Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
• Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. 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. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
SEE ATTACHED OF THE CASE STUDY DECISIONS MADE FOR POINTS # 1, 2 AND 3.
• At each decision point stop to complete the following:
o Decision #1
Which decision did you select?
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Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
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
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
• Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
- Client complained of feeling “sad”
- Mother reports that teacher said child is withdrawn from peers in class
- Mother notes decreased appetite and occasional periods of irritation
- Client reached all developmental landmarks at appropriate ages
- Physical exam unremarkable
- Laboratory studies WNL
- Child referred to psychiatry for evaluation
- Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
- Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
Decision Point One
Begin Zoloft 25 mg orally daily
RESULTS OF DECISION POINT ONE
- Client returns to clinic in four weeks
- No change in depressive symptoms at all
Decision Point Two
Increase dose to 50 mg orally daily
RESULTS OF DECISION POINT TWO
- Client returns to clinic in four weeks
- Depressive symptoms decrease by 50%. Cleint tolerating well
Decision Point Three
Maintain current dose
Guidance to Student
At this point, sufficient symptom reduction has been achieved. This is considered a “response” to therapy. Can continue with current dose for additional 4 week to see if any further reductions in depressive symptoms are noted. An increase in dose may be warranted since this is not “full” remission- Discuss pros/cons of increasing drug dose with client at this time and empower the client to be part of the decision. There is no indication that the drug therapy should be changed to an SNRI at this point as the client is clearly responding to this therapy. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Decision Point One
Select what the PMHNP should do:
Begin Zoloft 25mg orally daily
RESULTS OF DECISION POINT ONE
- Client returns to clinic in four weeks
- No change in depressive symptoms at all
Decision Point Two
Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Week 2: Therapy for Pediatric Clients With Mood Disorders
Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: 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 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th 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.
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Note: Retrieved from Walden Library databases. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Required Media
Laureate Education (2016e). Case study: An African American child suffering from depression[Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Create a PICOT question for a quantitative study and a PICOT question for a qualitative study that relate to your area of interest.
UncategorizedAccording to the American Association of Colleges of Nursing the Masters prepared nurse ” Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results.” Many research ideas emerge from practice and/or the educational environment. Formulating a well-built research question is challenging. Asking the right question facilitates the search process when conducting a review of the literature. Read the article “Asking the clinical question: A key step in evidence-based practice. After reading the article and reviewing the slide presentation use the PICOT framework and practice creating a PICOT question. Create a PICOT question for a quantitative study and a PICOT question for a qualitative study that relate to your area of interest. Obtain an Evidence-Based Guideline (EBG), Standard of Practice, or Best practice in nursing education that pertains to your question.
Performance Enhancing Drugs
Nursing HomeworksPerformance Enhancing Drugs
Use one outside research article that focuses on athletes’ intake of performance enhancing drugs (such as steroids or blood doping) or recreational drugs (such as alcohol or marijuana). Using the information provided in the article and your course textbook, discuss at least three reasons for the intake of performance enhancing drugs. Provide your response in three to four well-crafted paragraphs with proper grammar and spelling.Note: You should be using peer-reviewed journal articles and not popular magazines, blogs, or nonprofessional Web sites. Scholarship should be at the graduate level.
Evaluation Criteria for Discussion Question Response:
Identified and explained three reasons for the intake of performance enhancing drugs. [12 points]
Used proper peer-reviewed journal articles. [4 points]
Assignment 1 Grading CriteriaMaximum PointsDiscussion Question Response:Please see specific evaluation criteria listed below each discussion question.16Discussion Participation:Participated in the discussion by asking a question, providing a statement of clarification, providing a point of view with rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion.4While responding, justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience.4Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation
.4Total:28
& LEADERSHIP
Nursing HomeworksHS3202 MANAGEMENT & LEADERSHIP
L25 : eLecture
GROUP DYNAMIC AND TEAM WORK
2017
1
2
Define group and group dynamic.
2. Describe the characteristics of a group.
3. Discuss the phases of group development.
4. Define team and teamwork.
5. Describe the characteristics of a team.
6. Discuss the implications of leadership and management behaviours in group dynamic and teamwork.
LEARNING OUTCOMES
2017
3
A group is a social community, consisting of two or more people who have something in common.
E.g. many sales “teams” are groups. A sales person wins commission based on his/her own sales, and is not affected by the performance of other sales people.
2017
4
THERE ARE MANY TYPES OF GROUPS IN HEALTHCARE ORGANISATIONS
Examples:
Informal groups
Work groups
Teams
committees
2017
5
Kurt Lewin, a social psychologist and change management expert, is credited with coining the term “group dynamics” in the early 1940s.
“Group dynamics” describes the effects of the roles and behaviors people often take on when they work in a group.
2017
6
A team is a group in which the commonality is a shared goal. This in itself creates a dynamic between team members because they are dependent on each other for success.
Huber (2010)
Example: a sports team wins or loses as a whole.
2017
7
Team dynamics are the unconscious, psychological forces that influence the direction of a team’s behaviour and performance.
An effective facilitator manages team dynamics by encouraging the people to stay on the task and continue towards its objectives.
2017
8
A SPECIFIC GOAL
9
List appropriate team members by job title (e.g. nurse, social worker, respiratory therapist) to form teams to handle these issues:-
Developing a school-based asthma management programme.
Working with patients to determine end-of-life decisions.
Develop a care plan for patients undergoing hip arthroplasty.
CRITICAL THINKING QUESTION
10
Vital for competing in today’s global workplace.
Norm in any industry
Team building creates successful teams
IMPORTANCE OF TEAM WORK
2017
11
1. Everyone on the team talks and listens in roughly equal measure, keeping contributions short and sweet.
2. Members face one another, and their conversations and gestures are energetic.
3. Members connect directly with one another—not just with the team leader.
4. Members carry on back-channel or side conversations within the team.
5. Members periodically break, go exploring outside the team, and bring information back.
2017
12
https:// www.youtube.com/watch?v=VoDCo-mEbq0
13
PDCA cycle
Surveys
data collection
Milestone or Gantt charts
Cause and effect diagram
Incentive and rewards
TOOLS TO IMPROVE TEAM PERFORMANCE
14
TOOLS TO IMPROVE TEAM PERFORMANCE
15
TOOLS TO IMPROVE TEAM PERFORMANCE
SURVEY: Team effectiveness questionnaires
Simple questions are often the most productive – asking questions about actions & behaviours that all team members can readily recognise & comment about.
Here’s a short example:
What in your words are the aims & objectives of the team?
How well in your view is the team doing?
One thing the team should keep doing?
One thing the team should stop doing?
One thing the team should start doing?
2017
16
Legend:
Plan
Actual
Materials
Methods
Environment
Staff do not know the specific areas that students require supervision in clinical
Staff may not know these students
Staff are assigned to different clinical area by manager
Staff or clinical instructor may not be assigned to supervise the same group of students
Unable to provide appropriate supervision timely
Require more time to get to know the students work
Too much information in the weekly clinical report
Time consuming to read these reports
Staff do not remember who are the students requiring close supervision in clinical
Staff are too busy with other duties
Some of these information are irrelevant
Staff submit clinical reports to clinical manager weekly
Clinical manager disseminates reports to nursing staff
Staff do not keep or archive weekly clinical report after reading it
Staff handover verbal reports upon meeting on-coming lecturers
Insufficient time to prepare staff on the specific areas that students require help
Student are scheduled for clinical posting once or twice per semester
Students are not assigned to same staff
Student require close supervision may be ‘missed’ in subsequent posting
Students may not be posted to the same hospital in their subsequent posting
Monitoring and tracking of students require close supervision in clinical is difficult to be maintained continuously
CAUSE AND EFFECT DIAGRAM
2017
17
18
APPLY TEAMWORK IN THE WORKPLACE
Support: Teams create an environment of support, boosting the confidence of individuals, allowing people to do their best.
Helping someone: If one is weak, others can support or handle the work – so, it usually builds up power-resource for the organization.
Huber (2010)
19
APPLY TEAMWORK IN THE WORKPLACE
Common goal: People work in harmony, create positive team environment, help and support each other and delegate tasks/duties; the more they learn and step away to become better workers in their own jobs.
Communication and cooperation: Teams can create better communication and respectful relationships among employees.
Huber (2010)
20
CONCLUSION
True team require a great deal of developmental time and efforts but are capable of moving the collective performance of a group to a higher level.
Huber (2010)
2017
21
Brooker, C., & Waugh, A. (2013). Foundations of nursing practice:
Fundamentals of holistic care (2nd ed.). Edinburgh: Mosby Elsevier.
Huber, D. (2014). Leadership and nursing care management (5th ed.). St.
Louis, Missouris: Elsevier Saunders.
Kelly, P. (2013). Nursing leadership and management (2nd ed.). Toronto: Nelson
Education.
Pentland, A.S. (2012). Harvard Business Review: The New Science of
Building Great Teams. Retrieved from
https://www.youtube.com/watch?v=VoDCo-mEbq0
Rigolosi, E.L.M. (2013). Management and leadership in nursing and health
care: An experiential approach (3rd ed.). New York: Springer Publishing Company.
Sullivan, E. J., (2012). Effective leadership and management in nursing (8th ed.).
Boston, Mass: Pearson.
Whitehead, D.K., Weiss, S.A., & Tappen, R.M. (2010). Essentials of nursing
leadership and management (5th ed.). Philadelphia: F.A. Davis Company.
>Management homework help
UncategorizedCitrus, Inc. is a medium-sized producer of citrus juice drinks in Florida. Until now, the company has confined its operations and sales to the United States, but its CEO, Heidi Sims, wants to expand into Europe. The first step would be to set up sales subsidiaries in Spain and Sweden, then to set up a production plant in Spain, and, finally, to distribute the product throughout the European Union. The firm’s financial manager, George Benson, is enthusiastic about the plan, but he is worried about the implications of the foreign expansion on the firm’s financial management process. He has asked you, the firm’s most recently hired financial analyst, to develop a 1-hour tutorial package that explains the basics of multinational financial management. The tutorial will be presented at the next board of director’s meeting.
To get you started, Benson has supplied you with the following list of questions.
A. What is a multinational corporation? Why do firms expand into other countries?
B. Discuss at least six major factors which distinguish multinational financial management from financial management as practiced by a purely domestic firm. (Please consider doing additional research on this question and document your findings).
C. Discuss exchange rate risk as they relate to multinational corporations.
D. Describe the current International Monetary System. How does the current system differ from the system that was in place prior to August 1971? (Please consider doing additional research on this question and document your findings).
E. What is the difference between spot rates and forward rates? When is the forward rate at a premium to the spot rate? At a discount? (Please consider doing additional research on this question and document your findings).
F. From a managerial point of view, discuss how your responses above will help Citrus, Inc. as they plan to expand overseas.
Management homework help
UncategorizedManagement Concepts Discussion
(100 Points)
Assignment should be done by reading this link.
https://medium.com/@penneddownbynoddy/jeff-bezoss-leadership-style-and-the-culture-within-amazon-e960d1efc6e9
Objective:
To analyze how management concepts relate to managers to be more effective and efficient. (see below for prompts to help you tackle the assignment). Being a group assignment, students will gain exposure to various perspectives, benefit and learn from different writing styles/strengths, and if each group member contributes at least one journal article, then groups will benefit from having a greater number of articles from which to choose.
Article Selection:
· Each team (4-5 students) will select a journal article (published no earlier than September 1, 2017 in outlets such as Wall Street Journal, Business Week, Forbes, and/or Peer reviewed journal articles in Academic Journals).
· Teams are required to choose an article related to concepts covered in the course and how they are relevant for managers to be more effective and efficient in today’s dynamic environment.
Paper Description:
This paper allows you to state your opinion about the management concepts of your choice and then support your claim with facts, theories, or research. Thoroughly explain your opinions and cite as much outside reference support (i.e., peer-reviewed, scholarly journal articles, and/or professional sources. NO BLOGS) to substantiate your discussion.
(Note: Do not copy the information present on the web. Emphasis should be to understand the framework for understanding the factors that influence how managers can be more effective and efficient).
Prepare a detailed 5-8 pages concept paper using the questions below as a guide. Be sure to incorporate your readings, and cite your sources using APA guidelines (6th edition including in-text citations and references)
Section 1: Paper Overview (Max. 1 Page, double space)
· Article Specific- Discuss the management concepts and/or functions?
· Briefly discuss the overview of the article and main findings from the paper.
Section 2: Discussion of Management concepts
(Max 4 Pages, double space)
· The students should be able to identify and discuss the management concepts and functions applicable in the selected article.
· Discuss the relevance of the management concept(s) in today’s dynamic environment
· Should be able to discuss the managerial implications of the concepts.
Section 3: Reflection (Max. 2 pages, double space)
This section is mainly your analysis of the selected article focusing on the managers to be more effective and efficient.
· Through this article, are any management course concepts challenged?
· Having read this journal article, do you see the need to refine any of our course material to better capture the reality of organizational life?
· What changes would our management course material suggest in order to improve the practice(s) featured in your journal article?
· How would you use our management course material to support the initiatives/new practices featured in your journal article?
· Why should a management student read this article?
Note: Feel free to answer all questions in your discussion. Do not feel pressured to answer all questions as some may not be applicable depending on your topic.
Paper Guidelines:
· Format of the paper: There are no special formatting requirements. For in-text citations and references follow APA 6th edition. Should be able to know more about APA https://owl.english.purdue.edu
· Number of pages- Maximum 5-8 pages double space. The number of pages does not guarantee an “A” on the paper; it depends on the quality of the discussion, depth, and rigor in the paper. Cover the information, which clearly present the framework of P-O-L-C in the organization.
· Number of references- Minimum 5 references, this is to make sure that you use at least five good quality research papers to substantiate the discussion and add value to the extant literature in the field of study. Reference page is exclusive to the page limit. (These minimum references do not guarantee an “A” in the paper).
· Quality of the information is important, but how do you present that information is equally important. Please use appropriate headings and sub-headings to clearly present the information in the paper.
· References (Build a comprehensive reference page that includes refereed journal articles and/or websites cited above. It is NOT acceptable to have only web articles that are not scholarly/refereed journal articles. Do not use Wikipedia/encyclopedia or blogs and similar Internet sources in this paper). Feel free to use professional business journals such as Wall Street Journal, Business Week, Forbes, and/or company websites etc.
· IMPORTANT: Turnitin is a part of the D2L. Every time student turns in any assignment in the dropbox in college. Turnitin would automatically evaluate it. WARNING: Turnitin.com DOES check to see if any part of the document is copied from any other document in their files…published or unpublished. Because of the nature of the assignments, some duplication is acceptable and even expected…such as the repetition of titles, names and specific questions and quotations. Within 24 hours of submission, you should be able to check for your report detailing what percentage of your paper has been previously submitted. You are expected to correct and resubmit to reduce it as low as possible (be sure to allow extra time for this!) Anything over 25% will result in automatic point deductions, but anything (no matter what % turnitin.com shows) that does not follow acceptable documentation and citation practices will result in grade deductions or worse. Please note if the Turnitin percentage is higher than 35% it will be evaluated for any plagiarism issue and will be notified to the appropriate authority to take any further action. (Review grading rubric for points deduction). Therefore, please take this very seriously. Correct sentence structure, grammar and spelling are expected on all written assignments submitted for a grade. For additional help with written assignments, please contact the Online Writing Lab at http://web.tamu-commerce.edu/academics/colleges/humanitiesSocialSciencesArts/departments/literatureLanguages/writingCenter/onlineWritingLab.aspx
Presentation Guidelines:
Each group will produce a Power Point presentation based on their papers. The following format is recommended:
Slide 1 – Cover page with team member names.
Slide 2 – Each student should summarize their findings on two slides.
Final Discussion Slides – This should consist of approximately two slides.
Conclusion Slide – wrap up your group results in a succinct manner.
More details will be provided as we progress in the course.
Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper
Nursing HomeworksDeveloping and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper
Intellectual Indebtedness and Plagiarism
Students enrolled in Athabasca University courses, including Health Studies 320: Teaching and Learning for Health Professionals, are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual integrity. Please read the policy related to this at http://www.athabascau.ca/studserv/inthonesty.htm.
Plagiarism is a form of intellectual dishonesty in which another person’s work is presented as one’s own. Be certain that whenever you use a secondary source in your course work and assignments you reference your source in a consistent and logical manner. All direct quotes (quotations of any number of words from the original) and indirect quotes (paraphrased ideas) must be acknowledged. Failure to do so constitutes plagiarism, and as with any form of academic misconduct, it will be penalized. Penalties may take the form of rejection of the submitted work; expulsion from the examination, the course or the program; or legal action, depending on the specific nature of the infraction. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
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However, dutiful citation of quotes and paraphrased materials does not mean that you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone else’s ideas in your own words. When you present your own ideas or opinions in a paper, provide evidence or arguments to substantiate your position. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
The following Web site offers information about the citation styles of the American Psychological Association http://www.apastyle.org. The AU Library Help Centre also has many useful links and resources.
All written assignments in this course must
Assessment
To receive credit for HLST320, students must complete all of the required assignments and achieve a composite grade of at least “C” (60%). All assignments must follow the guidelines of the APA Publication Manual (6th ed.) (2010). Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
The assessment structure for Health Studies 320 is based on the following assignments, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course assignments. A composite mark of 60% is required to pass the course.
Assignment 1: Development of Your Teaching-Learning Philosophy (35%)
Suggested Due Date – Week 4
Your personal assessment of your philosophy of teaching and learning should be unique to you. This assignment will give you a good base for enhanced learning through the remainder of this course and will provide you the opportunity to achieve the course learning outcome: describe the complexities and realities of health teaching from a personal and theoretical perspective. Supporting information and assessment of your philosophy of teaching and learning is addressed in Units 1 – 3. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper must be submitted via the appropriate dropbox on the course home page.
Evaluation Criteria for Assignment 1
Total possible marks 35
Assignment 2: Writing Learning Objectives (30%)
Suggested Due Date – Week 9
Currently within the teaching and learning literature you will discover ongoing debate and confusion related to use of terms such as educational objectives, instructional objectives, behavioural objectives, learning outcomes and learning objectives. In HLST 320, the term Learning Outcomes was chosen to reflect the overall achievements of the learner upon completion of the course, and the term Learning Objectives was chosen to reflect the more specific learning that should be achieved by the learner through the completion of unit learning activities. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
This assignment, writing of learning objectives, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to partially achieve the course learning outcome: apply the teaching and learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in writing learner-centered objectives is addressed in the learning activities of Unit 4 and Unit 5: The Art of Writing Learner-Centered Objectives. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
. Assignment 2 is part 1 of developing and then simulating a learner-centered teaching plan. In this component you are asked to select from one of the following teaching and learning categories:
Assignment 2 uses random assignments. You will pick your category and then open the correct dropbox of three choices. The case will be randomly assigned within that category. Once you select a category a case study will be sent to you. You cannot change your case study once it is received so select your category wisely as it is from this case study that you will complete both assignments 2 and 3. Based on the case study a clear, measureable objective must be written for each of the 3 domains cognitive, affective, and psychomotor. Assignment 2 must be submitted, marked and returned to you prior to you submitting assignment 3. Assignment 2 is foundational to assignment 3 so familiarize yourself with the assignment 3 requirements as you complete assignment 2, and be certain to consider your tutor’s feedback when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper must be submitted via the appropriate dropbox on the course home page.
Evaluation Criteria for Assignment 2 – Writing Learning Objectives
Total possible marks 30
Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan (35%)
Suggested Due Date – Week 14
Health teaching is not an optional practice component for any health care professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in assignment 3 is addressed in Units 6-8. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Assignments must be submitted via the appropriate dropbox on the course home page.
NOTE – Assignment 2 and 3 are progressive assignments; you will not be able to submit assignment 3 until you have completed assignment 2 and received your mark. Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3. Also be certain to consider your tutor’s feedback on assignment 2 when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Assignment 3 consists of two parts:
ORDER A PLAGIARISM-FREE PAPER
Part A: Complete the following table (possible 10 marks)
Part B: Complete a simulation of your implementation of your teaching plan. Note this is a simulation and is not to be implemented with a human subject. Think of this simulation as your rehearsal prior to actually implementing with a client. You need to submit a video of your simulation. Your video simulation should be 3 minutes in length. You do not need to submit a copy of your narrative but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, You Tube, Vimeo, or a platform of your choice.
Evaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching Plan
Part A: Table (maximum 10 marks)
Part B: Simulation Video (maximum 25 marks)
Historical Nursing Figure Essay
Nursing HomeworksHistorical Nursing Figure Essay
1. Select an historical nursing figure that interests you. Your interest might be related to the period of time in history that they lived, their particular field of interest, or their special accomplishments. 2. To learn more about this person you must complete a literature search. To accomplish this you may use the library data base: e.g. CINAHL Type in keyword and find 3-5 articles scholarly sources (books, articles, or professional website) published within the past 6 years. Websites must be from sponsoring professional organizations in nursing. Reference list and citations must be in APA format 3. Write an outline to follow. Here are the general categories to help you organize your thoughts: a. General introduction of the individual and the area of interest or particular accomplishment that you plan to discuss b. The purpose of the paper, clearly state what you intent to accomplish through this paper c. The body of the paper (middle) includes: i. Major points you want to make about the individual, the specific accomplishment/s of the individual, their contribution to changes in health care, healthcare systems, and/or social justice. Be sure that each point is supported by the literature and referenced using APA format. ii. Your reflection of the impact of this person on your perception of nursing particularly new ideas related to your role as a nurse. iii. Examine your values and beliefs in relation to those of the historical leader or theorist, any similarities in nursing metaparadigm, and implications for nursing practice How are the similar? Why did you choose him/her? d. The conclusion: A summary of your main points 4. You must use APA format 5. Make sure that you include a. A title page b. A running head c. Page numbers d. Citations in the body of your paper to avoid plagiarism e. A reference list.
>American history homework help
Uncategorized“If children do not understand the Constitution, they cannot understand how our government functions, or what their rights and responsibilities are as citizens of the United States.” – John Roberts
Although the Judiciary Act of 1789 established the legal concept of judicial review, it was the 1803 Supreme Court Case, Marbury v. Madison, which established the Supreme Court as the arbiter of whether the executive actions, congressional legislation, or lower court judicial decisions are constitutional.
In 1803, the Supreme Court heard the case, Marbury v. Madison. Chief Justice John Marshall, writing on behalf of a unanimous court, stated “it is emphatically the province and duty of the judicial department to say what the law is.” (Marbury v. Madison, 1803) In other words, the Supreme Court has the power to the final decider on what is constitutional or unconstitutional – be it congressional legislation, executive action, or judicial decisions. The Supreme Court’s power of judicial review is a salient component of this country’s ‘checks and balances’ system. Here is a full account of Marbury v. Madison from the U.S. Archives.
Today, the Supreme Court routinely hears cases that evaluate the constitutional authority of executive actions, congressional legislation, and lower court judicial decisions.
Directions: Using the required, academic readings, and supplemental academic research, please address the following while adhering to the Discussion Board Rubric:
Reference:
Marbury v. Madison (1803). (n.d.). Retrieved from https://www.ourdocuments.gov/doc.php?flash=true&doc=19.
Aging Adult Case Study
UncategorizedA 68-year-old client lives alone and is independent with all ADLs, has no restrictions for mobility, and is competent, and oriented x4. The client is on a fixed income, but has enough to manage a modest lifestyle. The client has family and social supports but is very independent and is proud of her self-reliance. The client’s height is 5’ 6”, weight is 210 lb. / 95.25 kg.
Please answer the following:
Assignment Expectations:
Length: 1500 to 1750 words in length
Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.
References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment.
Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
Nursing HomeworksTherapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
• Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. 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. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
SEE ATTACHED OF THE CASE STUDY DECISIONS MADE FOR POINTS # 1, 2 AND 3.
• At each decision point stop to complete the following:
o Decision #1
Which decision did you select?
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Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
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
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
• Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
Decision Point One
Begin Zoloft 25 mg orally daily
RESULTS OF DECISION POINT ONE
Decision Point Two
Increase dose to 50 mg orally daily
RESULTS OF DECISION POINT TWO
Decision Point Three
Maintain current dose
Guidance to Student
At this point, sufficient symptom reduction has been achieved. This is considered a “response” to therapy. Can continue with current dose for additional 4 week to see if any further reductions in depressive symptoms are noted. An increase in dose may be warranted since this is not “full” remission- Discuss pros/cons of increasing drug dose with client at this time and empower the client to be part of the decision. There is no indication that the drug therapy should be changed to an SNRI at this point as the client is clearly responding to this therapy. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Decision Point One
Select what the PMHNP should do:
Begin Zoloft 25mg orally daily
RESULTS OF DECISION POINT ONE
Decision Point Two
Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Week 2: Therapy for Pediatric Clients With Mood Disorders
Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: 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. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th 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.
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Note: Retrieved from Walden Library databases. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Required Media
Laureate Education (2016e). Case study: An African American child suffering from depression[Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.