Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 4
• Lesson
• Minimum of 1 scholarly source 

Initial Post Instructions
For the initial post, respond to one of the following options:

1. Define Theravada and Mahayana. Describe the Arhat and the Bodhisattva. Explain how each achieves the goal of nirvana. Examine how they relate to some of the key concepts/teachings (e.g., the Four Noble Truths, the three marks of reality).
2. Many scholars feel that “suffering” may be a misleading translation of the word dukkha. Why might the term suffering be misleading? What might be a better translation? What was the Buddha trying to explain in his commentary on dukkha?

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Respond to a peer who chose an option different from the one you chose. Further the dialogue by providing more information and clarification.

Writing Requirements

• Minimum of 3 posts
• Initial Post Length: 200-300 words
• APA format for in-text citations and list of references

Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:

• Link (webpage): Discussion Guidelines
•  
• Required Resources

Molloy, M. (2013).  Experiencing the World’s Religions, (6th ed). New York, NY: McGraw-Hill Companies, Inc.

Terrell, S. (2019). Theravada vs Mahayana Buddhism – what are the differences?
     Retrieved from https://blog.mindvalley.com/theravada-vs-mahayana/

Dukkha (n.d.). In Encyclopedia of Buddhism. Retrieved from: https://encyclopediaofbuddhism.org/wiki/Dukkha

Purpose

This week’s graded topic relates to the following Course Outcome (CO).

CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)

Discussion

Change is part of our daily healthcare environment. Clinical nursing judgments based on quality and safety, as well as protocols and standards, reflect our patient-centered care values.

• What steps could you take to develop more resilience in your practice setting?
• How might you communicate a change in practice to patients and nursing peers?
• Required resources: 

American Nursing Association [ANA]. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: American Nurses Publishing.

 American Psychological Association. (2020). Building Your Resilience. Retrieved from: https://www.apa.org/topics/resilience 

Scholarly Activities 

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

AttachmentsNRS-490-RS-ScholarlyActivitySummary.docx

Bipolar Therapy

Jay, an 18-year-old high school senior, presents with symptoms of difficulty sleeping and feeling sad, which results in an initial diagnosis of depression. His mother later reports, however, that Jay exhibits symptoms of irritability and risk-taking behaviors. (His little brother reported to his mother that they were driving over 90 miles an hour on the highway.) After further evaluation, Jay’s psychiatric mental health nurse practitioner diagnosed him with bipolar disorder.

Cases like this are not uncommon with bipolar disorder, as initial assessments rarely provides all the information needed. In your role, as a psychiatric mental health nurse  you must develop strategies for properly assessing and diagnosing these clients because treatments for bipolar disorder are significantly different than treatments for depression or other mood disorders.

This week, as you examine bipolar therapies, you explore the assessment and treatment of clients with bipolar disorder. You also consider ethical and legal implications of these therapies.

Assignment: Assessing and Treating Clients with With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder.

Learning Objectives

Students will:

· Assess client factors and history to develop personalized plans of bipolar therapy for clients

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring bipolar therapy

· Evaluate efficacy of treatment plans

· Analyze ethical and legal implications related to prescribing bipolar therapy to clients across the lifespan

Required Readings( 3 + references needed)

Note: All Stahl resources can be accessed through this link provided.

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.

• Chapter 6, “Mood      Disorders”
• Chapter 8, “Mood Stabilizers”

Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated mood stabilizers. New York, NY: Cambridge University Press.

To access the following chapters, click on the Illustrated Guides tab and then the Mood Stabilizers tab.

• Chapter 4,      “Lithium and Various Anticonvulsants as Mood Stabilizers for Bipolar      Disorder”
• Chapter 5, “Atypical      Antipsychotics as Mood Stabilizers for Bipolar Disorder”

Vitiello, B. (2013). How effective are the current treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs, 27(5), 331-333. doi:10.1007/s40263-013-0060-3

Chen, R., Wang, H., Shi, J., Shen, K., & Hu, P. (2015). Cytochrome P450 2D6 genotype affects the pharmacokinetics of controlled-release paroxetine in healthy Chinese subjects: comparison of traditional phenotype and activity score systems. European Journal of Clinical Pharmacology, 71(7), 835-841. doi:10.1007/s00228-015-1855-6

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education. (2016f). Case study: An Asian American woman with bipolar disorder [Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

Optional Resources

Mostafavi, A., Solhi, M., Mohammadi, M., Hamedi, M., Keshavarzi, M., & Akhondzadeh, S. (2014). Melatonin decreases olanzapine induced metabolic side-effects in adolescents with bipolar disorder: a randomized double-blind placebo-controlled trial. Acta Medica Iranica, 52(10), 734-739.
Retrieved from http://acta.tums.ac.ir/index.php/acta