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Home>Homework Answsers>Nursing homework helpLOR3 months ago10.04.202510Report issuefiles (3)6635PRACComprehensivePsychiatricEvaluationTemplaterev12.20221.docNRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxComprehensivePsychiatricEvaluationandPatient.docx6635PRACComprehensivePsychiatricEvaluationTemplaterev12.20221.doc[removed]NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas 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 assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No 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: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ComprehensivePsychiatricEvaluationandPatient.docxThis file is too large to display.View in new windowComprehensivePsychiatricEvaluationandPatient.docxThis file is too large to display.View in new window6635PRACComprehensivePsychiatricEvaluationTemplaterev12.20221.doc[removed]NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas 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 assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No 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: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ComprehensivePsychiatricEvaluationandPatient.docxThis file is too large to display.View in new window6635PRACComprehensivePsychiatricEvaluationTemplaterev12.20221.doc[removed]NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docxNRNP/PRAC 6635 Comprehensive Psychiatric Evaluation ExemplarINSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLYIf you are struggling with the format or remembering what to include, follow theComprehensive Psychiatric Evaluation TemplateANDthe Rubricas 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 assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.In theSubjectivesection, provide:· Chief complaint· History of present illness (HPI)· Past psychiatric history· Medication trials and current medications· Psychotherapy or previous psychiatric diagnosis· Pertinent substance use, family psychiatric/substance use, social, and medical history· Allergies· ROS·Read rating descriptions to see the grading standards!In theObjectivesection, provide:· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.·Read rating descriptions to see the grading standards!In theAssessmentsection, provide:· Results of the mental status examination,presented in paragraph form.· At least three differentials with supporting evidence. List them from top priority to least priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis.Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.·Read rating descriptions to see the grading standards!Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).(The comprehensive evaluation is typically theinitialnew patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERECC(chief complaint): Abriefstatement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.OrP.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.Paint a picture of what is wrong with the patient. First what is bringing the patient to your evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonicGoChaMP.General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.Caregivers are listed if applicable.Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)Psychotherapy orPrevious Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.Substance Use History:This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.Family Psychiatric/Substance Use History:This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.Social History:This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:Where patient was born, who raised the patientNumber of brothers/sisters (what order is the patient within siblings)Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?Educational LevelHobbies:Work History: currently working/profession, disabled, unemployed, retired?Legal history: past hx, any current issues?Trauma history: Any childhood or adult history of trauma?Violence Hx:Concern or issues about safety (personal, home, community, sexual (current & historical)Medical History:This section contains any illnesses, surgeries, include any hx of seizures, head injuries.Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.Allergies:Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.Reproductive Hx:Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concernsROS: Cover all body systems that may help you include or rule out a differential diagnosis. Please note: THIS IS DIFFERENT from a physical examination!You should list each system as follows:General:Head:EENT: etc. You should list these in bullet format and document the systems in order from head to toe.Example of Complete ROS:GENERAL: No weight loss, fever, chills, weakness, or fatigue.HEENT: Eyes: No 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: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.RESPIRATORY: No shortness of breath, cough, or sputum.GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd colorNEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.HEMATOLOGIC: No anemia, bleeding, or bruising.LYMPHATICS: No enlarged nodes. No history of splenectomy.ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.Do not use “WNL” or “normal.” You must describe what you see.Always document in head-to-toe format i.e., General: Head: EENT: etc.Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).AssessmentMental Status Examination:For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.Differential Diagnoses:You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnostic impression selection. You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.Also included in this section is the reflection.Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).References (move to begin on next page)You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.© 2021 Walden University Page 1 of 3ComprehensivePsychiatricEvaluationandPatient.docxThis file is too large to display.View in new window123Bids(38)Dr. Ellen RMProf Double REmily Clarefirstclass tutorsherry proffDr CloverSheryl Hoganpacesetters2121ProWritingGuruIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley ElliePremiumLarry Kellyabdul_rehman_miss AaliyahQuality AssignmentsTutor Cyrus KenShow All Bidsother Questions(10)Write 1500 wordEssayUNIT 6for expert_researcherECO 365 week 2 DQ 1BUS 640 Week 4 Journal Economics in NewsBIO 315 Week 2 Individual Assignment Environment Resources and Competitionspa2For teacher Factorised_Facts;Should unions be guaranteed a seat on an organization’s board of directors? Why or why not? Please support your response with references.Assigment 1

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Home>Homework Answsers>Nursing homework helpNURSE2 years ago13.01.202430Report issuefiles (1)WEEK8PAPER-PERSONALPHILOSOPHYOFTEACHINGPARTII.docxWEEK8PAPER-PERSONALPHILOSOPHYOFTEACHINGPARTII.docxPersonal Philosophy of Teaching, Revised (Part II)As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.Assignment GuidelinesRevised Personal Teaching Philosophy (3–5 pages)· Reflect on the teaching principles and practices discussed during the course.· What did you learn about teaching that you did not know prior to this course?· What stood out as important to you over the past 8 weeks?· Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).· Your revised teaching philosophy should:· Have a clear focus or theme.· Be authentic and personal.· Relay who you are (or aspire to be) as a teacher.· Exhibit genuine enthusiasm for teaching.· Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).· Describe your current teaching goals (whether or not they have changed).· Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy).Note: make sure the teaching methods you find best are consistent with your goals.· Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.· Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.· Be well written, using a first person narrative and present tense.· Follow APA style.· Have no any grammatical, typographical, or spelling errors.Evaluation Discussion of Teaching Philosophy (1 page)As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.· After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.· Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:· Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?· Do you value different learning experiences, and if so, what are they and why?· Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.· Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.· In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.· Your evaluation discussion should:· Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.· Be well written, using a first person narrative and present tense.· Follow APA style.Points 100Due Sunday, 11:59 p.m. (Pacific time)RubricNURS_535_DE – NURS535 Personal Philosophy of Teaching Part IINURS_535_DE – NURS535 Personal Philosophy of Teaching Part IICriteriaRatingsPtsThis criterion is linked to a Learning OutcomeOverall Teaching Philosophy20 to >15.8 ptsAccomplishedPhilosophy paper is personal, mentions students in a positive manner, and clearly indicates a personal viewpoint on teaching.15.8 to >11.8 ptsEmergingPhilosophy paper is somewhat personal, somewhat mentions students in a positive manner, and somewhat indicates a personal viewpoint on teaching.11.8 to >0 ptsUnsatisfactoryPhilosophy paper is not personal, fails to mention students in a generally positive manner, and a personal viewpoint on teaching is absent or severely lacking in detail.20 ptsThis criterion is linked to a Learning OutcomeInstructor Goals/Strategies20 to >15.8 ptsAccomplishedGoals as an instructor are clearly identified. Actual or anticipated teaching strategies/methods are clearly indicated.15.8 to >11.8 ptsEmergingGoals as an instructor are somewhat identified. Actual or anticipated teaching strategies/methods are included but not clearly indicated.11.8 to >0 ptsUnsatisfactoryGoals as an instructor are absent or significantly lacking. Actual or anticipated teaching strategies/methods are absent or unclear.20 ptsThis criterion is linked to a Learning OutcomeOverall Teaching Strategy, Values and Beliefs20 to >15.8 ptsAccomplishedA clear explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included15.8 to >11.8 ptsEmergingAn explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included, but not clearly indicated11.8 to >0 ptsUnsatisfactoryAn explanation on why you teach, how your teaching facilitates student learning and your values and beliefs on teaching, are absent or are significantly lacking in details and relevance.20 ptsThis criterion is linked to a Learning OutcomeEvaluation Discussion30 to >23.7 ptsAccomplishedA clear explanation on how your views on teaching have changed is included. This explanation includes information on teaching goals, methods, strategies, and priorities/perspectives.23.7 to >17.7 ptsEmergingA somewhat clear explanation on how your views on teaching have changed is included. This explanation includes some information on teaching goals, methods, strategies, and priorities/perspectives.17.7 to >0 ptsUnsatisfactoryAn explanation on how your views on teaching have changed is absent or significantly lacking. This explanation may include information on teaching goals, methods, goals, strategies, and priorities/perspectives.30 ptsThis criterion is linked to a Learning OutcomeOrganization, Writing, & APA10 to >7.9 ptsAccomplishedPaper is approximately 4-6 pages, double spaced and includes at least two outside sources. Current APA Style followed, and written in APA formal letter format. Written in a clear, concise, formal, and organized manner. Information from sources is paraphrased appropriately and accurately cited.7.9 to >5.9 ptsEmergingPaper is approximately 3-7 pages in length and includes at least one outside source. APA formal letter format mostly followed. Writing is generally clear and organized but is not concise or formal in language. Multiple errors exist in spelling and grammar with minor interference with readability or comprehension. Most information from sources is paraphrased and cited correctly.5.9 to >0 ptsUnsatisfactoryPaper may be significantly more or less than 4-6 pages in length. APA formal letter format may not be followed. Writing is generally unclear and unorganized. Errors in spelling and grammar detract from readability and comprehension. Sources are missing or improperly cited.10 ptsTotal Points: 100PreviousWEEK8PAPER-PERSONALPHILOSOPHYOFTEACHINGPARTII.docxPersonal Philosophy of Teaching, Revised (Part II)As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.Assignment GuidelinesRevised Personal Teaching Philosophy (3–5 pages)· Reflect on the teaching principles and practices discussed during the course.· What did you learn about teaching that you did not know prior to this course?· What stood out as important to you over the past 8 weeks?· Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).· Your revised teaching philosophy should:· Have a clear focus or theme.· Be authentic and personal.· Relay who you are (or aspire to be) as a teacher.· Exhibit genuine enthusiasm for teaching.· Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).· Describe your current teaching goals (whether or not they have changed).· Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy).Note: make sure the teaching methods you find best are consistent with your goals.· Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.· Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.· Be well written, using a first person narrative and present tense.· Follow APA style.· Have no any grammatical, typographical, or spelling errors.Evaluation Discussion of Teaching Philosophy (1 page)As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.· After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.· Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:· Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?· Do you value different learning experiences, and if so, what are they and why?· Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.· Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.· In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.· Your evaluation discussion should:· Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.· Be well written, using a first person narrative and present tense.· Follow APA style.Points 100Due Sunday, 11:59 p.m. (Pacific time)RubricNURS_535_DE – NURS535 Personal Philosophy of Teaching Part IINURS_535_DE – NURS535 Personal Philosophy of Teaching Part IICriteriaRatingsPtsThis criterion is linked to a Learning OutcomeOverall Teaching Philosophy20 to >15.8 ptsAccomplishedPhilosophy paper is personal, mentions students in a positive manner, and clearly indicates a personal viewpoint on teaching.15.8 to >11.8 ptsEmergingPhilosophy paper is somewhat personal, somewhat mentions students in a positive manner, and somewhat indicates a personal viewpoint on teaching.11.8 to >0 ptsUnsatisfactoryPhilosophy paper is not personal, fails to mention students in a generally positive manner, and a personal viewpoint on teaching is absent or severely lacking in detail.20 ptsThis criterion is linked to a Learning OutcomeInstructor Goals/Strategies20 to >15.8 ptsAccomplishedGoals as an instructor are clearly identified. Actual or anticipated teaching strategies/methods are clearly indicated.15.8 to >11.8 ptsEmergingGoals as an instructor are somewhat identified. Actual or anticipated teaching strategies/methods are included but not clearly indicated.11.8 to >0 ptsUnsatisfactoryGoals as an instructor are absent or significantly lacking. Actual or anticipated teaching strategies/methods are absent or unclear.20 ptsThis criterion is linked to a Learning OutcomeOverall Teaching Strategy, Values and Beliefs20 to >15.8 ptsAccomplishedA clear explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included15.8 to >11.8 ptsEmergingAn explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included, but not clearly indicated11.8 to >0 ptsUnsatisfactoryAn explanation on why you teach, how your teaching facilitates student learning and your values and beliefs on teaching, are absent or are significantly lacking in details and relevance.20 ptsThis criterion is linked to a Learning OutcomeEvaluation Discussion30 to >23.7 ptsAccomplishedA clear explanation on how your views on teaching have changed is included. This explanation includes information on teaching goals, methods, strategies, and priorities/perspectives.23.7 to >17.7 ptsEmergingA somewhat clear explanation on how your views on teaching have changed is included. This explanation includes some information on teaching goals, methods, strategies, and priorities/perspectives.17.7 to >0 ptsUnsatisfactoryAn explanation on how your views on teaching have changed is absent or significantly lacking. This explanation may include information on teaching goals, methods, goals, strategies, and priorities/perspectives.30 ptsThis criterion is linked to a Learning OutcomeOrganization, Writing, & APA10 to >7.9 ptsAccomplishedPaper is approximately 4-6 pages, double spaced and includes at least two outside sources. Current APA Style followed, and written in APA formal letter format. Written in a clear, concise, formal, and organized manner. Information from sources is paraphrased appropriately and accurately cited.7.9 to >5.9 ptsEmergingPaper is approximately 3-7 pages in length and includes at least one outside source. APA formal letter format mostly followed. Writing is generally clear and organized but is not concise or formal in language. Multiple errors exist in spelling and grammar with minor interference with readability or comprehension. Most information from sources is paraphrased and cited correctly.5.9 to >0 ptsUnsatisfactoryPaper may be significantly more or less than 4-6 pages in length. APA formal letter format may not be followed. Writing is generally unclear and unorganized. Errors in spelling and grammar detract from readability and comprehension. Sources are missing or improperly cited.10 ptsTotal Points: 100PreviousBids(48)Dr. Ellen RMEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_Prof Double RYoung NyanyaSTELLAR GEEK A+ProWritingGuruSheryl HoganDr. Adeline ZoeDr M. MichelleAshley EllieTutor Cyrus KenDr. Sophie MilesDr CloverColeen AndersonPremiumBrainy BrianPROF_ALISTERShow All Bidsother Questions(10)If you were in charge of Four Season’s hiring strategies, which of the Big Five would you prioritize in the…AssignWriting assignmentlookig for someone who has is reputable and can validate thatThe homework is about Financial Accounting.Computer Science Problem Solving Algorithm for The Gradeclass discussionAnalyze the external environmentgovernmentProgramming VPA. Question attached.

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Home>Homework Answsers>Nursing homework helpMA2 years ago10.01.20246Report issuefiles (1)Week2.docxWeek2.docxDiscussion TopicTop of FormWeek 2, DQ 1:·      Follow the discussion questions participation and submission guidelines.·      Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.·      All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (7th ed.)·      Minimum of two references, not older than 2015.DQ #2 answer to main question(s) is due Wednesday by 11:59 pm ESTDiscussion Question#2: Ray is a MSN student working on a spreadsheet for class. He keeps getting error messages when entering his data and trying to make formulas work. He turns to his roommate, Jacques, in frustration. Ray knows spreadsheets have a variety of uses in nursing and have been adopted in the delivery of nursing care, so he needs to master them. Jacques proceeds to help Ray with the issue, educating him about spreadsheets in the process.a.  What are the common quantitative errors associated with spreadsheets that Jacques should mention to Ray?b.  What cause and methods should Jacques mention Ray could use to manage these errors?Original post answering the questions due by Wednesday at 11:59 pm and two reaction/commentary posts to peers- due by Saturday @ 1159 pm.Bottom of FormWeek2.docxDiscussion TopicTop of FormWeek 2, DQ 1:·      Follow the discussion questions participation and submission guidelines.·      Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.·      All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (7th ed.)·      Minimum of two references, not older than 2015.DQ #2 answer to main question(s) is due Wednesday by 11:59 pm ESTDiscussion Question#2: Ray is a MSN student working on a spreadsheet for class. He keeps getting error messages when entering his data and trying to make formulas work. He turns to his roommate, Jacques, in frustration. Ray knows spreadsheets have a variety of uses in nursing and have been adopted in the delivery of nursing care, so he needs to master them. Jacques proceeds to help Ray with the issue, educating him about spreadsheets in the process.a.  What are the common quantitative errors associated with spreadsheets that Jacques should mention to Ray?b.  What cause and methods should Jacques mention Ray could use to manage these errors?Original post answering the questions due by Wednesday at 11:59 pm and two reaction/commentary posts to peers- due by Saturday @ 1159 pm.Bottom of FormBids(50)PROF_ALISTERProf Double RSheryl HoganProf. TOPGRADEfirstclass tutorDemi_Rosesherry proffMUSYOKIONES A+Dr CloverMISS HILLARY A+Discount AssignProWritingGuruColeen AndersonDr. Everleigh_JKTutor Cyrus KenYoung NyanyaSTELLAR GEEK A+PremiumYourStudyGuruQuality AssignmentsShow All Bidsother Questions(10)Accounting work plus one page paper on the followingMarket StructuresEWord-of-mouth marketing (WOM) and tweets/retweetsLiterary Analysis Essaypharm assgnment 1Healthy People Objectives for Community SettingsBusiness Requirements DocumentNeed helpEvaluate the life of Socrates (and his defense of his own life) as outlined in Plato’s The Apology from the perspectives of egoism, utilitarianism, and Kantianism.

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