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2025 I NEED A RESPONSE TO THIS ASSIGNMENT 1 PAGE 3REFERENCES ZERO PLAGIARISM
by adminTreating Residual Inattention 2025
I NEED A RESPONSE TO THIS ASSIGNMENT 1 PAGE 3REFERENCES ZERO PLAGIARISM Week 9 Main Post, Case #3, Vol. 2, Case #21, Treating Residual Inattention Questions I Would Ask the Client I would ask the client if he felt comfortable taking Cymbalta and if it is helping his anxiety. I would also ask: are you having sexual side effects, are you having trouble sleeping, how long have you noticed the inattention problems, do you have other medical conditions like high blood pressure, and tell me what other symptoms you are having? I would also question the client’s partner or nearest relative. A partner can provide information about daily activities of the client (Kooij, Bijlenga, Salerno, Jaeschke, Bitter, Balazs, Thome, Dom, Kasper, Filipe, Stes, Mohr, Leppamaki, Casas, Bobes, Mccarthy, Richarte, Philipsen, and Asherson, 2019). I would ask the partner what it is like to be with this person. I would ask: do you notice him having an inability to finish tasks, does he start several projects without completing them? I would ask the client and the partner or family member these questions because the symptomology is what guides the sort of medication that will be prescribed. Also, some of the side effects of medications are increased heart rate and blood pressure. Sexual side effects can cause the client to discontinue a medication. Sleep problems would incline the clinician to prescribe a more sedating medication at bedtime versus a stimulant. This client likely has ADHD undiagnosed and it is important to get symptoms in order to make a diagnosis. Tests Needed I would administer an IQ test since many clients with high IQs can mask their disorder of ADHD (Milioni, Chaim, Cavallet, de Oliveira, Annes, dos Santos, Louza, da Silva, Miguel, Serpa, Zanetti, Husatto, and Cunha, 2017). I would use the Stroop task test which activates the dorsal anterior cingulate cortex of the brain indicating ADHD (Stahl, 2013). I would also administer the n-back test which analyzes the client’s problem solving, sustained attention, and ability to finish tasks (Stahl, 2013). I would have the client fill out the Adult Self Report Rating Scale (ASRS) to get the symptomology in order to diagnose ADHD (Kooij et al., 2019). Finally, I would get a baseline blood pressure and vital signs, since ADHD medications can lower or increase blood pressure and heart rate (Joseph, Ayyagari, Xie, M., Cai, Xie, J., Huss, and Sikirica, 2017). Differential Diagnoses According to the DSM-5 I would diagnose this client with these three disorders: Post-Traumatic Stress Disorder 309.81 (F43.10) Attention-Deficit/Hyperactivity Disorder: Predominant inattentive presentation 314.01 (F90.0) Generalized Anxiety Disorder 300.2 (F41.1) (American Psychiatric Association, 2013). Medications for This Client I would continue with Cymbalta 60 mg daily for this client if he states it is working for him and we could always increase up to 120 mg per day if his anxiety is not well controlled. Generalized anxiety disorder (GAD) is his main diagnosis and we can also switch him to Zoloft if the side effects are too much, since Zoloft has less side effects (Stahl, 2017). I would add guanfacine ER (Intuiv), which is an Alpha 2 adrenergic antagonist. I chose this over a stimulant since they can become habit forming (Stahl, 2013). Guanfacine ER has no potential for abuse and works throughout the day with no side effects (Stahl, 2017). I would counsel the patient about possible decreased appetite and sedation, but they generally go away with time (Stahl, 2017). Since the client has some mood problems, PTSD history, and anxiety, this medication is an NRI and will treat those symptoms as well and is used for treatment-resistant depression (Stahl, 2017). Amoxetine (Strattera) is another non-stimulant medication for ADHD, but in a systematic review of several randomized controlled trials, Intuiv was more efficacious and participant’s ADHD symptoms declined significantly to a probability of 93.91% (Joseph et al., 2017). This is why I chose Intuiv over Strattera, but in 4-8 weeks we could re-evaluate and try Strattera if Intuiv is ineffective. Lessons Learned First, many adults go undiagnosed with ADHD because it was missed in childhood and they learned to compensate for the dysfunction as they got older (Stahl, 2013). Too often clinicians focus on the mood disorder and miss the diagnosis of ADHD and this could lead to a substance disorder, low quality of life, or nicotine dependence in adulthood if not treated (Stahl, 2013). Second, it is important to administer neuropsychology tests in adults in order to diagnose ADHD because many clients with a high IQ mask their ADHD with intelligence and “creative compensation” (Milioni et al., 2017). The executive function dysregulation of ADHD shows up in college and when the client gets a job in the professional world (Milioni et al., 2017). The clients can no longer compensate and the disorganization of ADHD and inability to handle life’s responsibilities shows up (Milioni et al., 2017). References American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: . Joseph, A., Ayyagari, R., Xie, M., Cai, S., Xie, J., Huss, M., & Sikirica, V. (2017). Comparative efficacy and safety of attention-deficit/hyperactivity disorder pharmacotherapies, including guanfacine extended release: A mixed treatment comparison. European Child & Adolescent Psychiatry , 26(8) , 875-897. https://doi.org/10.1007/s00787-017-0962-6 Kooij, J., Bijlenga, D., Salerno, L., Jaeschke, R., Bitter, I., Balazs, J., … Asherson, P. (2019). Updated European consensus statement on diagnosis and treatment of adult ADHD. European Psychiatry , 56 , 14-34. https://doi.org/10.1016/j.eurpsy.2018.11.001 Milioni, A. L., Chaim, T. M., Cavallet, M., De Oliveira, N. M., Annes, M., Dos Santos, B., … Cunha, P. J. (2017). High IQ may “mask” the diagnosis of ADHD by compensating for deficits in executive functions in treatment-naive adults with ADHD. Journal of Attention Disorders , 21(6 ), 455-464. https://doi.org/10.1177/1087054714554933 Stahl, S. M. (2013). Stahl’s essential psychoparmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press. Stahl, S. M. (2017). Stahl’s essential psychopharmacology: Prescriber’s guide (6th ed.). New York, NY: Cambridge University Press.
Nursing Assignment Help 2025
2025 Conducting research with strong ethical principles is a critical component of being an effective nurse researcher
by adminStimulation 2025
Conducting research with strong ethical principles is a critical component of being an effective nurse researcher. In the research simulation activity, which character(s) did you play? What did you learn about ethical principles in research? Are ethics in research clear cut, or do you think there are some gray areas? Provide examples from the simulation activity. Use the link below to watch stimulation. https://ori.hhs.gov/TheResearchClinicVideo/ The character that I will be using is Marcy. 1 page and references should be nothing older than 2014.
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2025 The four principles especially in the context of bioethics in the United States has often been critiqued for
by adminWk3/1 2025
The four principles, especially in the context of bioethics in the United States, has often been critiqued for raising the principle of autonomy to the highest place, such that it trumps all other principles or values. How would you rank the importance of each of the four principles? How do you believe they would be ordered in the context of the Christian biblical narrative? Refer to the topic study materials in your response.
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2025 Instructions Generate a PowerPoint presentation about your EBP project grant proposal Imagine you are
by adminThe Funding Dilemma 2025
Instructions Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes. To record your video, use Zoom, Skype, or your personal preference and follow these create an unlisted YouTube video instructions: For this assignment, submit your YouTube video url . The best way to do this is to copy and paste the hyperlink url for the YouTube video into a Word document. Your faculty will access your video via the link. Do not upload a video file (mp4). Please include the following in your presentation: Introduce yourself Title Background Purpose Gaps that your project aims to address Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on) Significance to the field of nursing Innovation Describe why your proposal should be funded (assume there is only one grant available) Follow APA and grammatical/punctuation expectations throughout the presentation. Please refer to the Grading Rubric for details on how this activity will be graded. Visual Learning Presentation Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric. Visual Learning Presentation – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content. Cites two references. All instruction requirements noted. 35 points Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Cites one reference, or references do not clearly support content. 31 points Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen. Absent application of evidence-based practice, theory, or role development. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Submission is late. 27 points40 Use of Critical Thinking to Analyze, Synthesize, and Apply KnowledgeBeyond meeting the expectations, the student offers a clear analysis and synthesis of content with application of knowledge through robust use of scholarly citations with critical analysis of the content and the relationship to the profession of nursing. The knowledge gained from this assignment is synthesized to indicate a plausible path for utilization within practice as an APRN. All instruction requirements noted. 40 points The assignment submission is complete, providing evidence of synthesis of both assignment instructions and course content via application and demonstration of knowledge based on providing correct answers to all posed questions and use of scholarly resources. Synthesizes course content using course materials and scholarly resources to support required concepts by applying content for use in professional practice as an APRN. All instruction requirements noted. 35 points Lacks clarification or new information. Scholarly reference supports the content without adding information or insight. Application of knowledge is limited, demonstrated by an incorrect answer to questions posed with limited analysis or synthesis of scholarly resources. Self-reflection is limited by only alluding to a practice application. Synthesis of course content is present but missing depth and or development. 31 points Submission is primarily a summation of assignment with no further synthesis of course content or analysis of the scenario. The assignment does not demonstrate critical evaluations of content and/or connection to sources, course content, or assignment instructions. Application of knowledge is insufficient due to two or more incorrect answers to questions posed. The student did not note an application to personal practice. Demonstrates incomplete understanding of content and or inadequate preparation. Submission is late. 27 points40 Formatting of Content and Voiceover (If Applicable)Content is presented in a visually appealing manner and within the assigned length. Voiceover (if applicable) provides a verbal narrative that has clear intonation, appropriate pace of speech, and interesting inflection and animation that easily grabs the viewers’ attention. All instruction requirements noted. 5 points Presentation is clean, with minimal, if any, overuse of text. Submission length is as assigned. Voiceover (if applicable) provides a verbal narrative that has clear intonation, appropriate pace of speech, and interesting inflection and animation. All instruction requirements noted. 4 points There is overuse of text. Submission length is incorrect (i.e., +/- one slide). Voiceover (if applicable) provides a verbal narrative that has intonation, pace, or inflection issues that are distracting and/or make the presentation unclear at times. 3 points There is a significant overuse of text causing distractions and difficulty understanding the presentation. Voiceover (if applicable) is difficult to understand and/or follow. Submission demonstrates inadequate preparation. Submission is late. 2 points5 OrganizationWell-organized, visually appealing content with an obvious purpose for the presentation. Creativity, use of technology, and seamless flow of the presentation material is noted. All instruction requirements noted. 5 points Presentation is clean, with minimal, if any, overuse of text. Organized content and purpose can be found within the presentation. Argument content is developed with minimal issues in content flow. If applicable, presentation notes are focused and allow for a seamless review of content. Applicable medium (e.g., slide theme, transitions, and fonts, etc.) are professional and consistent. All instruction requirements noted. 4 points There is overuse of text. Poor organization and or limited use of applicable technology interrupt the flow of ideas and distract from content. Purpose is vague or not reflective of assignment. One instruction requirement is vague or missing. 3 points Frequent illogical flow of ideas with unfocused, unorganized, and missing significant content. Purpose is missing. Prose rambles. Demonstrates incomplete understanding of content and/or inadequate preparation Submission is late. 2 points5 APA ReferencingCorrect and consistent APA formatting of citations as applicable. With no APA errors. 5 points Correct and consistent APA formatting of citations as applicable. No more than two unique APA errors. 4 points Multiple applicable APA errors. 3 points More than five individual APA applicable type errors, or no attempt to format in applicable APA. Submission is late. 2 points5 Grammar and SpellingThe writer correctly identifies reading audience, as demonstrated by appropriate language. Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points The writer demonstrates correct usage of formal English language in sentence construction. There are minimal or no grammar, punctuation, or word-usage errors. 4 points The writer occasionally uses awkward wording and demonstrates a limited understanding of formal written language use but makes an attempt to convey the correct meaning. Multiple grammar, punctuation, or word usage errors. 3 points The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submission is late. 2 points5 Total Points 100
Nursing Assignment Help 2025