Assgn 1- WK2(A) 2025

Depressive Disorders The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches. This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring. “Captain of the Ship” – Depressive Disorder As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role. In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder. Learning Objectives Students will: · Recommend psychopharmacologic treatments based on therapeutic endpoints for clients with depression disorders · Recommend psychotherapy based on therapeutic endpoints for clients with depression disorders · Identify medical management needs for clients with depression disorders · Identify community support resources for clients with depression disorders · Recommend follow-up plans for clients with depression disorders Assignment (Project) To prepare for this Assignment: Select an adult or older adult client with a depressive disorder you have seen in your practicum. In 3–4 pages, write a treatment plan for your client in which you do the following: Describe the HPI and clinical impression for the client. Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.) Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices. Identify medical management needs, including primary care needs, specific to this client. Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. Recommend a plan for follow-up intensity and frequency and collaboration with other providers including PCP or medical provider Tip for the Assignment This week assignment, you will ‘captain the ship’ you are the provider and writing the diagnostic work-up and treatment plan for a patient with DEPRESSIVE DISORDER . You will develop plans for a patient that you have worked with in your practicum. A few comments about the ‘Captain of the Ship’ assignment. The spirit of the assignment is that you are directing the client’s care, not simply writing a paper about depressive disorder. When you are the team leader, it’s important to provide authoritative direction for other providers. In your treatment plan, it’s good to outline your collaboration with client’s other providers. Later in the quarter, you will have another opportunity to complete ‘Captain of the Ship’ project. I have attached an excellent example of a different Captain of the Ship project with this assignment and. Note that this assignment is on depressive disorder, not on Obsessive Compulsive . Learning Resources Required Readings 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 8, “Mood Disorders” (pp. 347–386) Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications. Chapter 12, “Psychotherapy of Mood Disorders” Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder” American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Depressive Disorders” o Major Depressive Disorder o Persistent Depressive Disorder (dysthymia) o Premenstrual Dysphoric Disorder o Substance/Medication-Induced Depressive Disorder o Depressive Disorder Due to Another Medical Condition o Other Specified Depressive Disorder o Unspecified Depressive Disorder Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3 , 332-339. doi:10.1016/j.nicl.2013.08.016 Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36 (5), 30–37. doi:10.3928/00989134-20100303-01 Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26 (12), 2029–2036. doi:10.1017/S1041610214001446 Drug Enforcement Administration. (n.d.). Drug schedules . Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml Required Media Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net. Optional Resources Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications. Chapter 15, “Brain Stimulation Treatments for Mood Disorders” Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31 (1), 52–72. doi:10.1037/neu0000319 Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140 (6), 1505–1533. doi:10.1037/a0037610 Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16 (1), 54–61. doi:10.1111/psyg.12121 Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17 (1), 1–11. doi:10.1080/13607863.2012.717253 Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83 (5), 964–975. doi:10.1037/ccp0000050 Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48 (4), 296–305. doi:10.1037/cbs0000056

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Differential diagnosis. 2025

Janet, a 20 year-old college student, is experiencing a five-week history of itchy eyes and nasal congestion with watery nasal discharge. She also complains of a “tickling” cough, especially at night, and she has had episodes of repetitive sneezing. Janet gets frequent “colds” every spring and fall. Physical Examination Vital Signs: Temp, 98.8; BP 110/68; Pulse 72; Respirations 18 Skin: Flaking erythematous rash on the flexor surfaces of both arms Head, Eyes, Ears, Nose, and Throat: Tender over maxillary sinuses; sclera red and slightly swollen with frequent tearing; outer nares with red, irritated skin; internal nares with red, boggy, moist mucosa and one medium-sized polyp on each side; pharynx slightly erythematous, with clear postnasal drainage Lungs: Clear to auscultation and percussion Discussion Questions: 1. Provide three differential diagnoses based on Janet’s subjective and objective data and discuss your reasoning for each. 2. What additional history questions would be useful in your evaluation of Janet? 3. Discuss the pathophysiological process of your primary diagnosis. 4. Differentiate the types of hypersensitivity mechanisms. 5. As per your analysis, what type of hypersensitivity reaction is Janet experiencing? Two pages minimun.

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Nursing Capstone 2025

In this assignment, you will identify and introduce your area of focus: Nursing Administration, Education, or Nurse Practitioner. After reviewing the articles for a particular issue you will introduce this issue and explain why this is important to you. Assignment due by 2359 CST Saturday of Module 1 to blackboard. Please refer to syllabus for late submission penalties.

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Assignment: Recruitment and Selection Plan 2025

Review the Learning Resources on recruitment and selection of job applicants. Pay particular attention to Chapter 5 of your Fried & Fottler text on the interview process and developing effective interview questions. Also review the document, “Recruitment and Selection Plan: Guidelines and Worksheet,” found in the Week 2 Learning Resources, to assist your preparation for the Module 1 Assignment.

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Metrics Evaluation (Ass 1) (1*) 2025

Write a 4–6-page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard. In the era of health care reform, many of the laws and policies set forth by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks. Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set forth by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important. Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders. Assessment Instructions Note : Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first. Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard. Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Structure your report so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks. Note : Remember that you can submit all, or a portion of, your draft report to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Preparation Choose one of the following three options for a performance dashboard to use as the basis for your evaluation: Option 1: Dashboard Metrics Evaluation Simulation Use the data presented in the Dashboard and Health Care Benchmark Evaluation multimedia activity as the basis for your evaluation. Note : The writing that you do as part of the simulation could serve as a starting point to build upon for this assessment. Option 2: Actual Dashboard Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes: The size of the facility that the dashboard is reporting on. The specific type of care delivery. The population diversity and ethnicity demographics. The socioeconomic level of the population served by the organization. Note : Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information. Option 3: Hypothetical Dashboard If you have a sophisticated understanding of dashboards relevant to your own practice, you may also construct a hypothetical dashboard for your evaluation. Your hypothetical dashboard must present at least four different metrics, at least two of which must be underperforming the prescribed benchmark set forth by a federal, state, or local laws or policies. In addition, be sure to add a brief description of the organization and setting that includes: The size of the facility that the dashboard is reporting on. The specific type of care delivery. The population diversity and ethnicity demographics. The socioeconomic level of the population served by the organization. Note : Ensure your data are HIPAA compliant. Do not use any easily identifiable organization or patient information. Requirements The report requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence. Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies. Which metrics are not meeting the benchmark for the organization? What are the local, state, or federal health care policies or laws that establish these benchmarks? What conclusions can you draw from your evaluation? Are there any unknowns, missing information, unanswered questions, or areas of uncertainty where additional information could improve your evaluation? Analyze one challenge that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team. Consider the following examples: Strategic direction. Organizational mission. Resources. Staffing. Financial: Operational and capital funding. Logistical considerations: Physical space. Support services (any ancillary department that gives support to a specific care unit in the organization, such as pharmacy, cleaning services, dietary, et cetera). Cultural diversity in the organization and community. Procedures and processes. Address the following: Why do the challenges you identified contribute, potentially, to benchmark underperformance? What assumptions underlie your conclusions? Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance. Focus on the benchmark you chose to target for improvement. Which metric is underperforming its benchmark by the greatest degree? Which benchmark underperformance is the most widespread throughout the organization or interprofessional team? Which benchmark affects the greatest number of patients? Which benchmark affects the greatest number of staff? How does this underperformance affect the community that the organization serves? Where is the greatest opportunity to improve the overall quality of care or performance of the organization or interpersonal team and, ultimately, to improve patient outcomes, as you think about the issue and the current poor benchmark outcomes? Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance. Who would be an appropriate group of stakeholders to act on improving your identified benchmark metric? Why should the stakeholder group take action? What are some ethical actions the stakeholder group could take that support improved benchmark performance? Organize content so ideas flow logically with smooth transitions. Proofread your report, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your evaluation and analysis. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Be sure to apply correct APA formatting to source citations and references. Example Assessment : You may use the Assessment 1 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like. Report Format and Length Format your report using APA style. Use the APA Style Paper Template [DOCX] . The APA Style Paper Tutorial [DOCX] will help you in writing and formatting your report. Be sure to include: A title page and references page. An abstract is not required. A running head on all pages. Appropriate section headings. Be sure your report should be 4–6 pages in length, not including the title page and references page. Supporting Evidence Cite 4–6 credible sources from peer-reviewed journals or professional industry publications to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action. Note : Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated. Portfolio Prompt : You may choose to save your report to your ePortfolio. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or interprofessional team. Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. Advocate for ethical action, directed toward an appropriate group of stakeholders, to address a benchmark underperformance. Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations. Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies. Evaluate a benchmark underperformance in a heath care organization or interprofessional team that has the potential for greatly improving overall quality or performance. Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards. Organize content so ideas flow logically with smooth transitions. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

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