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4900-2 – 2025 Use a provided template to develop a 3 5 page proposal for an intervention and implementation plan related
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4900-2 – 2025
Important: You must complete all of the assessments in order for this course.
For this assessment, you will be designing and planning the implementation for the intervention to improve the health problem you defined in the first assessment. You will also examine implications of interprofessional collaboration, technology, and organizational and governmental policies for your intervention and implementation plans.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Professional Context
As a professional nurse, you perform a critical role in solving a host of health care problems. In this assessment, you will use the literature to plan best-practice strategies to foster positive health outcomes for your chosen patient or population.
Preparation
Your intervention and implementation plan should be carried out in an interprofessional context, aligned to your topic, and based on the work you did in the first assessment. You should find collaborators as soon as possible so you can solicit their feedback about intervention and implementation plans to inform your approach.
Instructions
Having identified a health problem relevant to your current or future nursing practice and reviewed the literature to support nursing standards, decision making, and improvement strategies, you should now plan an intervention to address the chosen health problem based on the research you conducted.
Construct a plausible plan that leverages the best practices and research collected to date as well as additional research into similar projects that you find in the literature. Be sure to frame your plan within the context of the health care setting in which you are completing your practicum hours. Incorporate relevant site-specific processes and policies into your implementation plan.
Use the Plan Proposal Template [DOC] ATTACHED TO THIS ASSESSMENT to complete this assessment.
As you develop your plan, be sure to address the following:
Journal: Reimbursement Rates – 2025 Assignment 2 Week 6 Practicum Journal Reimbursement Rates Reimbursement rates and medical coding
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Journal: Reimbursement Rates – 2025
Assignment 2: Week 6 Practicum Journal: Reimbursement Rates
Reimbursement rates and medical coding can be almost as complicated as treating some mental illnesses. As a PMHNP, you will be faced with varying rates that may be different than other health care providers you may work with.
In this Practicum Journal Assignment, you will analyze reimbursement rates for mental health treatments you will likely use in your practice and compare those rates to other provider rates.
Learning Objectives
Students will:
· Analyze reimbursement rates for mental health treatments
To prepare for this Practicum Journal:
· Research reimbursement rates for various treatment modalities.
· Compare NP rates to other provider rates.
For this Practicum Journal:
Complete the Reimbursement Rate Template in your Learning Resources using the five types of services you are likely to use in your practice.
NURS 6670
Reimbursement Rate Template
Type of Service
eg. -New office visit
-Established office visit
-Inpatient hospital
-individual psychotherapy
-group psychotherapy (see examples below)
CPT code
Private insurer reimbursement rate for PMHNP
Private insurer reimbursement rate for physicians
Medicare
reimbursement rate for PMHNP
Medicare
reimbursement rate for physician
As the PMHNP becomes proficient in diagnosing and treating, it is also important to learn how to bill for your time. The CMS sets up codes to identify the type of service you are providing. You will generally complete this task at the end of the visit as you are documenting the visit with the client. Here are examples of the codes to know:
CPT Codes for Psychiatric and Psychological Procedures
HMSA recognizes the following service codes for the reporting of psychiatric and psychological services. (See Code Books for information on how to obtain the books.)
CPT Code
Footnote(s)
Description
90791
1
Psychiatric diagnostic evaluation
90792
1,3
Psychiatric diagnostic evaluation with medical services
90832
2
Psychotherapy, 30 minutes with patient and/or family member
90833
2,3
Psychotherapy, 30 minutes with patient and/or family member when performed with an evaluation and management service
90834
4
Psychotherapy, 45 minutes with patient and/or family member
90836
3,4
Psychotherapy, 45 minutes with patient and/or family member when performed with an evaluation and management service
90837
6
Psychotherapy, 60 minutes with patient and/or family member
90838
3,6
Psychotherapy, 60 minutes with patient and/or family member when performed with an evaluation and management service
90839
6
Psychotherapy for crisis; first 60 minutes
90840
2
each additional 30 minutes
90846
4
Family psychotherapy (without the patient present)
90847
4
Family psychotherapy (conjoint psychotherapy) (with patient present)
90849
4
Multiple-family group psychotherapy
90853
4
Group psychotherapy (other than of a multiple-family group)
90870
1, 5
Electroconvulsive therapy (includes necessary monitoring)
96101
1
Psychological testing (includes psychodiagnostic assessment of personality, psychopathology, emotionality, intellectual abilities, e.g., WAIS-R, Rorschach, MMPI) with interpretation and report, per hour.
Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.
96118
1
Neuropsychological testing battery (e.g., Halstead-Reitan, Luria, WAIS-R) with interpretation and report, per hour
Note: All hours of psychological testing done on a single day will be counted as one visit (either inpatient or outpatient as appropriate) toward the patient’s inpatient or outpatient visit maximum. However, payment will be made to the participating provider on a per-hour basis.
Links to websites that discuss this:
https://www.psychiatry.org/psychiatrists/practice/practice-management/coding-reimbursement-medicare-and-medicaid/coding-and-reimbursement
http://www.mb-guide.org/medical-coding-guidelines.html
Patient Preference/decision Making Discussion – 2025 you will share your experience see below for experience and consider the impact of
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Patient Preference/decision Making Discussion – 2025
you will share your experience (see below for experience) and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.
350 word discussion. At least 2 References ( I have attached some to utilize) within last 5 years and cited in discussion. Apa format
-Review the Resources (I attached articles) and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
-This is the experience: Treatment is limited for patient with stage 4 cancer and they are considering going on hospice to have better quality life. (you can include any details you would like)
-Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic. Type in ‘hospice’
Try to use this link to take you right to the hospice link on that site
https://www.healthwise.net/ohridecisionaid/Content/StdDocument.aspx?DOCHWID=tu1430
The discussion:
-Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples.
-Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan.
-Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.-you have to reference and use the decision aid site listed above.
Here are references attached
Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396
Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186
Assessing And Treating Clients With ADHD – 2025 Assignment Assessing and Treating Clients With ADHD Learning Objectives Students will Assess client factors
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Assessing And Treating Clients With ADHD – 2025
Assignment: Assessing and Treating Clients With ADHD
Learning Objectives
Students will:
· Assess client factors and history to develop personalized therapy plans for clients with ADHD
· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD
· Evaluate efficacy of treatment plans
· Evaluate ethical and legal implications related to prescribing therapy for clients with ADHD
Learning Resources
Required Readings
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016d). Case study: A young Caucasian girl with ADHD [Interactive media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this week’s Assignment.( Please click on this case study)
To prepare for this Assignment:
· This case study will serve as the foundation for this week’s Assignment ( case study above under required media)
·
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
· Decision #1
o Which decision did you select?
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
o
· Decision #2
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
o
· Decision #3
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Resources for reference ( Need 3+ references)
Note: All Stahl resources can be accessed through this link provided.
Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Stahl, S. M., & Mignon, L. (2012). Stahl’s illustrated attention deficit hyperactivity disorder. New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated Guides tab and then the ADHD tab.
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Optional Resources
Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. doi:10.2165/11599630-000000000-00000
Psychiatric Times. (2016). A 5-question quiz on ADHD. Retrieved from http://www.psychiatrictimes.com/adhd/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&rememberme=1&ts=22072016