., Maserat, E., & Haghani, H. (2019). Effect of role-playing on learning outcome of nursing students based on the Kirkpatrick evaluation model. Journal of education and health promotion, 8, 197. https://doi.org/10.4103/jehp.jehp_138_19

Hranchuk, K., Douglas Greer, R., & Longano, J. (2018). Instructional Demonstrations are More Efficient Than Consequences Alone for Children with Naming. The Analysis of verbal behavior, 35(1), 1–20. https://doi.org/10.1007/s40616-018-0095-0

Ying J. (2020). The Importance of the Discussion Method in the Undergraduate Business Classroom. Humanistic Management Journal, 5(2), 251–278. https://doi.org/10.1007/s41463-020-00099-2

 
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Discussion Topic 2: Mental Health

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Discussion Topic 2: Mental Health

(Discussion Topic 2: Mental Health)

Discussion Topic 2: Mental Health

How Mental Health Institutions and Services have Changed/Evolved over the Years

There is a significant change and shift in attitude regarding how society perceives mental illness and mental health in general, which has revolutionized mental health institutions and services. There is a better understanding of mental health concepts, which has been crucial in encouraging changes in healthcare approaches to mental illnesses (Williamson, 2020). Current mental health systems are more community-based, unlike former ones that were more like enclosures, due to a widespread understanding of mental health and people educating themselves. (Discussion Topic 2: Mental Health)

The Current State of Mental Health Services Delivery

Mental health services are more patient centered and considered a critical part of an individual’s overall wellness. The approach to mental health is more focused on prevention services and early identification of people at increased risk. Mental health services are increasingly integrated into primary care to ensure holistic patient care (Mental Health America, 2022). Services are more data-driven, and data gathering is continuous to ensure up-to-date data and information regarding mental health conditions and factors at work, like health disparities that impact mental health services. (Discussion Topic 2: Mental Health)

Healthcare Professional’s Role in promoting Mental Health Issues/Reforms

The primary role of mental health professionals is offering advice and counsel regarding behavioral management, skills and strategy development to manage mental health conditions, and helping people to recover from mental illnesses quickly. Mental health professionals work directly with patients to promote psychological well-being and emotional health. In the process, practitioners gain more knowledge and understanding of patient needs that inform their efforts to promote mental health issues and reforms, including advocating for better and improved mental health services, insurance coverage of mental health issues, and data-driven and innovative ways of preventing and identifying mental health issues early (Søvold et al., 2021). (Discussion Topic 2: Mental Health)

Main Obstacle(S) to delivering Quality Mental Health Services

Most mental health problems go untreated or under-treated, primarily due to barriers that limit access to mental health services, including the financial burden associated with treating mental health issues. Inadequate mental health staff/professionals and services and limited availability of mental health education to raise awareness to impact the quality of mental health services (Qureshi et al., 2021). Other people over-rely on self-help because of the shame of coming forward and fear of negative outcomes, have difficulties identifying and communicating concerns and perceive mental issues as not serious enough to warrant professional help, limiting mental health service utilization. (Discussion Topic 2: Mental Health)

Removing the Stigma related to Mental Health

Education is effective in removing the stigma around mental health, and people should seek to educate themselves regarding mental illnesses and understand attitudes, emotions, and behaviors related to mental health issues to aid early identification and intervention. Patient education by practitioners is needed to enhance awareness and understanding of the importance of mental health, how it impacts physical health and well-being, and the need to seek professional help (Søvold et al., 2021). Integrating physical and mental health is critical to ensure people understand how the two relate and affect one another. Furthermore, public education is critical in adjusting thinking and attitudes towards mental health. (Discussion Topic 2: Mental Health)

References

Mental Health America. (2022). The state of mental health in America. https://mhanational.org/issues/state-mental-health-america

Qureshi, O., Endale, T., Ryan, G., Miguel-Esponda, G., Iyer, S. N., Eaton, J., … & Murphy, J. (2021). Barriers and drivers to service delivery in global mental health projects. International Journal of Mental Health Systems, 15(1), 1-13.

Søvold, L. E., Naslund, J. A., Kousoulis, A. A., Saxena, S., Qoronfleh, M. W., Grobler, C., & Münter, L. (2021). Prioritizing the mental health and well-being of healthcare workers: an urgent global public health priority. Frontiers in public health, 9, 679397.

Williamson, T. (2020). How mental health support has changed over the years. https://www.psychreg.org/mental-health-support-has-changed/

 
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Response to Letter of Analysis by Durfee

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Response to Letter of Analysis by Durfee

Response to Letter of Analysis by Durfee

(Response to Letter of Analysis by Durfee)

Hello, Durfee.

Thank you for this analysis, and I appreciate the insights you have provided into my first draft of the classical argument. You have raised relevant concerns regarding my classical argument, and I seek to adopt the recommendations and strategies to make my essay better and friendlier to the reader. My essay addressed healthcare-promoting self-care behavior or strategies in response to the growing concern about poor nurses’ health and well-being. I have had experience with nurse burnout, compassion fatigue, and an overwhelming work environment which limited my ability and capacity to care for myself adequately. Consequently, I gained weight and began developing depressive symptoms, limiting my capacity to care for others. It is true for many other nurses, considering their pressing and highly demanding workplace and patient needs. Self-care is a responsibility nurses bare to themselves as per the ANA provisions, without which nurses are unable to adequately care for their patients and extend compassionate care to clients. (Response to Letter of Analysis by Durfee)

Regarding paraphrasing and avoiding direct quotations in my work, I have practiced over time and improved my ability to read and understand materials and demonstrate understanding in my own words. Paraphrasing is a vital essay writing skill that helps make the work authentic, valid, and reliable. I paraphrase and cite the source to show appreciation for the author. Some tips to improve your paraphrasing ability include reading the source, including each sentence and paragraph several times to understand the piece fully, and writing in your own words without referring to or looking at the original text. Next, you should compare the paraphrase with the original text to ensure the sentence structures and wording differ considerably. Integrate your understanding of course concepts and experience into the paraphrase to bolster authenticity and show your understanding of the course concepts. Finally, you should ensure proper citation and referencing of the original text to show the reader where you obtained the information. I have nurtured my writing skills, literature search being a part of it. I have learned to search for relevant and reliable evidence that directly supports my argument or research topic. I would advise developing a search strategy before writing your paper. (Response to Letter of Analysis by Durfee)

Your recommendations are specific and justifiable. I went through the opposition and refutation sections and realized I would have made it easier for the reader to understand by being straightforward or selecting a more straightforward barrier. With the opposition, I wanted to address research findings that disregard the effectiveness of addressing workplace factors that humper self-care behavior because they argue that without considering intrinsic factors like attitudes toward self-care, it is impossible to promote self-care behavior. For instance, an individual has a negative attitude towards working out or engaging in other physical activities. As such, it would only be effective to, for instance, minimize workload as a measure to enhance health-promoting self-care behavior by first addressing the negative attitude. I refuted this by providing evidence that workplace factors also impact intrinsic motivation to self-care. Managing a healthy and caring work environment is the epitome of promoting self-care behavior. (Response to Letter of Analysis by Durfee)

Thank you for sharing the revision strategies you perceive would help improve my essay. I will adopt the devil’s advocate to review the opposition and refutation sections and make them as simple and understandable as possible. I will consider your insights when revising my draft and ensure it is better the next time you read it. (Response to Letter of Analysis by Durfee)

References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8994939/

 
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 Comprehensive Psychiatric Evaluation

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 Comprehensive Psychiatric Evaluation

(Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

 Comprehensive Psychiatric Evaluation

Patient Initials: H.F.

Gender: Male

SUBJECTIVE:

CC: “He has been suspended from school, and I cannot contain him anymore.”

HPI: The patient (H.F), a 16-year-old male, presents at the clinic with his mother, concerned about his increased aggressive behavior and dislike for people, especially schoolmates and older neighbors. The mother reports that H.F. is suspended from school after engaging in pervasive aggressive behavior, bullying, breaking school furniture, drawing on the wall, and picking fights with fellow students and teachers. The mother states that since he turned 15, he has been a different person, does not like to be around people, and locks himself in his room. He is also accused of stealing things in school, and before his suspension, he had carried a knife, which he used to threaten a teacher. The mother reports that she cannot leave her purse or the husband cannot leave his wallet unattended because H.F. has developed a tendency to take money without asking. She also reports that H.F. spent three nights away from home in the last month without giving notice or asking for permission. Until now, his parents do not know where he was. It also happened once when he was 12, but he was punished and promised not to do it again. The mother fears that he is also engaging in risky sexual behavior, as he has been seen with multiple girls, often older than him, and alcohol and substance use because the mother found a bottle in his room. She reports that he is also aggressive towards their cat and fears he will hurt it.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Social History: H.F. lives with his parents. He has an older brother, who lives away from home, and a younger sister, who is in Grade 6.

Education and Occupation History: H.F. is in high school.

Substance Current Use and History: The reports using alcohol occasionally.

Legal History: The client denies any legal history, but he has been punished multiple times in school and at home. 

Family Psychiatric/Substance Use History: The mother denies family mental health. She reports that her husband uses alcohol occasionally.

Past Psychiatric History:

Hospitalization: Denies hospitalization history.

Medication trials: Denies history of medical trials.

Psychotherapy or Previous Psychiatric Diagnosis: Was previously evaluated for ADHD, but a diagnosis was not established.

Medical History: None.

  • Current Medications:Denies using any medications currently.
  • Allergies:
  • Reproductive Hx:Sexually active. H.F. states using protection.

ROS:   

General: The patient is well-nourished, normal activity levels. Denies fever or fatigue.

HEENT: Eyes: Patient denies visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

Skin: No rash or itching.

Cardiovascular: Denies chest pain, chest pressure, or chest discomfort. No palpitations or edema.

Respiratory: Denies wheezes, shortness of breath, consistent coughs, and breathing difficulties while resting.

Gastrointestinal: Patient denies diet changes, feelings of nausea and vomiting. Denies diarrhea. No abdominal pain or blood. Denies constipation. History of GERD.

Genitourinary: Denies burning on urination, urgency, hesitancy, odor, odd color

Neurological: The patient denies dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control. Reports concentration and attention problems.

Musculoskeletal: The patient denies muscle pain and weakness. Denies back pain and muscle or joint stiffness. Moves all extremities well.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Psychiatric: History of behavior problems. Recent complaints of ill conduct. 

Hematologic: Denies anemia, bleeding, or bruising.

Lymphatics: Denies enlarged nodes. No history of splenectomy.

Endocrinologic: Denies sweating. No reports of cold or heat intolerance. No polyuria or polydipsia.

OBJECTIVE:

Vital signs: Stable

Temp: 97.8F

B.P.: 110/70

P: 85

R.R.: 19

O2: Room air

Pain: 0/10

Ht: 5’9 feet

Wt: 170 lbs

BMI: 25.1

BMI Range: Overweight

LABS:

Lab findings WNL

Tox screen: Positive

Alcohol: Positive  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Physical Exam:

General appearance: The patient is awake, healthy-appearing, well-developed, and well-nourished.

HEENT: Normocephalic and atraumatic. Sclera anicteric, No conjunctival erythema, PERRLA, oropharynx red, moist mucous membranes.

Neck: Supple. No JVD. Trachea midline. No pain, swelling, or palpable nodules.

Heart/Peripheral Vascular: Regular rate and rhythm noted. No murmurs. No palpitation. No peripheral edema to palpation bilaterally.

Cardiovascular: The patient’s heartbeat and rhythm are normal. The patient’s heart rate is normal, and capillaries refill within two seconds.

Musculoskeletal: Normal range of motion. Normal motor strength and tone.

Respiratory: No wheezes, and respirations are easy and regular.

Neurological: Balance is stable, gait is normal, posture is erect, the tone is good, and speech is clear. The patient has frequent headaches.

Psychiatric: The patient is easily distracted and is uncooperative in some instances.

Neuropsychological testing: Social-emotional functioning is impaired.

Behavior/motor activity: The patient was uncooperative in some instances.

Gait/station: Stable.

Mood: Good.

Affect: Good.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Thought process/associations: Comparatively linear and goal-directed.

Thought content: Thought content was appropriate.

Attitude: The patient was uncooperative at times

Orientation: Oriented to self, place, situation, and general timeframe.

Attention/concentration: Impaired

Insight: Good

Judgment: Good.

Remote memory: Good

Short-term memory: Good

Intellectual /cognitive function: Good

Language: Clear speech, with a tone assessed to be normal

Fund of knowledge: Good.

Suicidal ideation: Negative.

Homicide ideation: Negative.

ASSESSMENT:

Mental Status Examination:

The 16-year-old male patient presents with complaints of ill and ungovernable behavior and conduct from the mother. The patient is uncooperative, aggressive, bullied, and easily agitated. The patient demonstrated impaired concentration and attention, making building rapport challenging. His mood and affect were good, but he had impaired attention and focus, was apathetic, and was easily irritated. He denies any thoughts of suicide or homicide. The mother fears that if the ill behavior and conduct continue, her son will end up in jail.

Differential Diagnosis:

  1. 9 Conduct Disorder

Disruptive behavioral disorders include conduct disorder (CD) and oppositional defiant disorder (ODD). In some circumstances, ODD appears before CD. The CD is characterized by a series of behaviors, including showing hostility and violating other people’s rights. Conduct disorder frequently co-occurs with psychiatric diseases such as depression, attention deficit hyperactivity disorder, and learning problems (Mohan et al., 2023). It is vital to remember that occasional rebellious conduct and a propensity to disrespect and disobey authority figures can be seen frequently during childhood and adolescence. The signs and symptoms of CD show a pervasive and recurrent pattern of hostility towards people and animals, as well as the destruction of property and breaking of regulations (Sagar et al., 2019). Per the DMS-5 criteria, an individual must exhibit behaviours that violate other people’s rights and disregard acceptable conduct. The individuals should also demonstrate dysfunction in various areas, including aggression toward other people and animals such as initiating fights, carrying and using weapons, bullying, threatening, and being cruel towards people and animals, deliberate property destruction, stealing and lying, and significant violation of rules like running away from home and staying out late (Zhang et al., 2018). H.F. presents with all these dysfunctions, confirming the diagnosis.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

  1. 3 Oppositional Defiant Disorder

Opposition defiant disorder is also a disruptive behavioral disorder that often precedes CD. Due in part to the overlapping normative conflict between children and their parents, ODD is rarely recognized in older children and teenagers. Males are more likely than females to have ODD in preadolescence (1.4:1), but neither adolescents nor adults exhibit this male predominance (Aggarwal & Marwaha, 2022). Symptoms are believed to be generally stable between the ages of five and ten, and after that, they start to decline. It mainly entails issues with the restraint of emotions and actions. According to the DSM-5 criteria, the fundamental characteristic of ODD is a recurring pattern of anger or irritability, argumentative or defiant behavior, or retaliation against others (Aggarwal & Marwaha, 2022). This diagnosis was refuted because the patient presented with ODD and additional symptoms that fit CD criteria.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

  1. 9 Attention Deficit Hyperactivity Disorder

Attention deficit Disorder often co-occurs with CD and impairs an individual’s ability to function. People with this illness exhibit tendencies of inattentiveness, hyperactivity, or impulsivity at developmentally inappropriate levels. Young children with ADHD typically exhibit inattentiveness, lack of concentration, disorganization, difficulty finishing chores, forgetfulness, and losing items (Magnus et al., 2023). To qualify as having “ADHD,” a person’s symptoms must start before age 12, endure for six months, and interfere with daily activities. It must be present in multiple environments, such as at home, school, or after-school activities (Magnus et al., 2023). Large-scale repercussions may include problematic social interactions, a rise in risky conduct, job losses, and difficulties in the classroom. The diagnosis was refuted because ADHD was not established before age 12, and the student does not present with functioning difficulties but only inattentiveness.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

PLAN:

The patient would benefit from a combination of pharmacotherapy and psychotherapy.

Safety Risk/Plan:

H.F. has no desire to harm himself or others and has no current plans. The patient has no suicidal or homicidal thoughts. Admission is not necessary.

Pharmacological Interventions:

Pharmacotherapy aims to treat mental co-morbidities with the proper medications, such as stimulants and non-stimulants for treating ADHD, antidepressants for addressing depression, and mood stabilizers for treating aggression and mood dysregulation (Mohan et al., 2023). Antiepileptic medications (AEDs) and second-generation antipsychotics are traditional mood stabilizers that can improve mood.

Psychotherapy:

Parent management training, which aims to teach parents how to discipline their children consistently, reward positive behavior appropriately, and encourage prosocial behavior in kids, multisystemic therapy, which targets family, school, and individual issues; and anger management training are all part of the psychosocial treatment that can help address conduct disorder in H.F. Moreover, individual psychotherapy focusing on problem-solving abilities builds connections by resolving interpersonal problems and teaches assertiveness to decline harmful influences in the community, which is useful in treating CD (Mohan et al., 2023). The development of therapeutic school environments that can offer a structured program to lessen disruptive behaviors in the future will be the focus of community-based treatment.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Education:

  1. Advise the client of the necessity for drug adherence, possible adverse effects, and potential complications from taking the medication.
  2. Advise the client that additional therapy sessions are necessary.
  3. Monitor withdrawal symptoms frequently to prevent relapse.
  4. Inform the client regarding healthy behaviors and attitudes.
  5. Encourage the patient to cooperate with the medical staff and to seek assistance at any time.
  6. Encourage the client to participate in group therapy or a support group to develop social skills.

Consultation/follow-up: Follow-up is in two weeks for further assessment.

Reflection

Dealing with H.F. was challenging because the patient was problematic and uncooperative in some instances, sometimes extending his aggression toward the practitioner, raising the risk of harm. However, the process is more effective when professionals, parents, and teachers work together. If given another opportunity with the client, I would seek information from the teacher and the school’s disciplinary members to develop a more comprehensive evaluation and treatment plan. I would involve parents’ and teachers’ perspectives in developing this patient’s care plan and strategies to ensure quick recovery and sustainability of acceptable conduct.

Healthcare access and quality are social determinants of health, significantly impacting health quality and patient outcomes. Healthy People 2030 seeks to enhance health by helping people receive timely, high-quality healthcare services. In line with mental health and corresponding to this particular case, Healthy People 2030 seeks to increase the proportion of children and adolescents with significant emotional and mental health conditions receiving treatment (Healthy People 2030, 2022). This goal is a priority because mental health in children and adolescents is increasingly becoming a serious public health issue. Increasing treatment availability would help people like H.F. receive the care they need and lead a quality life.  

Regarding health promotion, parent and parent-child sessions focusing on coping skills and parental advice on dealing with CD can help address this problem. This activity will help the parent and the patient build a healthy relationship, enhance cooperation, and bolster parent management skills (Mohan et al., 2023). Regarding patient education, family therapy focusing on the need for treatment and professional intervention can help the clients appreciate the treatment and embrace professional advice in line with healthcare access and quality. Improved relationships between family members are needed to promote positive behavior.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

References

Aggarwal, A., & Marwaha, R. (2022). Oppositional Defiant Disorder. In StatPearls [Internet]. StatPearls Publishing.

Healthy People 2030. (2022). Increase the number of children and adolescents with serious emotional disturbance who get treatment — MHMDD01. https://health.gov/healthypeople/objectives-and-data/browse-objectives/mental-health-and-mental-disorders/increase-number-children-and-adolescents-serious-emotional-disturbance-who-get-treatment-mhmd-d01

Magnus, W., Nazir, S., & Anilkumar, A.C. (2023). Attention Deficit Hyperactivity Disorder. In: StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK441838/

Mohan, L., Yilanli, M., & Ray, S. (2023). Conduct disorder. In: StatPearls [Internet]. StatPearls Publishing.

Sagar, R., Patra, B. N., & Patil, V. (2019). Clinical Practice Guidelines for the management of conduct disorder. Indian journal of psychiatry, 61(Suppl 2), 270–276. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_539_18

Zhang, J., Liu, W., Zhang, J., Wu, Q., Gao, Y., Jiang, Y., Gao, J., Yao, S., & Huang, B. (2018). Distinguishing Adolescents With Conduct Disorder From Typically Developing Youngsters Based on Pattern Classification of Brain Structural MRI. Frontiers in human neuroscience, 12, 152. https://doi.org/10.3389/fnhum.2018.00152

 
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 Lesson Plan for Diabetes Mellitus

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 Lesson Plan for Diabetes Mellitus

(Lesson Plan for Diabetes Mellitus)

Individuals with diabetes mellitus have high blood sugar levels, attributed to the body’s inadequacies in regulating blood sugar. It is considered a significant public health concern in the United States, primarily affecting low-income earners and racial and ethnic minorities. Different types of diabetes mellitus exist, including type 1 diabetes mellitus, accounting for between 5% and 10% of all diabetes cases and marked by autoimmune pancreatic beta cells destruction; type 2 diabetes mellitus, accounting for 90-95% of all diabetes cases and marked by insulin resistance and insulin deficiency, and gestational diabetes, which accounts for 1-14% of all pregnancies and typically begins in the second or third trimester (Banday et al., 2020). Risk factors include a sedentary lifestyle, unhealthy eating habits, alcohol and cigarette, age, family history of diabetes, and genetics. This paper aims to evaluate a teaching/learning theory and its application in education provision on diabetes mellitus and provide measurable objectives for a patient teaching plan.

 Lesson Plan for Diabetes Mellitus

Teaching/Learning Theory

The teaching plan will adopt cognitive learning theory to guide the teaching and learning strategies. The theory emphasizes information and memory’s internal processes. Per Piaget, people build knowledge over time; therefore, it is imperative to comprehend learning’s cognitive orientation to ensure quality learning (McSparron et al., 2019). Educators should understand their students and their learning needs; cognitive learning theory can aid in this process. Teachers can integrate the theory, which provides principles to help understand how the mind functions, into their teaching knowledge and experience to optimize the learning process. Practitioners can adopt the theory in patient education to foster the retention and translation of medical knowledge.  (Lesson Plan for Diabetes Mellitus)

Cognitive learning theory is employed to help learners achieve mastery and an in-depth understanding of the topic selected for the teaching plan. The theory’s principles will enhance comprehension, memory, and application of the topic concepts. The educator will first elaborate and help the learner understand the reason for learning about diabetes mellitus. The educator will emphasize the need to avoid cramming and embrace the understanding of the subject to improve their ability to associate the acquired knowledge with their lived experiences or current information (Winn et al., 2019). The educator will proceed to guide and help learners apply the acquired knowledge in life situations and encourage learners to continue developing competencies and acquiring new knowledge for problem-solving purposes.  (Lesson Plan for Diabetes Mellitus)

The cognitive teaching strategies adopted in the teaching plan will emphasize meaningful learning, employing the fundamentals of lifelong learning to help learners acquire skills, including critical thinking and problem-solving. The educator will engage learners by asking them to reflect on their experiences, find new solutions to current problems, engage in discussions with peers on the learning subject, explore and understand the connection between concepts and ideas, justify and describe their reasoning, and adopt visualization to enhance understanding and memory (McSparron et al., 2019). The educator will borrow from the learning styles of different students and integrate the learning needs and the cognitive learning theory principles to enhance the effectiveness of the learning process and help learners understand, retain, and apply acquired knowledge successfully. Additionally, the educator will adopt the evaluating principle of cognitive learning to encourage learners to look at the bigger picture and how their small thoughts and ideas can fit into larger ideas like new interventions to address diabetes mellitus. Successfully adapting this theory into the teaching plan will make the learning process more in-depth and focused on the long term.  (Lesson Plan for Diabetes Mellitus)

Measurable Objectives

By the end of the learning process, learners should:

  1. Identify the signs and symptoms of diabetes mellitus.
  2. Identify and describe risk factors and etiology of diabetes mellitus.
  3. Describe the pathophysiology of diabetes mellitus and identify populations at increased risk of developing diabetes.
  4. Demonstrate ability to connect concepts and apply knowledge in life situations.
  5. Identify interventions to preventing, treating, and managing diabetes mellitus and constructing plans to implement these interventions in life situations.

(Lesson Plan for Diabetes Mellitus)

Resources to help teach about Diabetes Mellitus

  1. Alsous, M., Abdel Jalil, M., Odeh, M., Al Kurdi, R., & Alnan, M. (2019). Public knowledge, attitudes and practices toward diabetes mellitus: a cross-sectional study from Jordan. PloS one, 14(3), e0214479.
  2. Cole, J. B., & Florez, J. C. (2020). Genetics of diabetes mellitus and diabetes complications. Nature reviews nephrology, 16(7), 377-390.
  3. Glovaci, D., Fan, W., & Wong, N. D. (2019). Epidemiology of diabetes mellitus and cardiovascular disease. Current cardiology reports, 21, 1-8.
  4. Goyal, R., & Jialal, I. (2018). Diabetes mellitus type 2.
  5. Gromada, J., Chabosseau, P., & Rutter, G. A. (2018). The α-cell in diabetes mellitus. Nature Reviews Endocrinology, 14(12), 694-704.
  6. Lucier, J., & Weinstock, R. S. (2018). Diabetes mellitus type 1.
  7. Oguntibeju, O. O. (2019). Type 2 diabetes mellitus, oxidative stress and inflammation: examining the links. International journal of physiology, pathophysiology and pharmacology, 11(3), 45.
  8. Szmuilowicz, E. D., Josefson, J. L., & Metzger, B. E. (2019). Gestational diabetes mellitus. Endocrinology and Metabolism Clinics, 48(3), 479-493.
  9. Tomic, D., Shaw, J. E., & Magliano, D. J. (2022). The burden and risks of emerging complications of diabetes mellitus. Nature Reviews Endocrinology, 18(9), 525-539.
  10. World Health Organization. (2019). Classification of diabetes mellitus.

References

Banday, M. Z., Sameer, A. S., & Nissar, S. (2020). Pathophysiology of diabetes: An overview. Avicenna journal of medicine, 10(4), 174–188. https://doi.org/10.4103/ajm.ajm_53_20

McSparron, J. I., Vanka, A., & Smith, C. C. (2019). Cognitive learning theory for clinical teaching. The Clinical Teacher, 16(2), 96-100.

Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. MedEdPORTAL : the journal of teaching and learning resources, 15, 10850. https://doi.org/10.15766/mep_2374-8265.10850

 
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Letter of Analysis

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Letter of Analysis

(Letter of Analysis)

Dear Royce,

I went through your classical argument and identified the following:

  1. REFLECTION:

You have written a paper on the importance of communication in clinical practice, the consequences of poor communication, and strategies that can be adopted to enhance communication among interdisciplinary teams. First, you highlighted that communication is critical in care coordination and general healthcare delivery and is integral to accomplishing patient care objectives. Second, you added that there is a direct link between communication and healthcare outcomes, increasing the need to adopt evidence-based strategies, including a standardized checklist, participating in simulation-based training, and providing education on the communication process you shared to improve the effectiveness of interdisciplinary teams. (Letter of Analysis)

Letter of Analysis

  1. PRAISE, PERIOD:

THESIS/FOCUS: Your thesis is focused and well developed throughout the paper. The essay focuses on the importance of communication in the clinical environment and the consequence of communication failure. The thesis highlights the problem statement indicating that not all members are involved in communication currently, the interventions to enhance communication, including using a standardized checklist, participating in simulation-based training, and providing education on the communication process to every member, and the outcome, which is improved communication among interdisciplinary team members. These thesis elements are sustained throughout the paper, with supported information from current, peer-reviewed studies. You did well in this section, and you achieved your stated purpose. (Letter of Analysis)

DEVELOPMENT: I was also impressed with your idea development corresponding to the thesis. Your reasoning is clear and logical, and every statement and point developed or argument brought forward is well-thought and convincing. Regarding idea development, I am convinced you did a proper job, which helped sustain the thesis elements throughout the paper and deliver a compelling argument.

  1. RECOMMENDATIONS: However, I have concerns about some elements of writing that you need to improve to become a better academic writer. You have a proper idea development, but your rhetorical arrangement, paragraph organization, and transitions within the paragraphs need improvement.

STRUCTURE: Although the ideas are well developed, the organization is flawed and sometimes fails to support the focus and unify the ideas in your essay. The organization contains gaps that, if addressed, would make the essay more aesthetic and free-flowing. Notably, the heading levels do not follow the APA style. The level one headings in a classical argument are the introduction, background, body (argument), opposition, refutation, and conclusion. I am more interested in the body section of the paper. Based on your thesis and main ideas, the interventions shared are subtopics within the body section and should be developed as level two headings rather than level one. Also, it is vital to use heading levels provided in word to specify level one and level two headers.

PARAGRAPH ORGANIZATION: Additionally, your paragraph organization and transition within the paragraphs are a major concern. Often, a paragraph has a topic sentence, evidence, critical thinking, and a transition, meaning that a paragraph requires at least four sentences. Some paragraphs have less than four sentences and do not follow the basic paragraph model. For instance, paragraphs one and two have three sentences. Paragraph four has two sentences, while paragraph nine has three sentences. Your paragraphs should follow the basic model to be more convincing and make your essay more robust. Also, you mention research studies in some paragraphs without in-text citations, such as in paragraphs one, three, and five. Your refutation paragraph is not evidence supported. Notably, most of your citations are indicated at the end of the paragraph instead of within the paragraph and at the end of the evidence sentence (s). Proper citations would make your work more credible and reliable. (Letter of Analysis)

  1. STRATEGIES FOR IMPROVEMENT: Based on these concerns, I would advise that your review essay structuring or rhetoric organization and paragraph structuring and transition notes provided by the instructors.

STRUCTURE: To improve essay structure:

  1. The Paragraph Shuffle: Create a set of index cards, with one card for each paragraph in your essay. Write one idea per index card. If you have multiple ideas in each paragraph, write the second (and third, etc.) idea on a separate card. Now, shuffle the cards. Inspect the order. Try rearranging the cards to deliver your focus, ideas, and overall message more effectively.
  2. Color the Categories: Use a highlighter to separate your ideas into categories. Use one color highlighter to mark all your sentences within one category in your essay. Use a different color to code the second category, etc. Now organize your essay into matching colors/categories (Letter of Analysis)

PARAGRAPH ORGANIZATION: To improve paragraph structuring and transition within paragraphs, I recommend:

  1. Basic Paragraph Model: Use this paragraph model to ensure your body paragraphs are developed and organized so that readers can clearly understand the relationship between your ideas and the progression of your thoughts.
    1. Topic Sentence:  States the main idea of this paragraph and shows how it supports the thesis
    2. Evidence: Expert opinion, example, fact, statistical, or logical argument
    3. Critical Thinking:  Analyzes, synthesizes, and/or evaluates the evidence
    4. Transition: Make a connection between the main idea of this paragraph, the paper’s thesis statement, and the next paragraph’s main point.
  2. Transition Test:  Q & A
  3. Look at the last sentence of your body paragraph.
  4. Write three questions about your main idea. Begin each question with how, why, or what.
  5. Now look at the first sentence of the following paragraph–does it answer or respond to any of those implied questions? If not…
  6. Write the answer to the question…
  7. That answer may fit the first sentence of your paragraph that already exists.
  8. OR! You may need to create another new paragraph.
  9. WRAP UP: Generally, the argument is thought-provoking and encouraging and puts forward a genuine concern in the healthcare environment, impacting the effectiveness of interdisciplinary teams and patient health outcomes. Your essay/academic writing level is recommendable regarding thesis development, sustaining the thesis throughout the paper, and idea development. (Letter of Analysis)

References

https://www.ncbi.nlm.nih.gov/books/NBK591817/#:~:text=Strong%20communication%20skills%20are%20essential,concerns%20and%20needs%20are%20addressed.

 
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Bipolar Disorder Depressed

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Bipolar Disorder Depressed

Depression in people with bipolar illness (BD) poses significant clinical difficulties. Depression, the most common psychopathology even in BD that has been treated, is linked to excess morbidity, mortality from co-occurring general medical illnesses, and a high risk of suicide. Risks for cardiovascular disease, metabolic syndrome, diabetes, and other medical conditions, as well as the accompanying mortality rates, are many times higher in BD than in the general population or those with other psychiatric conditions (Baldessarini et al., 2020). The likelihood of suicide among people with BD is 20 times higher than the rate for the general population and is higher than the rate for those with other severe psychiatric conditions. In BD, hospitalization, time spent depressed, and mixed and depressive phases are all highly linked to suicide. (Bipolar Disorder Depressed)

Bipolar Disorder Depressed

Signs And Symptoms

Patients with BD frequently fear, try to avoid, report, and seek therapeutic assistance for depression. On the other hand, they might not regard little improvements in mood, vigor, activity, or libido as clinically significant hypomanic symptoms and might even enjoy such states (Barney, 2022). Diagnostic ambiguity is pervasive early in the illness and the absence of corroborating information from a family member or close friend. Initially undiagnosed, bipolar disorder (BD) is characterized by recurrent bouts of mania or hypomania that alternate with depressive episodes (Barney, 2022). Bipolar disorder’s depression phase can cause people to feel down, anxious, or empty, have little to no energy, feel like they cannot enjoy anything, sleep too little or too much, struggle to get out of bed, eat too little or too much, struggle to concentrate or remember things, struggle to make decisions, and even consider suicide or death. People may experience some or all of these symptoms. Bipolar disorder patients can experience extreme sadness and high energy levels (Barney, 2022). Those who experience depression for an extended period, often at least two weeks, are more likely to be in the depressive phase of BD. Patients may experience these episodes infrequently or frequently each year. (Bipolar Disorder Depressed)

Bipolar Disorder Depressed

Pharmacological Treatments

Pharmacological treatment for bipolar disorder depressed includes FDA-approved drugs such as olanzapine and fluoxetine (OFC), quetiapine, lurasidone, cariprazine, and lumateperone. Other common BD-D treatments include classic mood stabilizers and antipsychotics (Yalin & Young, 2020). The first medication that the US FDA expressly approved to treat BD-D was OFC. While treating BD-D, lurasidone is taken alone or in conjunction with lithium or valproate. Cariprazine lessens the symptoms of depression. Recently, lumateperone was licensed for treating depression in either BD-I or BD-II disorder as a monotherapy or as an additional therapy with lithium or valproate. Lithium is beneficial in the short-term management of mood and prevention of mania, and it may be especially effective in a subset of patients (Yalin & Young, 2020). Asenapine, risperidone, clozapine, aripiprazole, and ziprasidone have not received FDA approval.

Nonpharmacological Treatments

Common nonpharmacological treatments for BD-D are electroconvulsive therapy and cognitive-behavioral therapy. Electroconvulsive therapy (ECT) delivers a rapid clinical reaction and can be utilized in urgent clinical conditions, including suicidal behaviors, severe psychosis or catatonia (Levenberg & Cordner, 2022). Patients with BD-D typically notice improvement after seven ECT sessions, while the number of sessions required varies considerably. There is a relatively minimal probability of negative side effects with psychotherapy. Pharmaceutical therapy is supplemented by cognitive behavioral therapy (CBT). CBT has been linked to decreased BD-D relapse rates and improved depressive symptoms. (Bipolar Disorder Depressed)

Appropriate Community Resources and Referrals

NAMI and NAMI Affiliates provide people with information about various community resources and support on an individual and family level. For questions concerning bipolar disorder and available resources, contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org. The Depression and Bipolar Support Alliance (DBSA) is a national nonprofit that assists people with depression and bipolar mood disorders. The group also provides a support system for parents of kids who have pediatric mood disorders. Assistance is provided through local chapter meetings and online tools like educational videos, discussion forums, and support groups. The American Academy of Child and Adolescent Psychiatry (AACAP) is a prestigious nonprofit group of doctors and other mental health specialists committed to assisting kids, teenagers, and families experiencing mental, behavioral, or developmental issues. The AACAP offers information for parents on its website, including a link to a local pediatric and adolescent psychiatrist. (Bipolar Disorder Depressed)

References

Baldessarini, R. J., Vázquez, G. H., & Tondo, L. (2020). Bipolar depression: a major unsolved challenge. International journal of bipolar disorders, 8(1), 1. https://doi.org/10.1186/s40345-019-0160-1

Barney, A. (2022). Depression in Bipolar Disorder: What You Can Do. https://www.webmd.com/bipolar-disorder/guide/depression-symptoms

Levenberg, K., & Cordner, Z. A. (2022). Bipolar depression: a review of treatment options. General Psychiatry, 35(4).

Yalin, N., & Young, A. H. (2020). Pharmacological Treatment of Bipolar Depression: What are the Current and Emerging Options?. Neuropsychiatric disease and treatment, 16, 1459–1472. https://doi.org/10.2147/NDT.S245166

 
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250314 Benchmark

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Benchmark – Human Experience Across the Health-Illness Continuum

Benchmark - Human Experience Across the Health-Illness Continuum

(250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Introduction

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.
  3. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

(250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Question2:

Understanding the complexities of the health-illness continuum in healthcare is like gaining a deep insight into human experiences, values, and dignity. For a healthcare provider with Christian beliefs, this understanding guides actions towards helping people thrive and respecting their value and dignity.

Empathy and Compassionate Care

At the heart of the health-illness continuum lies the human experience, replete with joys, struggles, and vulnerabilities. By appreciating the dynamic nature of this continuum, healthcare providers are equipped with a lens of empathy through which they perceive the unique journeys of patients. This empathetic understanding fosters compassionate care, affirming the dignity of individuals irrespective of their health status. In the Christian worldview, each person is regarded as inherently valuable, deserving of respect and dignified care, regardless of their position on the continuum. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Holistic Approach to Well-being

Understanding the health-illness continuum extends beyond the physical realm to encompass the holistic well-being of individuals—body, mind, and spirit. As a healthcare provider, this holistic perspective aligns with the Christian worldview’s emphasis on the interconnectedness of human beings and the importance of nurturing all dimensions of life. By addressing not only the symptoms of illness but also the emotional, social, and spiritual needs of patients, healthcare providers promote human flourishing in its truest sense, facilitating healing and wholeness. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Advocacy for Justice and Equity

The health-illness continuum illuminates disparities in access to healthcare and social determinants of health, underscoring the need for advocacy and action to promote justice and equity. In the Christian worldview, the call to serve the marginalized and vulnerable resonates deeply, prompting healthcare providers to advocate for policies and practices that address systemic barriers to health. By striving for equitable healthcare delivery and advocating for the rights of all individuals, healthcare providers uphold the dignity of each person, reflecting the principles of justice and compassion central to the Christian faith. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Promotion of Human Flourishing

Central to the Christian worldview is the concept of human flourishing—a state in which individuals thrive in their relationships, pursuits, and overall well-being. Understanding the health-illness continuum enables healthcare providers to tailor interventions that support individuals along their unique journeys towards flourishing. Whether it involves preventive care, rehabilitative services, or end-of-life support, healthcare providers play a vital role in facilitating opportunities for individuals to realize their full potential and experience abundant life, consistent with the Christian belief in the sanctity of human existence. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Conclusion

In essence, understanding the health-illness continuum empowers healthcare providers to embody values of compassion, justice, and human dignity inherent in the Christian worldview. By acknowledging the complexity of human experiences and promoting holistic well-being, healthcare providers contribute to the flourishing of individuals and communities, reflecting the profound love and care exemplified in the teachings of Christ. As stewards of health and healing, they embrace the call to serve others with humility, grace, and unwavering dedication, embodying the essence of Christian compassion in the realm of healthcare provision. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5418826/

 
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Choosing a Professional Journal for Manuscript Submission

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Choosing a Professional Journal for Manuscript Submission

Choosing a Professional Journal for Manuscript Submission

(Choosing a Professional Journal for Manuscript Submission)

The article explores identifying mTBI after a concussive event among athletes. Early identification of mTBI is critical to avoid progression to persistent post-concussion systems and long-term disability by intervening early. Athletes often experience concussive events like knocking heads against each other during a tackle, falling to the ground, hitting sporting equipment like goalposts, and other scenarios. A symptom-based procedure is often undertaken after a knock on the head, but it is primarily based on subjective data. Most athletes also fail to report in case of progression and often perceive it as a mere headache. This paper explores strategies to enhance mTBI identification after a concussive event to help with early intervention and treatment and avoid disease progression into severe states. The Journal of Academic of Pas (JAAPA) and the Clinical Advisor are selected to publish this article and share it with the wider health fraternity. (Choosing a Professional Journal for Manuscript Submission)

Journal of the Academy of PAs (JAAPA)

JAAPA is peer-reviewed and belongs to the American Academy of Physician Associates (AAPA). It has existed for over 25 years, guided by the primary mission of supporting physician associates/physician assistants’ ongoing learning and advancement by offering current information and evidence-based research on clinical, health policy, and professional problems (JAAPA, n.d.). With JAAPA, providers can obtain editorials on clinical review articles, case reports, clinical departments, original health service research, and articles that address professional issues of interest to PAs (JAAPA, n.d.). Pas can also obtain other online resources shared through blogs and links in the journal website, including instructions for authors, drug information, currently active CME, and current medical news. However, the information and full articles are available only to registered users and members of AAPA.

The article is well-known, widely used, and available to over 131,000 certified Pas in the US, making it suitable for publishing this article. One of my writing goals is to publish in JAAPA to address the wider PA audience (JAAPA, n.d.). Another factor considered is the high relative impact factor, which would help raise the article’s profile if published. The journal is also known for its social capital and acknowledged and respected for high quality and authority, with the ability to impact a wider audience and a wide range of articles that extend beyond clinical research topics (JAAPA, n.d.). To publish an article, an individual needs to be an AAPA member or a registered user and write an article that fits the journal, including the scope and audience. Recommendations on strategies and procedures for identifying mTBI after a concussive event fall within the journal’s scope and is of interest to Pas, making the journal suitable for the topic. The specific article is submitted using the Editorial Manager, a portal that handles submission that requires the creation of an account if not a member or registered before. (Choosing a Professional Journal for Manuscript Submission)

The Clinical Advisor

The Clinical Advisor addresses therapeutic areas of general medicine, nursing, and primary care, with the primary readership consisting of clinicians, family practice physicians, general practitioners, nurse practitioners, nurse practitioners/physician assistants, nurses, physician assistants, physicians, physicians – medicine, and primary care physicians. It is a bimonthly journal for nurse practitioners (NPs) and physician assistants (PAs) operating in primary care (Clinical Advisor, n.d.). It is guided by the primary mission of keeping practitioners updated with current information regarding diagnosing, treating, managing, and preventing medical or health conditions observed in a normal office-based primary-care setting. NPs and PAs can also access web-only content, including interactive polls, quizzes, contests, exclusive news updates, medical slideshows, expert commentary, live clinical meeting coverage, comprehensive information on particular medical conditions, and career resources (Clinical Advisor, n.d.). Haymarket Media is the publisher, offering practitioners a broad range of authoritative publications and services. One has to register with the Clinical Advisor to publish and access premium features. This journal has a wide audience of over 70,000 NPs and 30,000 Pas in the US, making it suitable for publishing the article (Clinical Advisor, n.d.). The editorial content or clinical question is submitted on the Submissions page on the Clinical Advisor website. (Choosing a Professional Journal for Manuscript Submission)

References

Clinical Advisor. (n.d.). About Us. https://www.clinicaladvisor.com/home/about/

JAAPA. (n.d.). About the Journal. https://journals.lww.com/jaapa/pages/aboutthejournal.aspx

 
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