Discussion: Therapy for Clients With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.

Learning Objectives

Students will:

• Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.
• Select one of the personality disorders from the DSM-5.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature.

 

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

• Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
• Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
• Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

 

You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.

Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.

To Prepare:

• Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.

By Day 3

Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.

Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.

By Day 6

Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.

Respond to at least two of your colleagues on two different days, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.

The Clinical Evaluation Tool (CET) lists five core concepts with bulleted illustrations of each concept. Caring, nursing process, comfort & pain, quality & safety, cultural awareness, and health promotion are displayed throughout the CET to demonstrate inclusion of  University’s philosophical framework. 

Instructions

The Professional student will complete the CET at midterm and final. For each evaluation period, the student will provide an overall summary statement AND a meaningful, substantive, narrative account under each core concept. This narrative will include specific clinical examples which support the “fully met” or “partially met” concept. The clinical instructor will review the completed CET and provide summary comments and added feedback as necessary. The final electronic document will be retained for the student’s academic file. The CET will be returned to the student for resubmission if it is not completed with sufficient detail.

  

Midterm Evaluation 

Date:   Pass/Fail:

Student Summary statement of overall performance, including strengths, areas for improvement, and goals for the remaining weeks:

Student Signature:

————————————————————————————-­­­­———————–

Final Evaluation 

Date:  Pass/Fail:

Student Summary statement of overall performance, including strengths, and areas on which to focus for the future:

Student Signature:

Core Concepts

I. Incorporate effective modes of communication with patients and other healthcare providers

The professional role transition student:

· Incorporates personal and professional caring attributes in the delivery of care (caring)

· Displays confidence and evaluates interactions in communicating with faculty, staff, healthcare team members, patients and families (nursing process)

· Demonstrates competence in using a variety of resources to facilitate communication with diverse patient populations, including those with limited English proficiency and health literacy (cultural awareness)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

II. Assimilate professional behaviors that adhere to standards of practice and legal/ethical codes

The professional role transition student:

· Integrates professional standards of diagnosis, assessment, outcome identification, planning, implementation, and evaluation into delivery of care (caring; nursing process)

· Advocates for effective pain management (comfort & pain)

· Arrives on time and prepared for clinical displaying a professional appearance (quality & safety)

· Integrates professional accountability and follow through (quality & safety)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

III. Engage in collaborative practices with the healthcare team

The professional role transition student:

· Collaborates with appropriate interdisciplinary team members to plan, deliver, and evaluate care in a timely manner (nursing process)

· Advocates for informed patient participation in care (quality & safety)

· Collaborates with patients and families to achieve mutually agreed upon goals (cultural awareness)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

IV. Evaluate evidence-based practice (EBP) in guiding professional nursing

The professional role transition student:

· Evaluates use of EBP into own professional practice (nursing process)

· Analyzes and individualizes evidence-based plan of care (quality & safety)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

  

V. Incorporate critical thinking in the application of professional nursing

The professional role transition student:

· Integrates the physiology, pathophysiology, pharmacotherapeutic, spiritual, and sociocultural knowledge in designing, implementing, and evaluating patient plan of care (nursing process; comfort & pain)

· Applies technology and information management tools to support safe processes of care (quality & safety)

· Prioritizes patient’s health promotion needs (health promotion)

Midterm:

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence:

Final: 

This concept is: (5) fully met ___ (3) partially met ___ (1) not met ___

Student/Instructor comments and supportive evidence: