Discussion: Patient Preferences and Decision Making

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

• Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
• Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
  • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186
Note: You will access this article from the Walden Library databases.

Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396
Note: You will access this article from the Walden Library databases.

Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483
Note: You will access this article from the Walden Library databases.

Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Note: You will access this article from the Walden Library databases.

The Ottawa Hospital Research Institute. (2019). Patient decision aids. Retrieved from https://decisionaid.ohri.ca/

3 sources for this discussion

please read this question and request for any further materials, thanks

  Please follow the instruction belowZ

ERO PLAGIARISM

5 REFERENCES

https://waldenu.kanopy.com/video/group-therapy-live-demonstrationIn your role, you must understand group processes and stages of formation, as this will help you develop groups and determine an individual’s appropriateness for group therapy. Whether you are at the beginning stages of group formation or facilitating a session for a developed group, it is important to consider factors that may influence individual client progress. For this Assignment, as you examine the video Group Therapy: A Live Demonstration in this week’s Learning Resources, consider the group’s processes, stages of formation, and other factors that might impact the effectiveness of group therapy for clients.

Learning Objectives

Students will:

• Analyze group processes and stages of formation
• Analyze curative factors of groups
• Analyze the impact of curative factors on client progress
• Recommend strategies for managing intragroup conflict

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide on group processes.
• View the media, Group Therapy: A Live Demonstration, and consider the group dynamics.

The Assignment

In a 2- to 3-page paper, address the following:

• Explain the group’s processes and stage of formation.
• Explain curative factors that occurred in the group. Include how these factors might impact client progress.
• Explain intragroup conflict that occurred and recommend strategies for managing the conflict. Support your recommendations with evidence-based literature

Can you please assist me with my week 1 discussion assignment. Thank you.

Describe your acculturation experience as a new graduate to the culture of the nursing profession. How is it similar or different from the acculturation experience of a new nursing colleague who joined your team within the past year?

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

Learning Resources

Required Readings

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Bipolar and Related Disorders”
“Depressive Disorders”

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 31, “Child Psychiatry” (pp. 1226–1253)

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Note: All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear.

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 55(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

Learning Objectives

Students will:

• Evaluate diagnosis of pediatric bipolar depression disorder
• Analyze consequences to diagnosing/failing to diagnose pediatric bipolar depression disorder

To Prepare for the Discussion:

• The instructor will assign you a position for or against the issue of diagnosing pediatric bipolar depression disorder.
• Review the Learning Resources concerning the controversy over the diagnosis of pediatric bipolar depression disorder.

Post:

• Write “for” in the subject line of your Discussion post.

• Based on the position you were assigned (FOR), justify whether or not pediatric bipolar depression disorder should be diagnosed.

Support your position with evidence and examples.

Note: In APA Format and proper citation, Support your rationale with a minimum of three academic resources/references no more than five years old. Include introduction and conclusion. 

Based on the requested outline, you should first ALWAYS provide some type of introduction based on the presenting issue using research.  Ex: According to the American Psychiatric Association (2015), depression has increased by……

Introduction….tell briefly about depression

History of Present Illness/Clinical Impression…..you should always have a mental status exam of the client you are seeing…..at every visit!!!!!!

Psychopharmacologic treatment….What does the research say about treating a client with depression.  Ex:  Harris 2018, stated the Serotonin Intake inhibitors are the first line treatment for depression due to the targeted neurotransmitters.   Although SSRI’s are considered first line treatment for depression, Mr. J was started on Wellbutrin 150mg instead because the preceptor felt that the Wellbutrin would assist Mr J with smoking cessation as well. Harris (2015) stated that Wellbutrin helps to decrease smoking by 50% due to….

Psychotherapy….Research states that Cognitive Behavioral Therapy is the best therapeutic approach with treating patients with Major Depression (Smith, 2019).  Cognitive Behav Therapy was discussed with Mr. j and the client is willing to participate in this therapy.

Medical Management…Mr J does not have any medical needs that need to be addressed at this time.  However, it is recommended that the client get baseline labs to ensure that there are no medical needs that may be the cause of the depression (Harris, 2016)

Students you should BOLD the headings!!!! The instructor should be able to immediately identify the pertinent information.

Now the RUBRIC…the guide to for a grade!!!  The rubric is graded as EXCELLENT, GOOD, FAIR, AND POOR.  You choose where you want to be

1.  Analytical thinking…..comes from research,  This should be covered with the introduction
2. Purpose Statement….The purpose of this assignment is to discuss a client with depression, treatment options, and appropriate interventions to properly care for Mr. J (This is simple) Can be included at the end of the introduction.
3. Key concepts….did you address what the assignment ask you to do
4. Are you using the required resources to back up the data
5. Is the paper flowing
6. Grammar…..GRADUATE STUDENTS…ESPECIALLY THOSE OF YOU WANTING TO OBTAIN A DOCTORATE try to avoid USING HE, SHE, THEY, US, I.  You can use the client, the daughter of the patient stated, the team, as a provider; etc.  The pronouns take away from the professional/scholarly writing within the paper….In my opinion.  See the examples above. However, it’s not against APA standards at this time…it’s now a preference for the avoidance of the pronoun use.