Under the documentation tab on your ATI Skills on Adult Physical Assessment you will see what you areas you must address and what information is needed to create a documentation note for each of the following areas. You will use that information to create a very thorough example of what would be included in your documentation on the physical assessment form for each of the following areas:

1. Level of consciousness

2.Integument

3. Head, face and neck

4. Eyes

5. Ears, nose, and throat

6. Respiratory

7. Cardiac

8.Abdomen

9. Musculoskeletal

10. Neurological

 Follow 3×3 Rule. THREE PARAGRAPHS OF AT LEAST THREE SENTENCES EACH ONE, WITH AT LEAST TWO  CITATIONS AND TWO REFERENCES NOT OLDER THAN 2015. 

APA STYLE. NO PLAGIARISM PLEASE.

Answer the following two  questions:

 You are a school nurse in a middle school when Jamal comes to the nurse’s office requesting medication for a headache. You notice that his eyes are red, and it appears as if he has been crying. You ask if he is hurt, but he denies it. The phone rings in the office, and a teacher tells you that a female student has approached her concerned about Jamal. The teacher tells you that Jamal sent her a text message saying that he flunked his biology examination and wished he was dead.

1. If Jamal shared with you a suicide plan that includes harming himself with a weapon, what would be your first nursing intervention?

2. What educational program would you develop for the middle school to educate students about ways to cope with stress and how to respond if a friend needs support?

 PLEASE FOLLOW THE INSTRUCTION  BELOW

4 REFERENCES

ZERO PLAGIARISM

  Post an explanation of the most likely DSM-5 diagnosis for the client in the case study. Be sure to link those behaviors to the criteria in the DSM-5. Then, explain group therapeutic approaches you might use with this client.  Explain expected outcomes for the client based on these therapeutic approaches. Finally consider legal and ethical implications of counseling children and adolescent clients with psychiatric disorders. Support your approach with evidence-based literature. 

Group therapy may be beneficial for children and adolescents, because it often provides an environment that normalizes clients’ thoughts, feelings, and behaviors. However, as with any therapeutic approach, group therapy might not be appropriate for every client, every setting, or even every therapist. When selecting therapies, you must always consider the psychodynamics of the client and your own skill set.

This week, as you assess and develop diagnoses for clients presenting for child and adolescent group psychotherapy, you examine the effectiveness of this therapeutic approach. You also consider legal and ethical implications of counseling children and adolescent clients with psychiatric disorders.

Learning Objectives

Students will:

• Assess clients presenting with disruptive behavior
• Analyze group therapeutic approaches for treating clients presenting with disruptive behavior
• Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.
• Read the case study I am Feeling Like I’m Going Crazy
• For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.

PLEASE FOLLOW THE INSTRUCTION BELOW

4 REFERENCES

ZERO PLAGIARISM 

In Week 3, you collaborated with colleagues as you participated in your first clinical supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling children and adolescents in group settings. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population. Personal reflection and discussion with colleagues are essential to your development and success as a psychiatric mental health nurse practitioner. For this clinical supervision, consider a child or adolescent client you are counseling who you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

• Assess clients presenting for child and adolescent group psychotherapy
• Evaluate the effectiveness of therapeutic approaches for clients receiving child and adolescent group psychotherapy

To prepare:

• Review this week’s media and consider the insights provided on group therapy with children and adolescents.
• Reflect on a child and adolescent group that you are currently counseling at your practicum site.

Post 

• Describe a child and adolescent group you are counseling.
• Describe a client from the group who you do not think is adequately progressing according to expected clinical outcomes. Note: Do not use the client’s actual name.
• Explain your therapeutic approach with the group, including your perceived effectiveness of your approach with the client you identified.
• Identify any additional information about this group and/or client that may potentially impact expected outcomes

ou are expected to develop a plan to evaluate the implementation of the EBP project. Please review all the past readings, table template, resources, instructions, and rubric. Please include a narrative that defines the baseline data (this is described in Section A below). You may also add additional information as noted in the sample paper (in Course Resources) if appropriate to your EBP proposal. The narrative must be 2-4 pages in length. The table for this plan should include Sections B through D below. See the table template. 

EBP Evaluation Plan

1. Define baseline data sources and collection strategies – describe data that has been collected which identified the need for the proposal. It has to be specific baseline data that the results (outcomes) of your proposed implementation will be compared to post-implementation.
2. Define outcome indicators for your project (see table).
3. Define outcome measures (see table).
4. Define how data will be collected – time of collection and person responsible (see table).