451 Week 8 – Health in Older Adults

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451 Week 8 – Health in Older Adults

 Student’s Name:

Institution of Affiliation:

Course Code + Course Title

Instructor’s Name:

Assignment Due Date:

451 Week 8 - Health in Older Adults

451 Week 8

To enhance my career readiness and as a form of professional development for the future, I plan to enroll in the NP program in the Fall. I will continue to work while participating in the NP program until I complete it hence the need for a work-education balance. My future career goal is to work as an acute care nurse practitioner. I also intend to contribute globally to make the world a better place by closing the gap in social determinants of health (SDOH). Social determinants of health for seniors, such as housing, food, financial resources, transportation, and social connections, are crucial for bettering overall well-being and for improving health outcomes (Perez et al., 2022). In this context, I wish to encourage and fight for a just and compassionate society where everyone can age with dignity, meaning, and security. I hope to take part in projects like NCOA’s efforts to create the Aging Hub of the 100 Million Healthier Lives (100MLives) program, a collaboration with the Institute for Healthcare Improvement (IHI), and other initiatives like these that support equitable care for senior citizens.

To accomplish the objective of a reformed health care system, including meeting the challenges of taking care of older and sicker patients, incorporating patient safety and quality of care into practice, and understanding economics and its effect on the workforce, strong leadership will be necessary in addition to reforms in nursing practice and education. Every nurse should serve as a leader in the design, execution, and assessment of the ongoing system reforms that will be required, as well as in advocating for them (Stewart, 2021). Although the public is not accustomed to seeing nurses as leaders and not all nurses start their careers with aspirations concerning becoming a leader, this is a must. Additionally, nurses must possess leadership abilities and competencies to participate fully in redesign and reform initiatives across the healthcare system with doctors and other medical professionals. Nursing research and practice must keep exploring and creating evidence-based care advances, and the healthcare system as a whole need to evaluate and implement these transformations through policy changes (Stewart, 2021). The practice environment, nursing education, and practice and policy all require leaders in nursing to incorporate new research discoveries into practice.

(451 Week 8 – Health in Older Adults)

Being a complete partner demands leadership abilities and capabilities that must be used both inside the profession and in cooperation with other health professionals, which goes for all nursing levels. To be a full partner in care environments and support the ongoing changes in the healthcare system, I intend to be accountable for recognizing issues and areas of waste, developing and putting into practice an improvement plan, monitoring progress over time, and making required adjustments to achieve set goals (Stewart, 2021). I want to be involved in decision-making about how to enhance the provision of care since nurses are powerful patient advocates, and as a nurse, I have a better understanding of patients’ needs. Being a full partner has broader applications in the field of health policy. I must view policy as an element that I can influence rather than something that occurs to me, whether at the local organizational level or the national level, if I am to be effective in reconceptualized roles and to be recognized and accepted as a leader (Stewart, 2021). I must effectively participate in the political process, speak the language of policy, and collaborate as part of a team in my line of work. Conclusively, to be involved in healthcare reform implementation efforts, I ought to have a say in the formulation of health policy.

References

Perez, F. P., Perez, C. A., & Chumbiauca, M. N. (2022). Insights into the Social Determinants of Health in Older Adults. Journal of biomedical science and engineering, 15(11), 261–268. https://doi.org/10.4236/jbise.2022.1511023

Stewart, D. (2021). Nurses: a voice to lead: a vision for future healthcare. International Council of Nurses. https://www.icn.ch/system/files/documents/2021-05/ICN%20Toolkit_2021_ENG_Final.pdf

 
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Evidence-based Practice in Nursing Profession

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Evidence-based Practice in Nursing Profession

 Student’s Name:

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Assignment 2

Evidence-based Practice in Nursing Profession

EBP improves nurses’ capacity for decision-making and their capacity to create personalized care plans that result in effective patient care. According to the literature, nurses value EBP, yet, its application is uneven since it is frequently complicated by a variety of issues, including a lack of facilities, time, funds, support, knowledge, and skills (Alqahtani et al., 2022). Lack of support and supervision can impend the EBP change proposal from continuing to obtain the same desired results 6 months to a year from now. Hospital administrators’ lack of information, guidance, support, and leadership abilities in implementing EBP reduces the sustainability of an EBP project. According to a survey, 27% of nurses said nurse managers do not support the implementation of EBP projects (Alatawi et al., 2020). A total of 91% of nurses said that an EBP mentor or champion is needed in the ICU to improve the efficient implementation of EBP (Alatawi et al., 2020). Lack of support from institutional managers, head nurses, and coworkers may hinder EBP project implementation. Approximately 58% of nurses agreed that one obstacle to implementing EBP was a lack of authority to change practice (Alatawi et al., 2020). Furthermore, the lack of power to alter practice in the critical care unit is a barrier to implementing EBP, according to 34% of nurses, of whom 23% strongly agreed (Alatawi et al., 2020). The evidence stresses the importance of leadership support and supervision to the success of EBP projects. Leaders and administrators should be at the forefront of encouraging EBP change projects in their organization and channeling resources to these initiatives to increase the chances of success.

Lack of education and training is viewed as a hindrance to the implementation of EBP and the continued realization of desired results. Although the training itself may have been a requirement, nurses do not feel completely comfortable using EBP. The supervisors, according to the nurses, did not give more opportunities for nurses to learn more about evidence-based practice enough attention. Approximately 50% of nurses believed that in-service training on EBP would encourage continued use of EBP, and 47% agreed that the critical care unit needed an EBP mentor to conduct searches and share the results with the rest of the staff (Alatawi et al., 2020). Inservice training, according to 50% of participants, would encourage knowledge of and adherence to evidence-based practices (Alatawi et al., 2020). Best-practice recommendations could support evidence-based practices, according to 50% of participants who strongly agreed with this statement (Alatawi et al., 2020). The results imply that continued training and education after implementing the EBP project would help ensure the sustainability and continued realization of the desired outcomes.

References

Alatawi, M., Aljuhani, E., Alsufiany, F., Aleid, K., Rawah, R., Aljanabi, S., & Banakhar, M. (2020). Barriers of implementing evidence-based practice in nursing profession: A literature review. American Journal of Nursing Science, 9(1), 35.https://doi.org/10.11648/j.ajns.20200901.16

Alqahtani, J. M., Carsula, R. P., Alharbi, H. A., Alyousef, S. M., Baker, O. G., & Tumala, R. B. (2022). Barriers to Implementing Evidence-Based Practice among Primary Healthcare Nurses in Saudi Arabia: A Cross-Sectional Study. Nursing reports (Pavia, Italy), 12(2), 313–323. https://doi.org/10.3390/nursrep12020031

 
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Bipolar Disorder and Conduct Disorder SOAP Note

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Bipolar Disorder and Conduct Disorder SOAP Note

Bipolar Disorder and Conduct Disorder SOAP Note

Bipolar Disorder and Conduct Disorder SOAP Note

Patient Initials: R.G.

Gender: Male

SUBJECTIVE:

CC: “I want to be left alone and be respected.”

HPI: The patient has a history of oppositional defiant disorder and mood dysregulation disorder and has now been admitted to the inpatient unit due to property destruction. Reportedly, the patient was getting his phone fixed, and he got into an argument with people at the mall. The police were called, and he was brought to the hospital. The patient has been irritable, threatening his parents, and does not follow rules at home. He has not been taking medication, but smoking marijuana. The patient was suspended from school after he was found possessing cannabis.

Social History: R.G. lives with his parents. Patient has two other siblings, a sister and brother.

Education and Occupation History: R.G. is in high school.

Substance Current Use and History: Recreational drugs, Cannabis, 1 Daily

Legal History: The client denies any legal history, but he been punished in school by suspension.

Family Psychiatric/Substance Use History: Patient denies family mental health. Reports mother and father using alcohol occasionally.

Past Psychiatric History:

            Hospitalization: History of multiple hospitalizations at BNBMC.

Medication trials: Denies history of medical trials

Psychotherapy or Previous Psychiatric Diagnosis: Patient is historically noncompliant with medication after leaving hospital. He has a history of physically aggressive behavior towards mother and sister with property destruction but a diagnosis was not established.

Medical History: None.

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

ROS:  

General: 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 headaches, 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.

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: 98.1F

B.P.: 128/62

P: 84

R.R.: 20

O2: 100% 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

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 within normal range, 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 occasional headaches.

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

Neuropsychological testing: Social-emotional functioning is impaired.

Gait/station: Stable.

Mood: Fair.

Affect: Fair.

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

Thought content: Thought content was appropriate.

Attitude: The patient was irritable and 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 male patient, 17, complains of wanting be left alone and respected. The patient presents with ill and uncontrollable behavior and conduct. The patient is combative, bullying, uncooperative, and easily agitated. Building rapport was difficult because the patient had trouble paying attention, and was quickly disoriented. His mood and affect were fair, but he was apathetic. He denies having any suicidal or homicidal ideation.

Differential Diagnosis:

  1. 9 Conduct Disorder and F31.1 Bipolar I Disorder (Confirmed)

Bipolar disorder or bipolar affective disorder ranks as one of the top 10 major causes of disability worldwide. Bipolar and related disorders include undefined bipolar or related disorders, bipolar I disorder (BD-I), bipolar II disorder (BD-II), cyclothymic disorder, and other specified bipolar and related illnesses. It is common to first misdiagnose bipolar disorder, which is characterized by recurrent periods of mania or hypomania that alternate with depression (Jain & Mitra, 2022). Per the DSM-5 diagnosis, for a patient to be diagnosed with bipolar I disorder, criteria should meet for at least one manic episode, which could have been preceded or followed by a significant depression or hypomanic episode, although major depressive or hypomanic episodes are not necessary for the diagnosis (Jain & Mitra, 2022). Bipolar I disorder often co-occurs with conduct disorder. In clinical, epidemiological, and research samples, a strong and bidirectional connection between pediatric bipolar I (BP-I) disorder and conduct disorder (CD) has continuously been found (Wozniak et al., 2019). Even though BP-I and CD are two separate, highly morbid illnesses, their co-occurrence signals a gravely compromised clinical condition.

Conduct disorder (CD), like oppositional defiant disorder (ODD), is a disruptive behavioral disorder. The patient has previously been diagnosed with ODD. In some circumstances, ODD appears before CD. CD is characterized by a series of behaviors that include showing hostility and violating other people’s rights (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, and the destruction of property and breaking of regulations (Sagar et al., 2019). Per the DMS-5 criteria, an individual has to exhibit behaviors that include violation of other people’s rights and disregard acceptable conduct. The individuals should 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). R.G. presents with all these dysfunctions, confirming the diagnoses.

  1. 3 Oppositional Defiant Disorder

Oppositional defiant disorder (ODD) frequently precedes CD. ODD is infrequently recognized in older children and teenagers, owing partially to the continuously established disagreements between children and their parents. Males are more likely than girls to have ODD in preadolescence (1.4:1). However, this male predominance does not exist in adolescents or adults (Aggarwal & Marwaha, 2022). Symptoms tend to be steady around the ages of five and 10, after which they begin to decline as prevalence reduces as people age. It primarily involves problems with emotional and behavioral inhibition. A recurrent pattern of anger or irritation, argumentative or rebellious behavior, or revenge towards other people is the primary hallmark of ODD, per the DSM-5 criteria (Aggarwal & Marwaha, 2022). Because the patient also displayed additional symptoms that met CD criteria alongside the ODD symptoms, this diagnosis was ruled out.

(Bipolar Disorder and Conduct Disorder SOAP Note)

  1. 9. Attention Deficit Hyperactivity Disorder

ADHD co-occurs frequently with CD, hampering an individual’s capacity to function. People who suffer from this condition have excessive degrees of impulsivity, hyperactivity, or inattentiveness. According to Magnus et al. (2023), young children with ADHD frequently display inattentiveness, lack of attention, disorganization, difficulties finishing tasks, forgetfulness, and losing things. For symptoms to be considered ADHD, they must appear before the age of 12, last for six months, and interfere with daily tasks. It must be present in numerous settings, such as at home and work or in both after-school programs and classes (Magnus et al., 2023). Large-scale effects could lead to challenging social relations, an increase in risky behavior, job losses, and challenges in the classroom. Because ADHD was not recognized before the age of 12 and because the client only exhibits inattentiveness and no functioning challenges, the diagnosis was rejected.

PLAN:

The patient would benefit from combining medication and psychotherapy.

Safety Risk/Plan:

R.G. has no present objective or desire to hurt himself or others. There are no suicidal or homicidal ideas in the patient. It is not essential to hospitalize the patient.

Pharmacological Interventions:

Pharmacotherapy tries to treat mental co-morbidities using the appropriate medications, such as stimulants and non-stimulants for the treatment of ADHD, antidepressants for treating depression, antiepileptic drugs treating bipolar illness, and mood stabilizers for treating aggression and mood dysregulation (Mohan et al., 2023). Traditional mood stabilizers that can elevate mood include second-generation antipsychotics and antiepileptic drugs (AEDs). Proposed medication plan includes Depakote 250 in AM, 500 at bedtime, (delay release) Risperidone 1 mg bid and Cogentin 0.5 once a day.

(Bipolar Disorder and Conduct Disorder SOAP Note)

Psychotherapy:

The psychosocial treatment that can help address conduct disorder in R.G. includes parent management training, which teaches parents ways to discipline their children consistently, reward positive behavior properly, and promote prosocial behavior in young people, multisystemic therapy, which focuses on family, school, and individual issues, and anger management training. Additionally, individual psychotherapy that emphasizes problem-solving skills helps treat CD by fostering connections through resolving interpersonal conflicts and by teaching assertiveness to reject negative communal influences (Mohan et al., 2023). Community-based treatment will be centered on creating therapeutic school settings that can provide a structured program to reduce disruptive behaviors in the future.

Education:

  1. Educate parent and patient on drug adherence, potential adverse effects, and complications from taking the medication.
  2. Educate the patient regarding consistent therapy sessions and why they are necessary.
  3. To prevent relapse, monitor withdrawal symptoms frequently.
  4. Inform the client regarding healthy behaviors and attitudes.
  5. Encourage the patient to cooperate with the medical team and to seek assistance at any time.
  6. Encourage the client to take part in group therapy or a support group to develop social skills.

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

Reflection

Children with bipolar disorder are more likely to experience conduct issues. Children and adolescents who have conduct disorders are prevalent, and these disorders are frequently linked to developmental stages and traits. Adolescence is a time when occasional disobedience and bad behavior is normal or anticipated. When there is a reoccurring pattern and behavioral dysfunctions are present, the situation becomes problematic. In some cases, such as this one, parents and instructors are unable to effectively handle conduct dysfunctions and must seek professional assistance. Since the patient is seen as problematic and may become aggressive toward the practitioner, dealing with CD presents difficulties for practitioners as well. But when professionals, parents, and instructors collaborate, the process is more successful.

(Bipolar Disorder and Conduct Disorder SOAP Note)

At some point in their lives, over half of all Americans will be diagnosed with a mental condition. Healthy People 2030 emphasizes the prevention, screening, evaluation, and treatment of behavioral and mental problems (Healthy People 2030, n.d.). The goals for mental health and mental disorders also include improving the health and standard of living for those who suffer from these problems. Health promotion techniques for conduct disorder can assist reinforce responsible conduct by providing consistent adult caregiving, positive emotional support, proper learning and social skills, an easy temperament, a sense of competence, and optimistic worldviews. Regarding ethical considerations in treating patients with bipolar and conduct disorders, autonomy and confidentiality issues can arise, given that the client is a minor. Any sort of treatment should only be given with the parent’s informed consent. If I were given another chance to work with the client, I would ask the instructor and the school’s disciplinary staff for information so that I could create a more thorough diagnosis and treatment plan.

 References

Healthy People 2030. (n.d.). Mental Health and Mental Disorders. https://health.gov/healthypeople/objectives-and-data/browse-objectives/mental-health-and-mental-disorders

Jain, A., & Mitra, P. (2022). Bipolar affective disorder. In StatPearls [Internet]. StatPearls Publishing.

Mohan, L., Yilanli, M., & Ray, S. (2017). Conduct disorder. In: StatPearls [Internet]. StatPearls Publishing.

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

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/

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

Wozniak, J., Wilens, T., DiSalvo, M., Farrell, A., Wolenski, R., Faraone, S. V., & Biederman, J. (2019). Comorbidity of bipolar I disorder and conduct disorder: a familial risk analysis. Acta psychiatrica Scandinavica, 139(4), 361–368. https://doi.org/10.1111/acps.13013

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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Girl with ADHD

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Girl with ADHD

Girl with ADHD

Introduction to the Case

The case is of an 8-year-old Caucasian female presenting at the office accompanied by the father and the mother, who report that they have been referred to seek advice after the patient’s teacher suggested she might have ADHD. Per their primary care provider, the patient should be examined by a mental health practitioner to ascertain the condition. The parents shared the teacher-filled Conner’s Teacher Rating Scale-Revised, which indicated that the patient is inattentive, easily distracted, forgetful, and poor in reading, spelling, and arithmetic. She has a short attention span unless it is something she is interested in. The patient has no interest in school work and is easily distracted, never finishing what she started or following instructions. The patient does not complete her schoolwork. The parents do not believe the patient has ADHD because she is not “running around like a wild person, defiant, or have temper outbursts.”

(Girl with ADHD)

The assessment data indicates the patient does not see the issue as a big deal as she is “OK” in school and prefers art and recess. The patient perceives other subjects as boring or hard and feels lost sometimes. She admits to her mind wandering during class to things she enjoys and would sometimes think about nothing, and when the teacher calls her name, she would not remember what they were talking about. She perceives her life as just fine, loves her parents because they are good and kind to her, denies any abuse or bullying at school, and has no other current concern. The mental status exam indicates that the patient is well-developed for her age, and speech is clear, coherent, logical, and appropriately oriented to person, place, time, and event. Her dressing is appropriate for the weather and time of year, and her mannerism, gestures, and tics are noteworthy. She indicates a euthymic mood, bright affect, and no visual or auditory hallucinations, delusions, or paranoia. Her attention and concentration are grossly intact, insight and judgement appropriate, and has no suicidal or homicidal ideation.

Decision #1

Ritalin is the initial treatment for the patient’s ADHD for this patient. Ritalin led to the patient’s improved academic performance, although her attention declined as the day progressed. Per the guidance, the discontinuation of the drug would have the same side effects, and the side effects would wear off with time. Research shows that Ritalin has favorable effects on ADHD symptoms, especially in reducing hyperactivity and impulsivity (Verghese & Abdijadid, 2022). The drug is FDA-approved, and the prescription is appropriate for children 6 years and older.

The other two drug options were Adderall and Intuniv. Adderall was rejected because it has similar side effects as Ritalin, and shifting to it would not change the current state. Ritalin also reaches peak levels quicker than Adderall. Additionally, Adderall leads to loss of appetite, stomach upset, headache, fever, diarrhea, and nervousness (Brown et al., 2018). Intuniv has significant side effects like sedation, which is not favorable for a school-going child because it would be challenging to maintain concentration and attention throughout the day (Harricharan & Adcock, 2018). Intuniv also causes low blood pressure, dry mouth, irritability, constipation, and decreased appetite.

(Girl with ADHD)

Administering Ritalin aimed at addressing the negative symptoms of ADHD, particularly hyperactivity and impulsivity. Ritalin has been indicated effectiveness in treating ADHD and has favorable effects on the symptoms (Verghese & Abdijadid, 2022). Improving the symptoms would help the patient perform better at school. On ethical considerations, working with a minor raises ethical concerns regarding autonomy, beneficence, and informed consent. Any treatment option should follow the parents’ preferences and consent. Minors cannot make autonomous decisions, hence the need to involve the parent throughout the treatment process. Additionally, the PMHNP should evaluate the drug selected and its potential effects on the patient, ensuring beneficence.

Decision #2

Wellbutrin is the second-choice treatment in this case. Results indicate a slight improvement in symptoms, although the patient reports decreased appetite, which is worsening. Research also shows that Wellbutrin can improve ADHD and decrease symptoms associated with the illness (Verbeeck et al., 2019). It is an appropriate non-stimulant drug for patients that cannot or will not take stimulant drugs because not all people are responsive to stimulants, and some cannot tolerate them.

The other two options not selected initially are Intuniv and Strattera. Sedation is one of the serious side effects of Intuniv, which is not favorable for a student since it would be difficult for them to focus and pay attention all day (Harricharan & Adcock, 2018). Low blood pressure, dry mouth, irritability, constipation, and decreased appetite are additional side effects of Intuniv (Harricharan & Adcock, 2018). Strattera is a good alternative to Wellbutrin, associated with significant side effects in children, particularly suicidal ideation (Fedder et al., 2022). However, Strattera can also lead to decreased appetite, headache, constipation, nausea, feeling sleepy and weak, and heart attack in severe cases.

(Girl with ADHD)

Administering Wellbutrin aimed at decreasing ADHD side effects. Wellbutrin has indicated effectiveness in treating ADHD, working as an antidepressant and non-competitive antagonist of nicotinic acetylcholine receptors (Verbeeck et al., 2019). It is anticipated that the patient’s ADHD would improve after taking Wellbutrin. Ethically, the provider must consider the side effects of administering Wellbutrin, particularly suicidal ideation, which presents potential harm to the patient. The provider must involve parents in critical decision-making and develop a drug therapy of preference per the patient’s response to the current drug therapy. The PMHNP must also disclose to the parents any additional risks associated with taking Wellbutrin.

Decision #3

The last treatment option is Intuniv, a non-stimulant treatment of ADHD, targeting oppositional behaviors. Intuniv can help improve focus and attention, controlling behavior, and manage hyperactivity and overactivity. Research shows significant improvement in subjective ADHD rating scales and scales in executive function for children and adolescents using Intuniv (Harricharan & Adcock, 2018). It is also appropriate for children with ADHD who are not adequately controlled with methylphenidate.

The other two options rejected were clonidine and Wellbutrin. Clonidine is more sedating than Intuniv, hence would not improve the current state. It can also lead to the patient developing depression, sleeping difficulties, constipation, and feeling weak, tired, and sleepy (Yasaei & Saadabadi, 2022). Wellbutrin is a good alternative but has considerable side effects and is associated with a high treatment discontinuation due to increased risk to the patient as it leads to suicidal ideation (Huecker et al., 2022). It can also cause rhinitis, tachycardia, weight loss, dizziness, and tremors.

(Girl with ADHD)

Prescribing Intuniv is aimed at improving ADHD symptoms, especially focus, attention, controlling behavior, and managing hyperactivity and overactivity. The prescription also aimed to avoid side effects associated with stimulant drugs when treating ADHD in children. Intuniv indicates effectiveness in relieving ADHD symptoms; hence recommended as the third option (Harricharan & Adcock, 2018). It is ethical practice to consider drug-drug interaction when prescribing Intuniv to ensure no harm due to complications. The PMHNP should also disclose the drug’s risks and benefits to the parent and elaborate on effective monitoring areas to report during follow-up. Any treatment decision should follow the parents’ consent and preferences, given the patient is a minor.

Conclusion

The initial purpose of recommending each drug is to improve SDHD symptoms, help the patient be more focused and attentive in school and bolster memory and behaviors such as completing school work and any activity she started. The patient’s ADHD is initially being treated with Ritalin. The patient’s academic performance increased as a result of taking Ritalin, but her attention started to wane as the day went on. According to the instructions, stopping the medicine would have the same negative effects, but they would eventually go away. Ritalin has been shown to improve ADHD symptoms, particularly by lowering impulsivity and hyperactivity (Verghese & Abdijadid, 2022). The prescription is authorized for children aged 6 and older, and the medication is FDA-approved.

The second-choice treatment in this instance is Wellbutrin. Results show a little improvement in symptoms; however, the patient is reporting a worsening loss in appetite. According to research, Wellbutrin can treat ADHD symptoms and improve the condition overall (Verbeeck et al., 2019). Because not everyone responds to stimulants and some individuals cannot tolerate them, it is a suitable non-stimulant medication for patients who cannot or will not take stimulant medications. Intuniv, a non-stimulant medication for ADHD that focuses on oppositional behaviors, is the final option for treatment. The use of Intuniv can help regulate hyperactivity and overactivity as well as increase focus and attention. According to research (Harricharan & Adcock, 2018), Intuniv significantly improves executive function and subjective ADHD rating scales for kids and teenagers. It is also suitable for kids with ADHD whose symptoms are not sufficiently managed by methylphenidate.

References

Brown, K. A., Samuel, S., & Patel, D. R. (2018). Pharmacologic management of attention deficit hyperactivity disorder in children and adolescents: a review for practitioners. Translational pediatrics, 7(1), 36–47. https://doi.org/10.21037/tp.2017.08.02

Fedder, D., Patel, H., & Saadabadi, A. (2022). Atomoxetine. In StatPearls [Internet]. StatPearls Publishing.

Harricharan, S., & Adcock, L. (2018). Guanfacine hydrochloride extended-release for attention deficit hyperactivity disorder: a review of clinical effectiveness, cost-effectiveness, and guidelines.

Huecker, M.R., Smiley, A., Saadabadi, A. (2022). Bupropion. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470212/

Verbeeck, W., Bekkering, G. E., Van den Noortgate, W., & Kramers, C. (2019). Bupropion for attention deficit hyperactivity disorder (ADHD) in adults. The Cochrane database of systematic reviews, 10(10), CD009504. https://doi.org/10.1002/14651858.CD009504.pub2

Verghese, C., & Abdijadid, S. (2022). Methylphenidate. In StatPearls [Internet]. StatPearls Publishing.

Yasaei, R., & Saadabadi, A. (2022). Clonidine. In StatPearls [Internet]. StatPearls Publishing.

 
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Personal Perspective About Experience with Course Content

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Personal Perspective About Experience with Course Content

The course content has been student-centered, descriptive, and outcome-based, helping learners focus on the end goals and objectives. The course has adopted multiple teaching and evaluation methodologies to engage learners and reinforce their understanding of course concepts. The experience with the course content has been amazing so far, but also challenging. I have struggled to understand some concepts, derailing efforts towards achieving Student Learning Objectives (SLOs). Some medical terms, anatomy, and therapeutic and diagnostic procedures are complex and require maximum input to understand and memorize them. Achieving this objective requires super engagement with course materials and internet sources.

(Personal Perspective About Experience with Course Content)

Personal Perspective About Experience with Course Content

I enjoyed learning about the history of medical coding classification systems used by healthcare organizations in the United States, including ICD-11, ICD-10-CM, ICD-10-PCS, CPT and HCPCS Level II. Understanding the history is critical for medical billing and coding. All areas of the healthcare dynamics are governed by legal, ethical, and regulatory requirements. This course provided knowledge and insights into the legal, ethical, and regulatory requirements attached to the processes around medical record coding, billing, and reimbursement. Understanding these aspects is fundamental to the medical professional because medical billing, coding, and reimbursement are part of the practice and should be executed per the guidelines. I have also learned about the education, responsibilities and scope of practice of healthcare leaders’ roles in providing oversight of clinical departments and healthcare organizations. The course materials have been comprehensive in this regard, bolstering understanding and enhancing experience, which is vital for future careers.

 
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Rebuttal Health Admin Week Db Post

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Rebuttal Health Admin Week Db Post

Rebuttal Health Admin Week Db Post

Rebuttal Health Admin Week Db Post

The author offers a captivating discussion of healthcare challenges the US healthcare system is facing, including prince transparency, underfunding of Medicare and physician shortages. Indeed regulatory bodies have failed to ensure price transparency since the passing of the Hospital Price Transparency Final rule that requires healthcare providers to present payer-specific negotiated prices, standard charges for every healthcare item and service, and discounted prices, which became effective on January 1, 2021.1 This rule also requires healthcare organizations to publish a customer-friendly list of this price-related information. Existing research shows a low compliance rate, at about 33%.2 By September 2021, over half of the hospitals registered with the CMS had not posted a machine-readable file or shoppable services. However, there have been measures to curb the low compliance rate, including the CMS introducing penalties for noncompliance, $300 per day for small hospitals and upwards of $5,500 per day for larger hospitals, effective January 1, 2022.2 Nonetheless, the compliance has remained low, between 29% and 56%, per different reports.

The hospitals have also been misreporting, intentionally stating lower figures than the median. For instance, the CMS established that among 70 shoppable services it specified, almost half of the hospitals disclosing cash and commercial prices quoted cash prices lower than the median commercial prices, about 17% of all hospitals.2 To address this issue, it is critical to answering these questions: did the price transparency rule low commercial prices for hospitals? Why are many hospitals still non-compliant with the rule? What are their concerns or negative implications of disclosing healthcare prices? What is the reason for the significant variations in prices between and within hospitals? Answering these questions would allow appropriate authorities to design strategies to enhance healthcare price transparency, lower healthcare costs, and facilitate comparison shopping for patients and payers.

References

Chen J, Miraldo M. The impact of hospital price and quality transparency tools on healthcare spending: a systematic review. Health Economics Review. 2022 Dec;12(1):1-2.

Jiang JX, Krishnan R, Bai G. Price Transparency in Hospitals—Current Research and Future Directions. JAMA Netw Open.2023;6(1):e2249588. doi:10.1001/jamanetworkopen.2022.49588 https://pubmed.ncbi.nlm.nih.gov/36602805/

 

 
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Repatriation of Indigenous Human Remains

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Repatriation of Indigenous Human Remains

Contemporary Social Justice Issue: Repatriation of Indigenous Human Remains

The repatriation of indigenous human remains has been a contentious issue for decades. Many indigenous communities have been forcibly removed from their ancestral lands and have had their cultural heritage stolen or destroyed. Archaeologists and museums have been accused of stealing and exploiting indigenous artifacts and human remains. In recent years, there has been a movement toward repatriating these items to their rightful owners. This research project will explore the issue of the repatriation of indigenous human remains through the lens of archaeology. The study will focus on the history of repatriation efforts, the ethical considerations of repatriation, and the role of archaeologists in repatriation efforts.

Repatriation of Indigenous Human Remains

Research Question

What is the role of archaeology in repatriating indigenous human remains, and how can it contribute to social justice?

History of Repatriation Efforts

Archeologists have obtained human remains from different parts of the world, but in the last several decades, it has been subject to new discussions. Human remains hold insights and records of past life useful to current and later generations (Licata et al., 2020). Despite their importance, there is a need to ensure human dignity, a reason that prompted discussions on the repatriation of human remains to their respective points of origin. Most communities treated their ancestral remains as sacred and secret valuables, increasing the need to repatriate remains to promote social justice and respect for cultures. In line with human remains repatriation, communities began to work with the national museums and archeologists on accessing, safe-keeping, and unconditional return of indigenous human remains.

In the 1960s, 1970s, and 1980s, the United States began listening to repatriation requests from indigenous societies and began returning human remains and sacred objects before establishing any laws to govern human remains repatriation. Passing the NMAIA (20 United States Code (U.S.C.) 80q et seq.) and the NAGPRA (25 U.S.C. 3001 et seq.) were significant and revolutionary to human remains repatriation efforts (Buikstra, 2017). This initiative transformed the repatriation nature and process and had consequential effects internationally. Repatriation under these laws began in the 1980s after an establishment that modern ethics differ from those of the past, and museums had to consider changing accordingly. However, repatriation did not follow any request because there were conditions, for instance, repatriating human remains to only living descendants (Goldstein, 2015). If a group forwarded a request for repatriation, the group had to present convincing evidence of religious and cultural values that outweighed scientific interests. Repatriation was done on a case-by-case basis. With time, the repatriation of indigenous human remains has become a human rights issue based on the argument that human bodies should be treated with dignity and respect, which is not the case when excavated and placed in a museum.

Ethical Consideration of Repatriation

Native tribes, organizations, and some archeologists believe that repatriation is a moral and ethical duty for the archeological profession, even if it means losing access to the remains and artifacts. There was never a consistent national policy dictating repatriation and consultation with indigenous groups until the 1990s despite the increasing requests by native people, who posit repatriation as a human right. For the longest time, indigenous groups have perceived archeologists as looters because they saw no difference. For instance, the incident in Iowa angered many, including some archeologists, after a road construction project led to a cemetery being excavated (Goldstein, 2015). These remains were sent to the museum, and the government insisted they belonged in the museum, implying there was something wrong with archeology and museums. The case in Iowa made more archeologists uncomfortable regarding the concept of study and curation, indicating an ethical issue in archeology involving human remains.

The Western belief system and science have imposed themselves on indigenous people’s belief system regarding their past and how they treat or consider their ancestors and their remains. There was insignificant resistance from indigenous groups against archeologists for a long period, making them assume that the people concurred with their initiatives or did not object. However, archeologists were wrong, shown in the past 30 to 40 years, where polls have indicated the general public supports repatriation calls and the position of the Native Americans (Goldstein, 2015). Moreover, archeology did not consider the centrality of a human and the protection of dignity, raising multiple ethical concerns. The ethical issues surrounding archeology and with respect to repatriation are popular in the international community today. In this regard, reconciliation policies were developed at the international level to guide the return of human remains to the requesting indigenous groups.

According to the ICOME Code of Ethics for Museums, human remains are culturally sensitive materials. Per the code, the collection of human remains is justifiable by compelling evidence that they will be placed in a safe space and treated with respect and dignity (Licata et al., 2020). Furthermore, research involving human remains must follow professional standards and adhere to the beliefs and interests of community members and ethnic and religious groups from where the materials were collected. Additionally, displaying sensitive materials, comprising human remains and related sacred objects, must comply with professional standards. Archeologists must expose human remains with high-level respect and comply with the moral principles of the community (Licata et al., 2020). The code also guides the withdrawal of public display of human remains with non-certified origin. Conclusively, codes, policies, and regulations surrounding the collection, preservation, and repatriation of human remains have placed the interest of indigenous communities and ethnic and religious groups before scientific interests, which is ethically and morally right.

Role of Archeologists in Repatriation

Archeologists are integral to repatriation efforts because they bare a preexisting working relationship with the local people and tribal governments. Most indigenous people would rather have archeological sites like cemeteries left undisturbed or studied and restored instead of transferring materials to museums (Fforde, 2020). Human remains and sacred materials attached to them should belong to the communities and regions they came from, or it would be considered looting and stealing, which has been the case for centuries. Archeology has been accused of stripping communities of their cultures as antiquities are taken from and displayed publicly. Conventionally, developed countries like the US and UK have claimed that human remains and materials are safer in developed countries because of stable and better equipment and environment of preservation, and archeologists are accountable for such suggestions. This attitude patronizes individuals trying to maintain their culture and heritage in their respective places.

Collection of human remains begins with archeologists, and so can repatriation. Most communities are not against conducting a study but the transfer of human remains from their indigenous settings. Archeologists can act as advocates of repatriation to balance the scientific interests and cultural interests of indigenous people (Bauer et al., 2016). Archeologists should lead repatriation efforts of human remains and materials with historical and cultural roots to honor those roots and the people attached to them. It is an issue of cultural sensitivities that should be a competency of every archeologist. As such, archeologists can enhance community research and build respectful relationships by engaging in community-led studies and repatriation projects (Bauer et al., 2016). Archeologists can be at the center of consultations and agreements with indigenous communities regarding the study of human remains and restoration of sites they were obtained from after completing a study, promoting social justice. Emphatically, archeologists can help repatriation efforts through advocacy and promote social justice.

Conclusion

Archeology has been accused of cultural insensitivities and taking from people their cultures and heritage. Archeologists have been compared to looters, and most indigenous communities continue to fight for the return of human remains and other sacred objects. Repatriation should be considered an ethical and moral responsibility of archeology. Archeologists can bolster repatriation efforts through advocacy, building respectful relationships with communities, promoting community-led studies and repatriation projects, and being at the center of negotiations and consultations with communities to protect the interests of indigenous people before their own.

References

Bauer, A. A., Lindsay, S., & Urice, S. (2016). When theory, practice and policy collide, or why do archaeologists support cultural property claims?. In Archaeology and Capitalism (pp. 45-58). Routledge.

Buikstra, J. E. (2017). Repatriation and bioarchaeology: Challenges and opportunities. Bioarchaeology, 411-438.

Fforde, C. (2020). Vermillion accord on human remains (1989)(indigenous archaeology). In Encyclopedia of global archaeology (pp. 11016-11019). Cham: Springer International Publishing.

Goldstein, L. (2015). Archaeology, Politics of. International Encyclopedia of the Social & Behavioral Sciences (Second Edition). https://doi.org/10.1016/B978-0-08-097086-8.13024-7

Licata, M., Bonsignore, A., Boano, R., Monza, F., Fulcheri, E., & Ciliberti, R. (2020). Study, conservation and exhibition of human remains: the need of a bioethical perspective. Acta bio-medica : Atenei Parmensis, 91(4), e2020110. https://doi.org/10.23750/abm.v91i4.9674

 

 
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MTBI Post-Blast Exposure in US Military

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MTBI Post-Blast Exposure in US Military

Identifying Mild Traumatic Brain Injuries Post-Blast Exposure in US Military

Identifying Mild Traumatic Brain Injuries Post-Blast Exposure in US Military

Mild traumatic brain injury (MTBI) is characterized by a head injury that causes memory loss, a change in the mental state during the moment of the accident, or the absence of consciousness for no more than thirty minutes. Patients with MTBI have GCS scores between 13 and 15 at the time they present for medical care.1 Between 1.5 million and 2 million patients seek treatment for head trauma in North American emergency departments each year, with 70 to 90 percent suffering from MTBI.1 It excludes the numerous individuals who suffer brain injuries yet decide against seeking medical assistance. Teenagers and young adults are at an increased risk for mTBI, while older individuals and young children also have significant morbidity.1 Men are more likely than women to suffer from mTBI. Falls and auto accidents are the most frequent causes.1 Military personnel are another group at a high risk of experiencing mTBI and will be the focus population in this project.

Head trauma from blast exposure is a growingly serious health concern as a consequence of armed conflict, especially for military duty members. Blast-related injuries are the most militarily distinctive kind of mild traumatic brain injury (mTBI), which has been dubbed one of the signature wounds of war.2 Physical injury to the brain from blast-related accidents has many potential causes, including direct and/or indirect exposure to high-pressure conditions. Blast injuries sustained while serving in the military are frequently caused by improvised explosive devices, occupational training, and the discharge of heavy armaments.2 The origin, treatment, and recovery from blast-related mTBI are still poorly understood despite more than ten years of research.

(MTBI Post-Blast Exposure in US Military)

Although blast exposure is widespread among service members, its long-term psychological repercussions, separate from any subsequent mild traumatic brain injury, are not well understood. It is partly because there is no universally accepted definition of what blast exposure entails.3 Although the physical injuries caused by bomb exposure can be classified as primary, secondary, tertiary, or quaternary, many blasts that service members face do not cause these brain injuries. Additionally, experiencing a blast or explosive incident may not always cause symptoms consistent with a mild traumatic brain injury.3 The project seeks to develop interventions to help identify mTBI post-blast exposure and improve scientific knowledge on blast-related mTBI detection and implications.

References

Georges A. Traumatic brain injury. In: StatPearls [Internet]. StatPearls Publishing. 2022.

Martindale S L, Ord A S, Rule L G, Rowland J A. Effects of blast exposure on psychiatric and health symptoms in combat veterans. Journal of psychiatric research, 143, 189-195. 2021. https://www.sciencedirect.com/science/article/pii/S0022395621005616

Phipps H, Mondello S, Wilson A, Dittmer T, Rohde NN, Schroeder PJ, Nichols J, McGirt C, Hoffman J, Tanksley K, Chohan M. Characteristics and impact of US military blast-related mild traumatic brain injury: a systematic review. Frontiers in neurology. 2020.

 
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Literature Review Research Matrix

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Literature Review Research Matrix

Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.

Literature Review Research Matrix

Reference  Main Themes/Constructs Research Questions Theoretical Framework or Model Population & Sample description & “N=” Methodology and Design Summary of Findings
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. doi: https://doi.org/10.1037/cou0000066 Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect. What are the predictors of students’ academic and life satisfaction? Lent’s model of normative well-being. N=414

Students from two 4-year universities.

 Quantitative, Quasi-Experimental, Multiple Measures. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction.
DiGuiseppi, G. T., Davis, J. P., Meisel, M. K., Clark, M. A., Roberson, M. L., Ott, M. Q., & Barnett, N. P. (2020). The influence of peer and parental norms on first-generation college students’ binge drinking trajectories. Addictive Behaviors, 103, 1-7. https://doi.org/10.1016/j.addbeh.2019.106227. First-generation college student’s alcohol use, drinking trajectories of first-generation and continuing generation students, relationship between first-generation status and social norms, binge drinking frequency, parental alcohol problems and norms. What is the relationship between first-generational students and alcohol use? NA N = 1,342

Continuing-generation students (n = 1,117)

First-generation students (n = 225)

Students from a private university

  Quantitative, experimental, Multiple measures. Per the analysis and tests, binge drinking frequency reduced over the initial three semesters in college.

The tests were controlled for demographics, substance-free dormitory residence, parental alcohol problems and norms, and researchers found that binge drinking frequency declined more for first-generation status.

There was astronger association between parental injuctive norms and binge drinking frequency during the first semester for first generation students than continuing-generation ones.

This effect reduced over time for first-genertion students.

Peer descriptive norms influence on binge drinked increased for continuing-generation students and remained the same for first-generation students.
Ma, P.-W. W., & Shea, M. (2021). First-generation college students’ perceived barriers and career outcome expectations: Exploring contextual and cognitive factors. Journal of Career Development, 48(2), 91–104. https://doi-org.library.capella.edu/10.1177/0894845319827650 Percieved barriers and career outcome expectations for first-generation students, effect of perceived educational and career barriers on the vocational outcomes expectations of first-generation students What is the effect of perceived educational and career barriers on the vocational outcome expectations of first-generation students? NA N = 153,

Etnically diverse

From public universities

  Quantitative, correlational, Multiple measures Per the moderational analysis, the campus connectdness significantly moderated for FGCS experiencing low or average level campus connectdness, higher levels of barriers were related to more negative career outcome expectations.

Per the mediation analysus, perceived barriers were related to career outcome expectations, mediated by sense of coherence.

The other social variables were not statistically significant moderators.
O’Hara, E. M. (2022). Latino student retention: A case study in perseverance and retention. Journal of Hispanic Higher Education, 21(3), 315-332. https://doi.org/10.1177/1538192720968509 Student perserverance and retention, lived experience of first-generation latino college students, supportive system, respect for the culuture. What are the lived experiences of first-generation latino students in a four-year higher education setting? NA NA Qualitative, Case study A supportive system and respect for culuture were linked to higher latino studentretention.

Leaving the comfort zone is needed to grow academically and personally.
Roksa, Silver, B. R., Deutschlander, D., & Whitley, S. E. (2020). Navigating the first year of college: Siblings, parents, and first‐generation students’ experiences. Sociological Forum, 35(3), 565–586. https://doi.org/10.1111/socf.12617 College education, socioeconomic status and college entry, cultural capital, social mobility. Hypothesis: Exposure to education can benefit indivduals and their families. Cultural Capital theory NA * Quantitative, correlational.

 

 

  The experience of younger college students does not depend on older siblings, unless they attended the same insititution.

Topics and nature if conversations between students and parents differ between families with or without college-educated siblings.

Support from parents influences the benefit of having college-educated siblings in relation to student’s engagement.

(Literature Review Research Matrix)

 
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Continuing Education vs Continuing Professional Development

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Continuing Education vs Continuing Professional Development

Discussion Board Post

Difference Between Continuing Education and Continuing Professional Development

Particularly in the fields of nursing and healthcare, professional development and continuing education are frequently used interchangeably. They are two distinct concepts, even though they are both necessary for job advancement.1 Professional development refers to a variety of methods, usually involving the acquisition of new talents and skills relevant to a chosen field. Training courses and workshops are part of professional development to help people be better in their current position. Continuing education, on the contrary, refers to ongoing professional education by enrollment in a facility or academic program. Continuing education involves acquiring more education after receiving a first degree. It usually implies formal education, like PhD programs or higher education.1 It might also entail finishing short courses or training to earn a diploma, license, or other qualifications. Continuing education helps healthcare personnel to stay current with procedures and knowledge.2 It also helps advance professionally by enabling people to establish themselves as experts in their professions.

Continuing Education vs Continuing Professional Development

Employees can advance in their professions through both professional development and continuing education, but continuing education is a more structured means of doing so. Another significant distinction between the two is that some occupations, like becoming a doctor or university professor, even mandate continuing education.2 Professional development is often not an industry mandate but a means of achieving individual career goals. Additionally, since someone might need to take out a student loan to seek a second or higher degree, continuing education will probably require a larger investment than professional development.1 Professional development opportunities, including workshops offered by employers for employee training, may be free.

(Continuing Education vs Continuing Professional Development)

 References

Columbia Southern University. the difference between continuing education and professional development. 2021. https://www.columbiasouthern.edu/articles/2021/april/continuing-education-and-professional-development/

Public Health Degrees. Continuing education and professional development in public health. 2020. https://www.publichealthdegrees.org/resources/continuing-education-and-professional-development/

 
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