TO REPLY TO EACH COMMENT WITH APA, CITATION AND REFERENCE ABOVE 2013.

Post 1

Introduction

According to week two, it is clear that the assessment tools used in psychotherapy have two primary purposes. The first purpose is to measure the illness and diagnose clients while the second purpose is to evaluate a client’s response to treatment. There are different types of assessment tools, but in this discussion, I have selected Patient Stress Questionnaire.

The psychometric properties of the Patient Stress Questionnaire as the selected assessment tool

Patient Stress Questionnaire refers to the tool employed in primary care settings to help in screening for the behavioral health symptoms.  The instrument was adapted from the PHQ-9, AUDIT, GAD-7, and PC-PTSD.  Patient Stress Questionnaire is made up of a list of items that efficiently help in identifying the potential behavioral health problems. The tool is a 24-item behavioral health screening tool which is composed of a collection of twelve (12) separate “ultra-brief” screening tools to offer a preliminary mental health and addiction diagnosis. The PHQ-9 is made up of 9 items which represent the criterion symptoms for DSM 5 major depressive disorder. These have questions related to how much sign has bothered the client based on the scale such as  “not at all,” “nearly every day,” and  “several days”. The GAD-7 is made up of seven items with the response similar to PHQ-9 and scored as a continuous variable from 0 to 21 (Kroenke et al. 2016).

When it is appropriate to use Patient Stress Questionnaire

The tool is used when the client is suspected to have depression and anxiety. Several well-validated measures can be used to assess depression and anxiety as separate domains (Flückiger et al 2016), but the advantage of Patient Stress Questionnaire is that it is a measure that offers a single composite score for both the depression and anxiety (Kroenke et al. 2016). The tool is used in assessing depressive symptoms among patients having conditions such as aphasia. The tool is applicable for measuring perceived stress (Laures-Gore et al. 2017).

Furthermore, theoretical and empiric evidence of overarching psychological construct that compromise of distinct but related dimensions of anxiety and depression. Therefore, the intercorrelation between depression and anxiety makes Patient Stress Questionnaire attractive as it provides a composite score.

Based on the efficacy of Patient Stress Questionnaire in evaluating psychopharmacologic medications, psychopharmacological medications aim to manage behavior, stabilize mood, or to treat psychiatric disorders and their associated symptoms. On the other hand, Patient Stress Questionnaire is used to screen for these behavioral health symptoms and therefore, can be used to determine whether the symptoms are reducing or not based on the psychopharmacological medications. The tool can be used to  self-report symptoms and to identify  persistent symptoms of anxiety disorders and even monitor the treatment in clinical practice (Rose & Devine, 2014).

                                                     References

Kroenke, K., Wu, J., Yu, Z., Bair, M. J., Kean, J., Stump, T., & Monahan, P. O. (January 01, 2016). Patient Health Questionnaire Anxiety and Depression Scale: Initial Validation in Three Clinical Trials. Psychosomatic Medicine, 78, 6.

Laures-Gore, J. S., Farina, M., Moore, E., & Russell, S. (January 01, 2017). Stress and depression scales in aphasia: Relation between the aphasia depression rating scale, stroke aphasia depression questionnaire-10, and the perceived stress scale. Topics in Stroke Rehabilitation, 24, 2, 114-118.

Rose, M., & Devine, J. (January 01, 2014). Assessment of patient-reported symptoms of anxiety. Dialogues in Clinical Neuroscience, 16, 2, 197-211.

Flückiger, C., Forrer, L., Schnider, B., Bättig, I., Bodenmann, G., & Zinbarg, R. E. (January 01, 2016). A Single-blinded, Randomized Clinical Trial of How to Implement an Evidence-based Treatment for Generalized Anxiety Disorder [IMPLEMENT] — Effects of Three Different Strategies of Impleme

Post 2

psychometric properties of the Screening, brief intervention, and referral to treatment (SBIRT) tool

The SBIRT grant program was developed by the Substance Abuse and Mental Health Services Administration (SAMHSA) which provided either brief intervention/treatment or referred to appropriate services for individuals who use alcohol or psychoactive substances, not including tobacco that may not meet criteria for a substance use disorder (Aldridge, Linford, & Bray, 2017).  It begins with a pre-assessment screening which briefly explores substance use.  If a positive pre-screen is evident, the provider should move to the Alcohol use disorders identification test (AUDIT) and/or the Drug abuse screening test (DAST) for more thorough assessment.  If positive brief intervention or treatment is advised (“Clinician Tools – SBIRT for Substance Abuse,” n.d.).  According to Yong, et al. as part of their systematic review, it is unclear whether it is beneficial to utilize brief interventions as part of the SBIRT screened individuals who were not seeking treatment at the time of assessment (2014).  Evaluation of this project indicated that the program was positively correlated with decreased alcohol and/or substance use in this population.  However, it is unclear whether other factors were key (Aldridge et al., 2017).  It was noted however that participants had significantly lower reports of substance use one month after intervention.  However limitations in study design may have impacted the reported results (Aldridge et al., 2017).

Explain when it is appropriate to use SBIRT with clients

Each client should be assessed using a pre-assessment screening tool yearly.  If positive, the client should be assessed using the AUDIT or DAST tools as indicated above (“Clinician Tools – SBIRT for Substance Abuse,” n.d.)

Is the SBIRT tool appropriate to evaluate the efficacy of psychopharmacologic medications

The SBIRT protocol moves to brief intervention or brief treatment as appropriate.  These interventions are focused on psychological treatments 5-60 minutes in length (“Clinician Tools – SBIRT for Substance Abuse,” n.d.)  As such, they would not be involving psychopharmacological substances, at least initially it would not be appropriate for evaluation of medication effectiveness.

References

Aldridge, A., Linford, R., & Bray, J. (2017). Substance use outcomes of patients served by a large US implementation of Screening, Brief Intervention and Referral to Treatment (SBIRT). Addiction, 112, 43–53. https://doi.org/10.1111/add.13651

Clinician Tools – SBIRT for Substance Abuse. (n.d.). Retrieved September 5, 2018, from http://www.sbirt.care/tools.aspx

Young, M. M., Stevens, A., Galipeau, J., Pirie, T., Garritty, C., Singh, K., … Moher, D. (2014). Effectiveness of brief interventions as part of the Screening, Brief Intervention and Referral to Treatment (SBIRT) model for reducing the nonmedical use of psychoactive substances: a systematic review. Systematic Reviews, 3, 50. https://doi.org/10.1186/2046-4053-3-50

please, write a one paragraph response to the following discussion. APA format required with one reference from peer-reviewed Nursing Journal not older than 5 years.

 

The health history collection and interview from health care provider or nurse to a patient to collect necessary data can be challenging and demands expertise and sensitivity to establish a professional relationship that enables the patient to express problems, and the nurse to find solutions. The primary goal is to establish a therapeutic communication with the patient to help them communicate matters that are affecting their life. Abilities such as listening, caring, empathy, and self-examination are essential for successful nurse-patient therapeutic communication (Jensen, 2011).

Every patient brings different challenges for the nurses and healthcare providers as they interview the patients. Newman, O’Reilly, Siew, & Kennedy (2017) found in their research that the challenges health care professionals experienced interviewing patients with mental challenges are many. For example, one of them was the lack of understanding of the procedures that patient was having; they describe how the given writing information such as the inform consent, help the patients understand better and be aware of the kind of procedure the patient will go through. Another challenge was the lack of understanding from both patients and health care providers for lack of good verbal communication from both parts; they also describe how verbal explanations are crucial to reinforce and clarify any doubts that the patient has, and give the patient an opportunity to recall and re-phrase what they understood.  This research also mentioned that the most crucial skill that helps providers to fulfill mental patient’s needs was attentive listening, and the most challenging skill to develop as a health care provider of patients with mental conditions was controlled the emotional aspect, and do not let the therapeutic and communication relationship be affected.

  

Respond to your colleagues by offering one or more additional mitigation strategies or further insight into your colleagues’ assessment of big data opportunities and risks.

At least 2 references in each peer responses! 

  

The first potential benefit of using big data as part of a clinical system is improving the quality and accuracy of clinical decisions (Wang, Kung, & Byrd, 2018). Nurses are continually faced with decisions that will impact patients’ lives (Bjork & Hamilton, 2011). Big data can result in significant changes in healthcare, and it is essential to ensure improved patient outcomes.

Second, a potential challenge or risk of using big data as part of a clinical system is that data can only measure so much. There are many things data can’t measure, such as the commitment of nurses or the follow-through of education given to patients after discharge (Thew, 2016). This results in having to advocate for these things based on passion and experiences rather than having data to back you up (Thew, 2016). This can be frustrating for nurses due to the amount of commitment, education, and sacrifices made in this profession. 

In my experiences, I have seen that there is a lot of data related to Congestive Heart Failure (CHF) exacerbation prevention while in the hospital. We also educate patients diligently to ensure they understand to weigh themselves daily, take breaks, wear their oxygen, and limit salt intake. If a patient is re-admitted with a CHF exacerbation after discharge, that looks bad on the hospital and nursing staff. There is no way to measure how excellent education was given to this patient or what was done when they were at home. This is an example of how nurses’ commitment or quality care cannot be measured.

 NEED 9/3/18 Please use attached file to complete assignment Please no plag

Prepare: View the Globalization at a Crossroads (Links to an external site.)Links to an external site. series episode and read the article A Model of Global Citizenship: Antecedents and Outcomes by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford University Library, and locate one additional source on global citizenship that will help support your viewpoint.

Reflect: Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community.

Write: Use the Week 1 Example Assignment Guide when addressing the following prompts:

• Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.
• Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
• Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.
• Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
  • Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
• Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
• Identify two specific general education courses.
  • Explain how each course influenced you to become a global citizen.

The Importance of Becoming a Global Citizen

• Must be 750 to 1,000 words in length (not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Links to an external site.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..
• Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
  • For assistance on writing Introductions & Conclusions (Links to an external site.)Links to an external site. as well as Writing a Thesis Statement (Links to an external site.)Links to an external site., refer to the Ashford Writing Center resources.
• Must use at least one credible source in addition to the two required sources (video and article).
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.
• Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s In-Text Citation Guide (Links to an external site.)Links to an external site..
• Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. References list will be excluded from the Turnitin originality score.
• Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

Before you submit your written assignment, you are encouraged to review the review the Grammarly (Links to an external site.)Links to an external site. page tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

What do the four parts of the Christian Biblical Narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.