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Santé & Médecine

Advanced Diagnostics, Report Writing, and Treatment Planning

This class will be interactive and cover a variety of subjects, in addition to the obvious. We begin by examining visual perception.

Intake Interview Demographics Referral History of Present Illness Medical History Social/Family History Mental Status Exam Diagnostic Impression

Report Format Demographics Referral History of Present Illness Medical History Social/Family History Mental Status Exam Tests Administered Test Results Diagnostic Impression Summary Recommendations Closing remarks

Treatment Plan Demographics Diagnosis Treatment Plan Short Term Goals Long Term Goals Expected Level of Functioning at Discharge Total Number of Sessions Required Number Seen To Date Number Requested to Complete Treatement Frequency of visits requested

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Introduction to Health Science Professions Semester Project Explanation Throughout your future careers of healthcare professionals you will come across many different types of diseases. For your semester project, you are going to pick one disease to learn about, write a research paper and present on to your classmates. This project is graded on an A-F, summative scale and is worth 20% of your final grade. You will be given multiple opportunities to work on it in class, take advantage of those! Due Dates: Research Paper: Wednesday, January 22th - by midnight Slideshow/Presentation: Friday, January 24th - by 8am Part 1: Pick a Disease As a class, we will sign up for your picks for your project A disease may only be used once, no repeats! Part 2: Research Paper (50 points) Using the following information, write a research paper about your disease, submitted through Google Classroom, in YOUR OWN WORDS. It is possible to re-word a list of symptoms! Minimum of 3 pages in length, double spaced & maximum of 5 pages in length Need to add page numbers to the bottom right corner Each paragraph needs to be at least 5 complete sentences (worth 6 points - all or nothing) APA citation is required and expected; all papers will be checked for plagiarism (no need for title page) → use the APA Citation handout on Google Classroom for help. Use the rubric to guide you!!! Introductory Paragraph (4 points total) Introduce the disease you are researching State why you chose this particular disease Include basic information about the disease Name, Rare or common?, Age range of those who usually get it Give a brief history of the disease; If known, where did it originate from? What risk factors can lead to the disease? Common Signs & Symptoms (4 points total) List the signs and symptoms What does a person experience or feel who has the disease? How does a person get the disease? Diagnosis (4 points total) How is it diagnosed? What tests do they need to run? Are there any telltale signs of the disease? Treatment (4 points total) What treatments are used? Can they completely get rid of the disease? List 3 medical and 3 non-medical treatments for the disease Can it be cured? Prevention (4 points total) What can be done to prevent, if any? What preventions can be done? Complications (4 points total) What types of complications can occur? Does it get worse if not treated? If so, what happens? Are there any illnesses or diseases that are common with this disease? How might the disease get worse? Prognosis (4 points total) Can people die from the disease? If do, do they usually die, sometimes die or only rarely live? What are the short-term effects of the disease? Long-term? Are there any problems that occur from this disease that never go away? Do people usually recover from the disease? Conclusion (4 points total) Reiterate what you learned during the first parts of your essay. How will you reduce your risk for the disease? Tell me any new or surprising information ...

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1 Methods and Statistical Analysis Name xxx United State University Course xxx Professor xxxx Date xxx The Evaluative Criteria The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed. Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study. On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people. Research Approaches The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies. The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...

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Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process. The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware. When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE. To prepare: Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview. Review the Morrison (2014) reading on the elements of a diagnostic interview. Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources. Review the case example of a diagnostic summary write-up provided in this Week’s resources. Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan. By Day 7 Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below: Part I: Diagnostic Summary and MSE Provide a diagnostic summary of the client, Carl. Within this summary include: Identifying Data/Client demographics Chief complaint/Presenting Problem Present illness Past psychiatric illness Substance use history Past medical history Family history Mental Status Exam (Be professional and concise for all nine areas) Appearance Behavior or psychomotor activity Attitudes toward the interviewer or examiner Affect and mood Speech and thought Perceptual disturbances Orientation and consciousness Memory and intelligence Reliability, judgment, and insight Part II: Analysis of MSE After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following: Identify any areas in your MSE that require follow-up data collection. Explain how using the cross-cutting measure would add to the information gathered. Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not? Would you discuss a possible diagnosis with Carl at time point in time? Why? Support Part II with citations/references. The DSM 5 and case study do not need to be cited. Utilize the o.

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Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller

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My Role: Salesforce Developer My Working Client: Truck Rental Company Purpose: This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career. Description: Provide a reflection of at least 500 words (2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. Deliverable:Prepare a 2 page (excluding title and reference page) APA styled Microsoft Word document that shares a personal connection that identifies specific knowledge and theories from this course as well as demonstrates a connection to your current work environment. Critique the decision making of two of your peers in your response posts. 1. Do you agree/disagree with their medication choice? Why? 2. Is there anything else you recommend including? 3. Compare peer's decision making to yours—what are the advantages and disadvantages of each? Your response should include evidence of review of the course material through proper citations using APA format. Reply one: 1)Psychosis: Again, the diagnosis of schizophrenia is best made over time because repeated observations increase the reliability of the diagnosis. A diagnosis of schizophrenia is reached through an assessment of patient-specific signs and symptoms, as described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Schizophrenia presents with four symptom clusters: positive, negative, cognitive, and affective disturbances. Positive symptoms can include hallucinations, delusions, thought disorders/behaviors, and movement disorders. Negative symptoms include a flat affect, alogia, anhedonia, lack of self-motivation, social withdrawal. Cognitive symptoms include poor executive function, difficulty focusing, memory deficits. And finally, affective disturbances include odd expressions or actions, poor self-esteem, depression with an increased risk of suicide (Dunphy, Winland-Brown, Porter, & Thomas, 2011). The diagnostic criteria for schizophrenia include the persistence of two or more of the following active-phase symptoms, each lasting for a significant portion of at least a one-month period: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, and negative symptoms. At least one of the qualifying symptoms must be delusions, hallucinations, or disorganized speech (DSM-5, 2013). Patient Andy presents with delusions, auditory/cenesthetic hallucinations, and increasing social withdrawal extending upon two months. As well, an estimated 80% of clients affected by a psychotic disorder experience their first episode between the ages of 16-30. In men, the symptoms tend to present between 18 and 25 years of age. In women, the onset of symptoms has two peaks, the first between 25 years of age and the mid-30s, and the second after 40 years of age (Hol ...

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Clinical Skills Self-Assessment Everyone ought to have specific attributes, including their strengths and weaknesses. My experience as a nurse has equipped me with several skills that will come in handy when I start working as a psychiatrist. Recognizing the signs and symptoms of mental illness is one of my strengths, thanks to the knowledge and abilities I have gained over the years. On the other side, I must have a lot of weaknesses. The options for professional development that I need to investigate during my career to increase my skills in making use of the results of psychological tests. This paper will discuss three strengths and weaknesses and three clinical skills that a nursing student would like to become a professional before graduating from a nursing program. These strengths and weaknesses will be compared to three clinical skills that a nursing student would like to have. PRAC 6665/6675 Clinical Skills Self-Assessment Form Desired Clinical Skills for Students to Achieve Confident (Can complete independently) Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or needs supervision to feel confident) New (Have never performed or does not apply) Comprehensive psychiatric evaluation skills in: Recognizing clinical signs and symptoms of psychiatric illness across the lifespan Differentiating between pathophysiological and psychopathological conditions Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) Performing and interpreting a mental status examination Performing and interpreting a psychosocial assessment and family psychiatric history Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). Diagnostic reasoning skill in: Developing and prioritizing a differential diagnoses list Formulating diagnoses according to DSM 5-TR based on assessment data Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes Pharmacotherapeutic skills in: Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) Evaluating patient response and modify plan as necessary Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) Psychotherapeutic Treatment Planning: Recognizes concepts of therapeutic modalities across the lifespan Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) Applies age-appropriate psychotherapeutic counseling techniques with ...

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Process Recording Template – Required for each Process Recording assignment. The first section is for introducing the client. Please include the following information: Agency Information. Client information (confidentiality of course). Session Number. Date of Session. Presenting Issue (reason for referral). Other Relevant Information. Goal of Session (use the SMART Goals Format). 1. Client/Session Goal. 2. Your Goal. Dialogue Please group dialogue together. Use 15 minutes at most from your session with client. Identify (for each section) 1. Theory 2. Tools 3. Skills Analysis/assessment of dialogue What was going on? What were the patient's reactions to your feedback? How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) Personal reactions and self-reflection to the interaction What were you thinking? How do you feel the session went? What could you have done better? What will you do differently/the same next time? References Process Recording- Cavanagh ( Foundation Year) 2019 NRNP/PRAC 6645 Comprehensive Psychiatric Evaluation Template Week (enter week #): (Enter assignment title) Student Name College of Nursing-PMHNP, Walden University NRNP 6635: Psychopathology and Diagnostic Reasoning Faculty Name Assignment Due Date Subjective: CC (chief complaint): HPI: (include psychiatric ROS rule out) Past Psychiatric History: · General Statement: · Caregivers (if applicable): · Hospitalizations: · Medication trials: · Psychotherapy or Previous Psychiatric Diagnosis: Substance Current Use and History: Family Psychiatric/Substance Use History: Psychosocial History: Medical History: · Current Medications: · Allergies: · Reproductive Hx: Objective: Diagnostic results: Assessment: Mental Status Examination: Differential Diagnoses: Reflections: Case Formulation and Treatment Plan: References © 2021 Walden University Page 1 of 3 NRNP/PRAC 6645 Comprehensive Psychiatric Evaluation Note Template INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide. In the Subjective section, provide: · Chief complaint · History of present illness (HPI) · Past psychiatric history · Medication trials and current medications · Psychotherapy or previous psychiatric diagnosis · Pertinent substance use ...

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These are simplified slides discussing the regulation of cardiac output and venous return. Learning objectives: 1. Comprehend the determinants of cardiac output and factors affecting cardiac output 2. Comprehend the factors affecting stroke volume and heart rate and total peripheral resistance 3. Identify the factors regulating venous return 4. Discuss the causes of high and low output cardiac failure 5. Enlist the functions of veins and recognise the significance of venous reservoirs Study Resources: 1. Chapter 20, Guyton and Hall Textbook of Medical Physiology, 14th edition 2. Chapter 30 and 32, Ganong’s Review of Medical Physiology, 26th edition 3. Chapter 10, Human Physiology by Lauralee Sherwood, 9th edition 4. Physiology, Cardiac Output - StatPearls https://www.ncbi.nlm.nih.gov/books/NBK470455/

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