Discussion # 3: Global Health Topic (250 words minimum) 

The values expressed by the World Health Organization (WHO, 2020, p.1) state:

WHO, as the directing and coordinating authority on international health within the United Nations system, adheres to the UN values of integrity, professionalism and respect for diversity.

The values of the WHO workforce furthermore reflect the principles of human rights, universality and equity established in WHO’s Constitution as well as the ethical standards of the Organization.

 These values are inspired by the WHO vision of a world in which all peoples attain the highest possible level of health, and our mission to promote health, keep the world safe and serve the vulnerable, with measurable impact for people at country level. We are individually and collectively committed to put these values into practice.

ALL discuss the following:

Select a health issue of interest to you from the list at https://www.who.int/health-topics/ (Links to an external site.)

Prepare an evidence-based nursing care plan for clients across the lifespan who are most vulnerable to the selected health issue. Include:

• A brief summary of the health issue causes and key facts.
• Identify the population most vulnerable to the health issue including culture, age, and other factors
• Develop an education plan for one level of prevention (primary, secondary, & tertiary). Include cultural factors that are significant.
• How will you evaluate the effectiveness of the education plan?

  Hello i need a Briefly, Good and Positive Comment for this Post.Thank you.  I need at least two references . 

 
9 hours agoTiffany Dyson RE: Parent Guide Discussion – Week 3- ADHDCOLLAPSE

ADHD Parent Guide

Attention-deficit/hyperactivity disorder (ADHD) is defined as a chronic neurological disorder characterized by a persistent pattern of inattention and/or hyperactivity/impulsivity. In 2016, it is estimated that 6.1 million or 9.4% of children had a diagnosis of ADHD (Centers for Disease Control and Prevention, n.d.). A diagnosis of ADHD can be both confusing and welcomed. Confusing because the details of the diagnosis are unknown but welcomed because the parents and child finally have a “why” for the child’s difficulties.  This parent guide will discuss the pathophysiolology, diagnosing, signs/symptoms, treatment options, and other aspects involved in an ADHD diagnosis. 

Pathophysiology   

Many research studies suggest ADHD may be caused by interactions between genes and environmental or non-genetic factors. Many cases of ADHD have a genetic origin. A child is 50% more likely to have ADHD if their parent was diagnosed with the condition and 25% of the children with ADHD have parents who have met the criteria for a diagnosis of ADHD. Other factors that can contribute to ADHD is substance use, low birth weight, brain injuries and exposure to some environmental toxins.

ADHD is a result of neurotransmitter disease dysfunction, that effect dopamine and norepinephrine. Dopamine has a role in a person’s ability to learn and reinforcing trained response to various situations. Dopamine also plays and important role in “working memory”(Attention-deficit Hyperactivity Disorder, 2004). Norepinephrine effects a person’s alertness and attention. Norepinephrine is activated by novel and important stimuli and are quiescent during sleep.

Environmental factors of ADHD is a result of a toxin such as lead or other nuero-toxic substances that may result in delayed development of the child’s brain before, during or birth. Substance abuse is a very common cause of pre- and perinatal factors that may result in ADHD. Exposure of the fetus to alcohol is associated with a reduction in the volume of the prefrontal and temporal cortices, the brain areas involved in regulation of attention and control of impulsivity. (Attention-deficit Hyperactivity Disorder, 2004)

Diagnosing ADHD

While there is no single test to diagnosis ADHD, there are ways to obtain an accurate diagnosis.

Who diagnosis ADHD?

There are many health care professionals who are qualified to diagnose ADHD. These professionals include but are not limited to psychiatrist, psychiatric mental health nurse practitioner (PMHNP), licensed master social worker (LMSW), licensed professional counselor (LPC), neurologist, pediatricians, and primary care physicians. If there is a concern that a child/adolescent may have ADHD, one of these professionals should be consulted.

Who Can Provide Information?

Information should be obtained from multiple sources who are able to observe the child/adolescent in different environments (Children and Adults with Attention-Deficit/Hyperactivity Disorder, n.d.). This creates an ability for many aspects of the child/adolescent’s life to be assessed as symptoms may or may not be present or the severity may differ depending on the situation. Examples of potential sources of information can include the child/adolescent, parents, family members, teachers, and/or child-care providers.

Assessment

A comprehensive assessment is an evaluation of the child/adolescent’s presenting behaviors related to physical, social, environmental, cognitive, emotional, genetic, and educational aspects of life that may be affected by the behaviors (Johns Hopkins Medicine, n.d.). There are multiple parts of a comprehensive assessment. First, the psychiatric interview will entail gathering information concerning specific behaviors and symptoms. It will also include the effects of the behavior/symptom on the child/adolescent’s performance in the home, school, and community environment. Second, personal and family history will be obtained related to behavioral, emotional, and developmental disorders to determine the possibility of genetic patterns/conditions. Third, a complete medical history including past and present illnesses/conditions as well as treatments will be obtained to assess the potential effects on behavior. Fourth, lab test will be obtained to determine/rule-out medical conditions. Fifth, tools such as questionnaires, checklist, and rating scales will be used to assist in identifying symptoms of ADHD.

Differential Diagnosing

Differential diagnosing is used to differentiate between multiple conditions that present with similar signs and/or symptoms. ADHD differential diagnosing includes differentiating between age appropriate behaviors in active children, intellectual disability, oppositional behavior, and symptoms better accounted for by another mental disorder such as anxiety, dissociative disorder, and personality disorders (American Psychiatric Association, 2013).

Diagnostic Criteria

Diagnostic criteria are defined as a set of signs and symptoms used to identify and determine a diagnosis. The three subtypes of ADHD are as follows: ADHD, Predominantly Inattentive Type; ADHD, Predominantly Hyperactive-Impulse Type; and ADHD, Combined Type. The following are the diagnostic criteria for each subtype. Persistent symptoms for 6 months or greater in 2 or more environments. The symptoms must be developmentally inappropriate and disrupt social, academic, and/or occupational functioning. A minimum of 6 symptoms must be present in children 16 years of age and younger for a diagnosis of ADHD, Inattentive Type or ADHD, Hyperactive/Impulsive Type. However, enough symptoms of both type must be present for a diagnosis of ADHD, Combined Type.

Signs and Symptoms

ADHD, Inattentive Type

1. Inattentiveness: (Symptoms and Diagnosis of Adhd | Cdc, 2020)

• Doesn’t listen when spoken to directly 
• Forgetful in daily activities
• Difficulty organizing task and activities
• Easily distracted
• Reluctant to perform activities that require metal efforts for long periods of time
• Does not pay attention to details
• Makes careless mistakes
• Often loses things

ADHD, Hyperactive/Impulsive Type

1. Hyperactive and impulsivity:(Symptoms and Diagnosis of Adhd | Cdc, 2020)

• Often fidgets with or taps hands or feet, or squirms in seat
• Often unable to play or take part in leisure activities quietly
• Often talks excessively
• Often has trouble waiting their turn
• Often has trouble waiting their turn
• Often leaves seat when expected to remain seated 
• Often exhibits “on the go” behavior

ADHD, Combined Type

            A combination of ADHD, Inattentive Type & ADHD, Hyperactive/Impulsive Type

Treatment

While there is no cure for ADHD, symptom management can be obtained. Treatment of ADHD typically involves medication, psychotherapy, or a combination of the two.

Medication

There are many types of medications that can assist in effectively managing the symptoms of ADHD. To begin, stimulant medication treats moderate to severe ADHD and assist in controlling thoughts while ignoring distractions. Examples are Adderall, Vyvanse, and Ritalin. Next, non-stimulant medication are used when stimulant medications prove ineffective or yield unpleasant side effects and assist with concentration and impulse control. Examples are Strattera, Intuniv, and Clonidine.

Psychotherapy

Psychotherapy is a treatment technique used to identify and change emotions, thoughts, and behaviors that may be inappropriate. Psychotherapy to treat ADHD can improve time management/organization skills, reduce impulsive behavior, improve problem solving skills, and identify/support the use of effective coping skills. An example of psychotherapy is cognitive behavioral therapy (CBT). CBT is a psychotherapy intervention that focuses on challenging and improving behavior and negative thought processes.

My Child Has ADHD: Now What?

          Do not blame yourself! While there is a genetic component to ADHD (CHADD.org, n.d.), it is important to remember that ADHD does not develop from poor parenting or not loving your child enough. To be sure, the home environment can play a role in how your child will cope with ADHD, it is not a cause. Also, educate yourself on ADHD. It is not uncommon for parents to find that they have likely had ADHD all their lives, as well, but never had a name for their struggles (Miller, 2018). 

Concrete Steps to Help Your Child

          According to the CDC (2020), parental training in behavior management, behavioral therapy for the child, and behavioral interventions in the classroom are good places to start outside of medication. Some tips that the CDC (2020) recommends for parents of children with ADHD recommend include:

• Limit choices
• Be clear and specific when communicating with your child
•  Help your child plan
• Use goals and praise/reward your child
• Create a routine

    Additionally, some parents find it helpful to join support groups or seek professional help for themselves as a new ADHD diagnosis can cause feelings of frustration and even depression (CHADD.org, n.d.). These feelings, while normal, can make it more difficult to help your child and seeking support can benefit the entire family.

Conclusion

Receiving a diagnosis of ADHD for your child can be overwhelming. Taking the time to educate yourself on the pathophysiology, signs and symptoms, diagnostic criteria, and treatment of ADHD can help to alleviate some of the natural anxiety/concern that occurs. Additionally, recognizing the ways a parent can directly support their child with ADHD can help the new diagnosis feel less scary and give the parent (and patient!) some needed tools that can help the patient function better and with less difficulty. While a new diagnosis of any kind can seem intimidating, using the resources available, including your PMH-NP, can help the family adapt to the new information more smoothly.

References

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.

Attention-deficit hyperactivity disorder. (2004). Medscape. Retrieved December 31, 2019, from https://www.medscape.com/viewarticle/495640_3

Centers for Disease Control and Prevention. (n.d.). Attention-Deficit/Hyperactivity Disorder (ADHD). Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html

Children and Adults with Attention-Deficit/Hyperactivity Disorder. (n.d.). Comprehensive Assessment. Retrieved from https://chadd.org/for-parents/comprehensive-assessment/

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (n.d.). Parenting A Child with ADHD. Retrieved from https://chadd.org/for-parents/overview/

Johns Hopkins Medicine. (n.d.). Comprehensive Psychiatric Evaluation. Retrieved from https://www.hopkinsmedicine.org/health/treatment-tests-and-therapies/comprehensive-psychiatric-evaluatio

Miller, G. (2018 February 16). Parents Are Realizing They Have ADHD Once Their Kids Are Diagnosed. Retrieved from https://www.healthline.com/health-news/parents-realizing-they-have-adhd-once-kids-are-diagnosed#1 

Symptoms and diagnosis of adhd | cdc. (2020, September 3). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/diagnosis.html 

REPLY QUOTE EMAIL AUTHOR 9 hours agoTiffany Dyson RE: Parent Guide Discussion – Week 3- ADHD 

The point of the nursing process is to impose easy to follow steps and critical thinking on the provision of excellent care. This is more of a process then something linear, because everything is situational. Its more of a guidance, so the nurses are organized and can use these steps to get to their goal (Black ,2017.)

Phase 1: Assessment. This is the phase where information about the patients family or community is gathered, such as physiologic, spiritual, environmental, or sociocultural information. There are subjective and objective data that nurses must obtain from patients. Subjective data is when a patient is describing their perceptions, needs, feelings of the problem. Objective data is data collected through examination (Black, 2017.)

Phase 2: Analysis. This is the data-gathering phase which nurses group data to identify the problem. It Is necessary to follow the PES system so that there is a correct diagnosis. This system is split into 3 parts, which is problem, etiology, and symptoms. The nurse can use this data to come up with a diagnosis (Black, 2017.)

Phase 3: Planning. The nurse must identify the patients goals and determine what will reach those goals. Both the patient and the nurse use goals to evaluate the patient’s progress and how far they came from the start (Black, 2017.)  This will also make the patient confident as well when they are near their goal.  

Phase 4: Implementation of Planned Interventions. This occurs when nursing orders are carried out. Interventions are included in this phase, such as educating patients and pain management. This step is very important, since you’re developing a blueprint on how to get closer to your goal by holistic help, which is common in the nursing field (Black, 2017.)

Phase 5: Evaluation. This phase is when the problem is solved, and ultimately, to lay out the goal. The patients progress is monitored by the nurse, to see how far they got and if they achieved their goal. The nurse plans out how to get closer to the overall goal, if some things are not met yet (Black, 2017.)

Write a 175- to 265-word response to the following prompts:

• Create a wordle using key words that represent the characteristics of a leader.
• You may use research like your textbook, weekly readings, and the internet.
• Share your wordle and describe why you identified those skills and characteristics of a leader.
• The wordle must be included in the discussion post or attached as a document to be eligible for full participation credit.
• Here are a few websites to create free wordles:
• www.worditout.com
• www.wordclouds.com
• www.wordart.com
• www.edwordle.net