MSN-FNP Discussion Rubric

MSN-FNP Discussion Rubric

1

Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%)

0

The student does not provide coverage of the discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied

12 The student provides partial coverage of the discussion topic (s), does not provide clarity on the key concepts, the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts, or no example provided from the material explored during the weekly reading or from other relevant examples from the

16 The student provides complete coverage of the discussion topic (s) and clarifies the critical concepts demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to detail with some redundancy. The posting applies course concepts without examples learned from the material provided during the

20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses critical issues, questions, or problems related to the topic of discussion. The posting applies course concepts with examples learned from the material provided

 

 

 

 

MSN-FNP Discussion Rubric

2

knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking.

clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts.

weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas about the discussion topic (no use of example). The student’s initial thread response reflects critical thinking and contains thought, insight, and analysis.

during the weekly reading or other relevant examples from the clinical practice; the student shows applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas on the discussion topic (use of examples). The student’s initial thread response is rich in critical thinking and full of thought, insight, and analysis; the argument is clear and concise.

 

 

 

 

MSN-FNP Discussion Rubric

3

Quality of Written Communication Appropriateness of audience and word choice is specific, purposeful, dynamic, and varied— grammar, spelling, punctuation. (20%)

0 The student uses a style and voice inappropriate or does not address the given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing (More than five grammatical errors). Surface errors are pervasive enough that they impede the communication of meaning.

12 The student uses a style and voice that is somewhat appropriate to the given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors). Inconsistencies in language, sentence structure, and/or word choice are present.

16 The student uses a style and voice appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used.

20 The student uses a style and voice that are appropriate to the given audience and purpose and shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English.

 

Inclusion of the student learning outcomes explored in the

0 The student does not explain how the Student Learning Outcomes were

6 The student does not explain how the Student Learning Outcomes were

8 The student does not explain how the Student Learning Outcomes were

10 The student explains how the applicable Student Learning Outcomes were

 

 

 

 

MSN-FNP Discussion Rubric

4

discussion (10%)

explored or related to the weekly discussion topic.

explored or related to the weekly discussion topic. Instead, the student only provides a list of the applicable Student Learning outcomes.

explored or related to the weekly discussion topic.

explored or related to the weekly discussion topic.

Rigor, currency, and relevance of the scholarly references. (20%)

0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic.

12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference.

16 The student provides supporting scholarly references that are not current or relevant to the weekly discussion topic. In addition, the student provides at least two scholarly references.

20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references.

 

Peer & Professor Responses. Number of responses,

0 The student did not make an effort to participate in the learning discussion

12 The student does not provide substantive interaction relevant to the weekly topic

16 The student provides substantive interaction relevant to the weekly topic. The

20 The student provides substantive interaction relevant

 

 

 

 

MSN-FNP Discussion Rubric

5

quality of response posts. (20%)

board. The student did not meet the answer post requirements, and the posts, if submitted, the posts reflect a lack of engagement or provide a vague answer to the weekly topic. The student does not answer the professor’s feedback/question.

or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers. The student does not answer the professor’s feedback/question.

answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citations/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers. The student does not answer the professor’s feedback/question.

to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citations/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor’s feedback/question.

 

Timeliness of the initial post and the answers

0 The student was late for the initial post

6 The student posted the initial thread on

8 The student posted the initial tread on

10 The student posted the initial thread and both

 

 

 

 

MSN-FNP Discussion Rubric

6

 

to the peers. (10%)

and the answer to peers or absence of submissions.

time by 11:59 PM on Wednesday, or the student submitted the initial thread late and submitted the answers to peers on time.

time by 11:59 PM on Wednesday and one answer to a peer by Saturday 11:59 PM.

answers to peers on time (Initial post by Wednesday 1159 PM and two replies to peers by Saturday 11:59 PM).

Plan Comparison Worksheet

Plan Comparison Worksheet

SNHP 220

Spring 2023

Please use the following three plans and answer the questions below. If you can’t find the answer, explain how you looked and why you can’t find it.

Plan 1

Cigna Connect

Plan 2

KP Platinum

Plan 3

Blue Choice HMO Young Adult

Premium

$310/month

$534/month

$208/month

Summary of Benefits and Coverage

Cigna Connect SBC

KP SBC

Blue Choice SBC

Prescription Drug List

Cigna Connect Prescription Drug List

KP prescription Drug List

Blue Choice Prescription Drug List

• Go to “Those who buy directly from Carefirst” and click on “Exchange formulary”

Provider Network

Cigna Connect Provider Network

• Pick Arlington County, VA (zip 22204)• Choose “enter as guest”

KP Provider Network

• Pick “Kaiser Permanente Added Choice POS”

Blue Choice Provider Network

• Choose “continue as a guest”• Choose BlueChoiceAdvantage network

Question 1:

Which plan covers Rubina Dolvane (located in Arlington, VA)? And how much will it cost to see her? How much do you have to pay before your plan starts paying (e.g., what is deductible for an individual)?

Question 2:

Which plans cover Eliquis (any strength), a brand-name drug, used to treat and prevent blood clots and how much does it cost for each plan? How much do you have to pay before your plan starts paying (e.g., what is deductible)?

Question 3:

For each plan, how much will you pay for an HIV test?

Question 4:

Assume you are a young, relatively healthy single adult without children (so your health care utilization will consist of mostly primary care and preventive care) which plan would you choose and why?

Running Head: DEPRESSION WITH PSYCHOTIC FEATURES 1

Running Head: DEPRESSION WITH PSYCHOTIC FEATURES 1

 

 

 

 

 

 

SOAP Note: 48-year-old Hispanic Female with Depression with Psychotic Features

Roxana Orta

Florida Atlantic University

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 2

SOAP Note: 48-year-old Hispanic Female with Depression with Psychotic Features

IDENTIFYING DATA

MM is a 48-year-old, divorced, a Hispanic female who was brought to the clinic by her son after

been discharge two days ago from a crisis unit after an episode of psychosis.

CHIEF COMPLAINT

“Feeling that the FBI is following me, and my parents want to poison me.”

FAMILY HISTORY

Patient reports that her 67-year-old mother was born in Cuba, she emigrated to the United States

a year ago with her father. Her mother completed high school, and is not currently working; she

does not speak English and relies solely on the patient’s income for support. Mother does have a

history of hypertension and rheumatoid arthritis, also reports a history of depression, which the

patient’s called “un Estado de nervios.” Patient’s 69-year-old father completed high school and

worked as a mechanic in his native country, and he is not currently working because he is

waiting for his work permit. He has a medical history of hypertension, obesity, and benign

prostate hypertrophy. Patient’s father does not have an account of substance or mental health

problems. However, he smokes a pack of cigarettes daily. A patient has one sibling, a younger

sister who was still living in Cuba; her sister is healthy and has no history of substance abuse or

mental health problems. The patient also reports that in her mother side, two of her aunts

suffered from postpartum depression, as well as one of her cousins. She also states that two of

her uncles were alcoholic. In her father side, the patient reports a history of substance abuse by

two of her paternal uncles.

 

 

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 3

PERSONAL HISTORY

Patient reports having no birth issues, she was born a standard delivery, full term, and with no

complications. The patient also reports completing all the milestones, doing well in school. She

states that the only issues growing up were her father incarceration for ten years as a political

prisoner, which was very traumatic, and she became very fearful after that. Since that time, she

has never been able to speak up her mind. She states,” I rather don’t say anything, even when I

know it is not right.”

MEDICAL HISTORY

The patient does not have health insurance, and the last time she saw a physician was when she

did physical for her employment. Her immunizations are up to date, and she does not have either

a food or medication allergy. She has a history of endometriosis, what she states, “it resolved in

her mid-thirties.” She also injured her back a year ago, and she said that she received injections,

but she does not know the name of the medication. She denies any other problems, except for

occasional cold and sore throat. Which is treated with over the counter medications. Otherwise,

she has never hospitalized, except during childbirth, which was standard delivery. Currently, the

patient is taking multivitamins and sleepy time tea. She has not had a mammography or PAP

smear in the last five years. Her laboratory results show microcity anemia and slightly elevated

LDL. Laboratory results on admission to her hospitalization included thyroid-stimulating

hormone, and thyroxine were all within reasonable limits. Her blood pressure and weight are

within normal limits.

 

 

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 4

SOCIAL HISTORY

Patient shares a two-bedroom apartment with her mother and father. She reports been married for

two years to the father of her son. Since that time, she has not had any romantic relationships or

sexual relationships because her life was dedicated to her son. She has no friends currently, only

some coworkers whom she frequents. Patient states, “I work from 7 AM to 11 PM, I have to

support my family, I have no time for friends”, She denies having any hobbies or interest. She

enjoys watching Spanish television. She does not smoke, drinks alcohol, or consume any illegal

substances. Patient denies any history of legal problems. Patient only son is a 19-year-old college

student who accompanies the patient to this evaluation. She reports having a great relationship

with her son and that his living to school has been very hard on her.

OCCUPATIONAL HISTORY

The patient is a high school graduated, with no history of military service, and has a nursing

assistant certificate. She has two jobs, and she states,” the situations are very demanding, I have

two expend most of the time bathing patients and feeding them.” I have been working steadily

for the past two years without a vacation or a weekend off”. Patient reports that due to her recent

hospitalization, she has reduced her work hours to 40 hours a week.

PAST PSYCHIATRIC HISTORY

Patient denies any history of outpatient or psychiatric hospitalization before the admission

described above. She was discharged two days ago from the crisis unit. She was started in

Risperdal 2 mg. At bedtime, Trazodone 100 mg PO HS, and citalopram 20 mg. In the AM.

Patient reports having an episode of depression right after the birth of her son, she denies having

any treatment or follows up for the incident. She states” after giving birth to my son, I felt sad,

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 5

tired and had weird thoughts, for months I did not feel any happiness, it lasted about two years,

then it went away.” No history of suicidal or assaultive behavior.

HISTORY Of PRESENT ILLNESS

Patient reports feeling nervous since her son left for college back six months ago. In the last three

months, her sleep deteriorates to the point that she was only sleeping for two or three hours at

night.Two weeks ago, after working in the night shift, she thought that people were following

her, she saw lights everywhere and became very frightened. She also reports at that time starting

hearing voices telling her that the FBI was after her. The patient also has lost about 10 pounds,

because she believed that her parents want to poison her. She states,” I was so scared that I

decided to drive my car against a tree.” Patient reports that the symptoms were so frightening

that she stopped her car in the middle of the road and asked a policeman for help. Son says that

his mother has been experiencing lack of sleep and mood swings since moving to the United

States about five years ago. Son reports his mother works all the time, and that at times she

becomes irritable and distant. PHQ-9 was administered, and her score was 25, which indicates

“severe depression.”

PSYCHIATRIC REVIEW OF SYSTEM:

a) Anxiety: Anxious, worried, feeling restless, and experiencing muscle tension.

b) Mania: Patient denies periods of increased energy. However, she reports feeling irritable

most of the time.

c) Depression: Reports feeling of sadness and loneliness, unable to concentrate, with lack of

appetitive, sleepless, and with no motivation of joy about anything, she states feeling guilty

about getting sick, she is worried about her parents and son, no pleasure in activities, having

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 6

problems with sleep and having issues with eating. Trouble is concentrating most of the days

and having suicidal thoughts. She reports feeling hopeless.

d) Schizophrenia: patient reports hearing command hallucinations. She denies visual

hallucinations but reports that the voices started recently.

e) Panic attacks: No panic attacks reported.

f) PTSD: Patient denies flashbacks, recurrent dreams, or repetitive thoughts about her father,

incarceration.

g) OCD: Denies any anxiety relieving repetitive behaviors.

h) ADHD: Denies any history of inattention or hyperactivity.

i) Eating disorders: weight loss experience due to lack of appetite, denies any purging or

vomiting.

j) Personality Disorders: Patient denies a pattern of troubled relationships. She wants to

establish new connections, but she is too preoccupied with her family problems.

MENTAL STATUS EXAMINATION

a) Appearance: Good grooming and overly dressed for the weather. Good eye contact and

cooperative with the assessment.

b) Behavior and psychomotor activity: No abnormal movements noted

c) Consciousness: Fully alert.

d) Orientation: To a person, place, time, and date.

e) Memory: Through examination, the patient exhibits no deficits in recent, remote, or

immediate retention memory.

f) Concentration and attention: The patient has no deficits in focus and attention during the

examination. Able to follow direction and repeat the 12 months test backward.

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 7

g) Intellectual functioning: Appears to be average or above average. Patient speaks articulately

with an excellent vocabulary and above average fund of knowledge.

h) Speech and language: speech is with average volume, regular rate, and rhythm.

i) Perceptions: Command auditory hallucinations of female voices telling her that the FBI is

after her. The FBI wants her fingerprints. However, she understands that those are symptoms

of her disease.

j) Thought processes though is coherent and goal-directed, organized and linear. However,

reports racing thoughts.

k) Thought content: Paranoid delusions of others are trying to hurt her. The patient was

experiencing sad thoughts which she can not share with anybody in her family. She states she

hesitates to speak up because of feelings of hopelessness. She says feeling extreme sadness

after her son left for college. However, at the time, she feels angry because it is all her fault.

l) Suicidality or homicidal: Denies current suicidal or homicidal ideation; however, reports

suicidal thoughts.

m) Mood: “Down.” “Depressed.” She feels no pleasure in life.

n) Affect: Appears depressed, tearful, and anxious.

o) Judgment: Fair wants to go back to work, feels

p) Insight: Fair, understands the present mental state.

q) Reliability: Generally, it seems to be a good historian.

IMPRESSION:

48-year-old Hispanic female with a family history of depression and a personal account of

untreated postpartum depression. Who now presents with auditory hallucinations, paranoid

thinking, sleep disturbances, and loss of interest in daily activities that were aggravated by son

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 8

moving to college and working in multiple jobs for about 16 hours a day. Patient under a lot of

stress due by her economic situation, she feels responsible for her parents and son. Patient

presentation is consistent with a recurrent Major depression disorder with psychotic features. The

treatment will be the focus on helping her and her family to decrease the patient stressors, such

as working long hours and loneliness. Psychotic symptoms are associated with numerous social

factors, such as migration and urban upbringing. Isolation is related to positive traits and

depression. Symptoms of paranoia, precisely the impression that other people are giving odd

looks and that other people are not what they seem to be related to loneliness (Jaya, Hillmann,

Reininger, Gollwitzer & Lincoln, 2017). Psychotic symptoms in depression are often associated

with poor social functioning (Sönmez et al., 2016). The patient does not have a social network,

and she does not participate in any leisure activities.

Furthermore, the patient needs to be monitored further some of her symptoms correlated with

bipolar disorder mixed type. Jääskeläinen et al. (2018) systematic review found that psychotic

depression first episode is a marker of later bipolar disorder. Sleep is another issue that needs to

be addressed since sleep is associated with psychotic symptoms and worsening depression

(Koyanagi & Stickley, 2015).

DIAGNOSIS

296.34 (F33.3) Major depressive disorder, severe, recurrent episode with psychotic features

According to the DSM5 (American Psychiatric Association, 2013). Patient presents with

more than five of the following symptoms:

1. Depressed mood most of the day, nearly every day, as indicated by either subjective

report (feelings sad, hopeless).

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 9

2. Markedly diminished interest or pleasure in all, or almost all, activities most of the day,

nearly every day.

3. Feelings of worthlessness or excessive or inappropriate guilt (which may be delusional)

nearly every day.

4. Recurrent thoughts of death, recurrent suicidal ideation without a specific plan, or a

suicide attempt or a specific plan for committing suicide.

5. The symptoms cause clinically significant distress or impairment in social, occupational,

or other critical areas of functioning.

6. Unreasonable feelings of self‐reproach or excessive and inappropriate guilt.

The patient reports a depressed mood for most days over the past six months. She has

experienced a loss of interest in usual activities and long-standing impairment in social

functioning. She reports having problems with vegetative symptoms such as sleeping, changes in

appetite, most of the days, as well as the loss of energy and low self-esteem (Rice et al., 2019).

These symptoms are causing impairment in functioning as evidenced by an inability work.

Furthermore, results of the PHQ-9 shows a score of 25, which indicates “severe depression.”

DIFFERENTIAL DIAGNOSIS

296.80 (F31.9) Unspecified bipolar and related disorder

The diagnosis of Bipolar disorder should be considered. According to Grande, Berk, Birmaher &

Vieta (2016) psychosis, depression is a marker of bipolar depression. A history of postpartum

depression is also a risk factor for bipolar disorder. Vieta et al. (2018) also recommend

considering this diagnosis until more information is gathered.

F29. Unspecified Schizophrenia Spectrum and Other Psychotic Disorder

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 10

This diagnosis refers to symptoms that are typical of schizophrenia (e.g., delusions,

hallucinations, disorganized thinking and speech, catatonic behavior), that cause substantial

social and occupational distress and impairment, but that do not meet the full criteria for any

specific disorder. For example, a patient may have persistent auditory hallucinations with no

other symptoms, thus not meet the criteria for schizophrenia, which requires two psychotic

manifestations (American Psychiatric Association, 2013).

Psychosocial and environmental factors: Patient symptoms may interfere with her

employment functioning. Furthermore, patient symptoms interfere with physical and social

activity.

PLAN

Safety: Safety preauction because of the risk of suicidality. The anhedonia displayed by this

patient makes the possibility of suicidality. Gabbay et al. (2015) found that anhedonia severity

was associated with more severe clinical outcomes, including higher suicidality scores. This

patient has been depressed for over six months. If her depressive state lasts long, the patient may

start contemplating suicide. (Grande, Berk, Birmaher, & Vieta 2016).

Pharmacological treatment: Patient will continue with Risperdal 2 mg. At bedtime, citalopram

20 mg, and Trazadone 100 mg. At bedtime, the Patient will come back in four to six weeks for

medication management. However, Thompson, Malhotra & Rothschild (2019) evidence-based

review recommends an antidepressant and antipsychotic medication in combination. Preferably,

a combination of fluoxetine and olanzapine. The combination of an antidepressant and

antipsychotic is significantly more effective than either antidepressant monotherapy or

antipsychotic monotherapy for the acute treatment of depressive psychosis.

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 11

Psychoeducation: Patient will receive education regarding indication for medication and risks,

benefits, and potential side effects of citalopram due to the risk of suicidality. Provide training on

the FDA Black Box warning about the increased risk of suicidality-associated antidepressant

medications (Cipriani et al., 2016).

Mindfulness and Relaxation: At this patient will benefit from mindfulness and relaxation, and

the patient recognizes that her medication regiment controls her symptoms and her reducing her

stress. The patient was instructed on relaxation and meditation techniques (Moritz et al., 2015).

Referrals: Refer for primary care with recommendations for mammography and Pap smears.

 

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 12

References

American Psychiatric Association. Diagnostic and statistical manual of mental disorders (5th

Ed). (2013). Washington, DC: American Psychiatric Association.

Cipriani, A., Zhou, X., Del Giovane, C., Hetrick, S. E., Qin, B., Whittington, C., … & Cuijpers,

P. (2016). Comparative efficacy and tolerability of antidepressants for major depressive

disorder in children and adolescents: a network meta-analysis. The Lancet, 388(10047),

881-890.

Gabbay, V., Johnson, A. R., Alonso, C. M., Evans, L. K., Babb, J. S., & Klein, R. G. (2015).

Anhedonia, but not irritability, is associated with illness severity outcomes in adolescent

major depression. Journal of child and adolescent psychopharmacology, 25(3), 194-200.

Grande, I., Berk, M., Birmaher, B., & Vieta, E. (2016). Bipolar disorder. The

Lancet, 387(10027), 1561-1572.

Jääskeläinen, E., Juola, T., Korpela, H., Lehtiniemi, H., Nietola, M., Korkeila, J., & Miettunen, J.

(2018). Epidemiology of psychotic depression–systematic review and meta-

analysis. Psychological medicine, 48(6), 905-918.

Jaya, E. S., Hillmann, T. E., Reininger, K. M., Gollwitzer, A., & Lincoln, T. M. (2017).

Loneliness and psychotic symptoms: The mediating role of depression. Cognitive therapy

and research, 41(1), 106-116.

Koyanagi, A., & Stickley, A. (2015). The association between sleep problems and psychotic

symptoms in the general population: a global perspective. Sleep, 38(12), 1875-1885.

Moritz, S., Cludius, B., Hottenrott, B., Schneider, B. C., Saathoff, K., Kuelz, A. K., & Gallinat, J.

(2015). Mindfulness and relaxation treatment reduces depressive symptoms in individuals

with psychosis. European Psychiatry, 30(6), 709-714.

 

 

DEPRESSION WITH PSYCHOTIC FEATURES 13

Sönmez, N., Røssberg, J. I., Evensen, J., Barder, H. E., Haahr, U., ten Velden Hegelstad, W., …

& Melle, I. (2016). Depressive symptoms in first‐episode psychosis: a 10‐year follow‐up

study. Early intervention in psychiatry, 10(3), 227-233.

Thompson, A. R., Malhotra, A., & Rothschild, A. J. (2019). Advances in the Treatment of

Psychotic Depression. Current Treatment Options in Psychiatry, 6(1), 64-74.

Vieta, E., Berk, M., Schulze, T. G., Carvalho, A. F., Suppes, T., Calabrese, J. R., … & Grande, I.

(2018). Bipolar disorders. Nature Reviews Disease Primers, 4, 18008.

How would you use advocacy in this situation for Andrew, family, friends, and care providers?

Andrew, a 17-year-old, is a talented baseball player. He plays 3rd base for a local high school and has a great batting average. Because Andrew is so accomplished, he is hoping for a full athletic scholarship to the state university. He plans to pursue a degree in engineering or computer science. He is the oldest of three children. He is active in his church and community. His father works two part-time jobs and his mother is unemployed. Today Andrew is practicing with the high school baseball team. A baseball hits him in his head. He falls to the ground and becomes non-responsive. The baseball coach calls an ambulance and Andrew is taken to the local emergency room. In the emergency room, Andrew is non-responsive and his breathing is labored necessitating intubation. He has a large laceration on his back because of the fall. He is stabilized and transferred to the medical intensive care unit (MICU). The hospitalist managing the MICU admits Andrew and immediately orders an interprofessional care team consultation. Address of the following question regarding this case and provide evidence to support it from our course materials or outside readings in your main posts. Respond to one or more other student’s main post. Andrew’s family is having a great deal of difficulty dealing with Andrew’s condition. They are told that he needs further tests. One is to determine whether his brain is still functioning. As you apply the principles of patient advocacy keep in mind Andrew’s outcome could be good or not so good and the family is struggling. How would you use advocacy in this situation for Andrew, family, friends, and care providers?

Effective communication is vital to constructing an accurate and detailed patient history.

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

 

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

· By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion.  Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.

· How would your communication and interview techniques for building a health history differ with each patient?

· How might you target your questions for building a health history based on the patient’s social determinants of health?

· What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?

· Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

· Select  one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the  Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.

· Develop  at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Assignment

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Case Assigned:

19 year old black male athlete on scholarship with muscle pain

Explain how ageism can influence the healthcare provisions of older adult clients.

Directions:

Due to the increasing percentage of older adult clients in the U.S., it is imperative that healthcare providers assess and confront their own attitudes and perceptions toward older adults.

In your initial post, address the following:

  1. Describe ageism and its impact on societal views of older adult clients.
  2. Explain how ageism can influence the healthcare provisions of older adult clients.
  3. As a healthcare provider, how can one best assess and confront attitudes, perceptions, behaviors, and biases toward older adults?

Respond to at least one of your peers who has different perspectives than your own.

Please make your initial post by midweek, and respond to at least one other student’s post by the end of the week. Please check the Course Calendar for specific due dates.

Course: MSN 5270 Advanced Theoretical Perspectives for Nursing

Student’s name: Yaimi Quintana Marrero

Course: MSN 5270 Advanced Theoretical Perspectives for Nursing

Instructor’s name: Leanne Trigoura DPN-C, FNP-BC, ARNP, MSN

Date: January. 25, 2023

 

Nurse theorist Hildegard Peplau defines the surrogate role as an essential but often overlooked element of nursing today. This role, according to Peplau, is “the temporary, interactive, psychosocial relationship between the nurse and the patient that was designed to help the patient gain insight, understanding and control of his or her feelings, attitudes and behavior.” The purpose of the surrogate role is to serve as a bridge between the patient and the nursing care team, allowing the nurse to bridge gaps in patient education and provide psychological support to patients when needed.

While this role is not frequently mentioned in nursing practice literature today, I believe it is still relevant in today’s nursing practice. Nurses today still serve as wells of knowledge and support for their patients. In some cases, nurses are even more vital than before, given the formidable complexity of today’s medical supply chain and its effects on patient care. As surrogates, nurses can provide necessary educational resources, help patients understand their diagnosis, and offer emotional support.

In addition to this traditional role, I believe the surrogate role can also be expanded to include more contemporary functions. For example, nurses can now play the role of the patient’s advocate, helping them obtain necessary medical services, navigating through complex insurance systems, and supporting them in decisions regarding care. Nurses can even help patients access services beyond traditional healthcare, such as helping them find alternative medicine options or connecting them with community resources.

Ultimately, I believe that the surrogate role is still relevant to nursing practice, although it may take different forms than in the past. Nurses are well-equipped to serve as invaluable lifelines for their patients, helping them traverse the increasingly complex medical system and providing emotional support. With this understanding of their potential as surrogate guides, nurses can equip themselves with the knowledge and competencies necessary to serve their patients best and adjust to the ever-changing modern healthcare landscape.

In conclusion, while the surrogate role defined by Peplau may not be frequently discussed in recent nursing literature, it is still an essential aspect of nursing practice. Nurses should endeavor to provide emotional and psychological support for patients and advocate for their needs. However, it is also essential to acknowledge that the nurse’s role has evolved, and the focus of nursing practice has shifted with the advancement of technology and evidence-based practice. Therefore, nurses need to continue to adapt and evolve to meet the changing needs of their patients and the healthcare system.

References

Daneau, S., Bourbonnais, A., & Legault, A. (2020). Surrogates’ end‐of‐life decision‐making process in nursing homes for residents with a neurocognitive disorder: An integrative review.  International Journal of Older People Nursing,  15(1), e12274.

Moss, K. O., Douglas, S. L., Baum, E., & Daly, B. (2019). Family surrogate decision-making in chronic critical illness: A qualitative analysis.  Critical care nurse,  39(3), e18-e26.

Vogelsang, L. (2022). Peplau’s Theory of Interpersonal Relations: Application to Asynchronous Nursing Education.  Canadian Journal of Nursing Informatics,  17(3-4).

Wasaya, F., Shah, Q., Shaheen, A., & Carroll, K. (2021). Peplau’s theory of interpersonal relations: A case study.  Nursing Science Quarterly,  34(4), 368-371.

 

Student’s name: Yaimi Quintana Marrero

Course: MSN 5270 Advanced Theoretical Perspectives for Nursing

Instructor’s name: Leanne Trigoura DPN-C, FNP-BC, ARNP, MSN

Date: January. 25, 2023

 

Nurse theorist Hildegard Peplau defines the surrogate role as an essential but often overlooked element of nursing today. This role, according to Peplau, is “the temporary, interactive, psychosocial relationship between the nurse and the patient that was designed to help the patient gain insight, understanding and control of his or her feelings, attitudes and behavior.” The purpose of the surrogate role is to serve as a bridge between the patient and the nursing care team, allowing the nurse to bridge gaps in patient education and provide psychological support to patients when needed.

While this role is not frequently mentioned in nursing practice literature today, I believe it is still relevant in today’s nursing practice. Nurses today still serve as wells of knowledge and support for their patients. In some cases, nurses are even more vital than before, given the formidable complexity of today’s medical supply chain and its effects on patient care. As surrogates, nurses can provide necessary educational resources, help patients understand their diagnosis, and offer emotional support.

In addition to this traditional role, I believe the surrogate role can also be expanded to include more contemporary functions. For example, nurses can now play the role of the patient’s advocate, helping them obtain necessary medical services, navigating through complex insurance systems, and supporting them in decisions regarding care. Nurses can even help patients access services beyond traditional healthcare, such as helping them find alternative medicine options or connecting them with community resources.

Ultimately, I believe that the surrogate role is still relevant to nursing practice, although it may take different forms than in the past. Nurses are well-equipped to serve as invaluable lifelines for their patients, helping them traverse the increasingly complex medical system and providing emotional support. With this understanding of their potential as surrogate guides, nurses can equip themselves with the knowledge and competencies necessary to serve their patients best and adjust to the ever-changing modern healthcare landscape.

In conclusion, while the surrogate role defined by Peplau may not be frequently discussed in recent nursing literature, it is still an essential aspect of nursing practice. Nurses should endeavor to provide emotional and psychological support for patients and advocate for their needs. However, it is also essential to acknowledge that the nurse’s role has evolved, and the focus of nursing practice has shifted with the advancement of technology and evidence-based practice. Therefore, nurses need to continue to adapt and evolve to meet the changing needs of their patients and the healthcare system.

References

Daneau, S., Bourbonnais, A., & Legault, A. (2020). Surrogates’ end‐of‐life decision‐making process in nursing homes for residents with a neurocognitive disorder: An integrative review.  International Journal of Older People Nursing,  15(1), e12274.

Moss, K. O., Douglas, S. L., Baum, E., & Daly, B. (2019). Family surrogate decision-making in chronic critical illness: A qualitative analysis.  Critical care nurse,  39(3), e18-e26.

Vogelsang, L. (2022). Peplau’s Theory of Interpersonal Relations: Application to Asynchronous Nursing Education.  Canadian Journal of Nursing Informatics,  17(3-4).

Wasaya, F., Shah, Q., Shaheen, A., & Carroll, K. (2021). Peplau’s theory of interpersonal relations: A case study.  Nursing Science Quarterly,  34(4), 368-371.

 

Describe the differences between a board of nursing and a professional nurse association.

  • Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
  • Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

  • Describe the differences between a board of nursing and a professional nurse association.
  • Describe the board for your specific region/area.
    • Who is on the board?
    • How does one become a member of the board?
  • Describe at least one state regulation related to general nurse scope of practice.
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
    • If a patient is from another culture, how would this regulation impact the nurse’s care/education?
  • Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Has there been any change to the regulation within the past 5 years? Explain.
  • Include Speaker Notes on Each Slide (except on the title page and reference page)

Review the NCSBN and ANA websites to prepare for your presentation.

  • Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
  • Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

  • Describe the differences between a board of nursing and a professional nurse association.
  • Describe the board for your specific region/area.
    • Who is on the board?
    • How does one become a member of the board?
  • Describe at least one state regulation related to general nurse scope of practice.
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
    • If a patient is from another culture, how would this regulation impact the nurse’s care/education?
  • Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Has there been any change to the regulation within the past 5 years? Explain.
  • Include Speaker Notes on Each Slide (except on the title page and reference page)

Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.

  • Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
  • Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

  • Describe the differences between a board of nursing and a professional nurse association.
  • Describe the board for your specific region/area.
    • Who is on the board?
    • How does one become a member of the board?
  • Describe at least one state regulation related to general nurse scope of practice.
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
    • If a patient is from another culture, how would this regulation impact the nurse’s care/education?
  • Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Has there been any change to the regulation within the past 5 years? Explain.
  • Include Speaker Notes on Each Slide (except on the title page and reference page)