Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).

To Prepare:

  • Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).
  • Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies

Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

Three references required

This interactive simulation will provide you with valuable principles to use as an advanced practice nurse in your community. 

This interactive simulation will provide you with valuable principles to use as an advanced practice nurse in your community.

We hope you will learn information that you can apply in your organizations, transforming them into proactive facilities ready for any healthcare challenge in the future.

This web-based activity is designed to enhance your knowledge regarding public health outbreaks.

This activity will improve your ability to investigate collect and analyze epidemiological information and construct a plan to enhance safety for the community.

Crab Apple valley is a city in the four corners area of the Western US., and is known for its independence and self-reliance. The Population of 125.000 is divided into Rural, suburban, and urban sections. The Rural area is comprised of farmers who grow apples and crab apples. The suburban area comprises local businesses, private houses, and townhomes with one Urgent care and several clinics, and a private medical office. The Urban section has apartment buildings, several large department stores, supermarkets, industry, and a community hospital that serves the residents. Manny symptoms, a 40-year-old farmer, just purchased a 100-acre apple orchard and farmhouse in the rural section of town. As he was more closely inspecting the property, he noticed many dirt mounds between the rows of trees. In the evening he discovered many tiny, red itchy bites on his ankles. He completed the inspection and returned to the farmhouse to manage the itching. Initially, he wiped them down with alcohol, then considering they might be chiggers rather than fleas, he took a bath in very hot water. No chiggers appeared.

“chiggers are bugs so small you need a magnifying glass to spot them. They aren’t dangerous, but their bite can leave you with an urge to scratch.  Their favorite spots are moist, grassy areas like fields forests, and lawns. Chigger bites often show up in clusters around the waist or lower legs. Your skin may also turn red or have a hives-like rash. Chiggers don’t spread diseases. But too much scratching could cause more skin irritation or infection. If you think you’ve been around chiggers, take a bath or shower and scrub your skin with soap and water. Using hot water, wash your clothes and any blankets or towels that touched the ground. Then treat your bites with an OTC anti-itch cream.”

Despite experiencing mild flu-like symptoms with a temperature of 100f on July 30th, he visited several farmer’s markets in the suburban area and three local markets in the city to investigate potential sales opportunities for his produce. There are approximately 120 Vendors and attendees at the farmer’s markets and another 80 among the three local markets. The following day he noticed discomfort in his groin, which spreads rapidly to other lymph node locations.  Several hours later, he began to experience breathing difficulty and a developing productive cough. Growing a bit more concerned about his symptoms, he called the neighbor who sold him the farm to ask for the name of the local medical provider. He decided to wait until the next day to ensure the symptoms persisted and avoid an unnecessary trip. Later that day, the neighbor called to ask how he was feeling. The farmer did not answer the phone.. The neighbor called again but assumed the farmer must have been asleep as he did not answer. The following morning the concerned neighbor knocked on the farmer’s door and peeked in the window when there was no response.. He observed the farmer lying motionless on the floor. He entered through the unlocked door and called Emergency Medical Service(EMS). EMS began resuscitation efforts and transported Manny to the local Emergency Room. All efforts were unsuccessful despite the 20-minute code. Seventy-three(73) of the local farmers market attendee and city produce purchasers had also presented to the Emergency Department with flu-like symptoms. Sixty-two ( 62)  required additional testing. All were very disturbed to hear that Manny was brought into the hospital in critical condition and did not survive. The next morning the EMS workers presented to the ED with reported flu-like symptoms, Lymph node tenderness, and cough. Give of those hospital employees in attendance during Manny’s code also reported experiencing the same symptoms(MD, RN. Respiratory therapist, X-ray tech, lab tech). By the end of the week, thirty-one(31) of the four hundred and eighty(480) employees manifested symptoms. The hospital had to take the next steps, but what were they? Furthermore, what was causing this illness?

Ten-step approach to outbreak investigation. Identify surveillance team-> establish the existence of outbreak->Verify Diagnosis -> Construct Case definition-> find cases->Conduct research study->Evaluate hypothesis -> Implement Control Measures-> Communicate Finding-> maintain Surveillance.

Hypothesis

Independent Variable: Individuals attending the farmer’s market

Dependent Variable: plague

Measurable: Cumulative incidence

Tested: elevated serum antibody titer (s) to Yersinia pestis fraction1 (F1) antigen

Predict Outcome: individuals exposed will contract the disease

State Theory: in clear, concise, and easy-to-understand language

Remember to reflect on your learning experience by responding to these three questions: A what do you know now that you did not know before?

B how would you envision your role as an outbreak team member if given the opportunity?

C in what way (s) can you apply these concepts to your current clinical practice?

Please provide constructive feedback on the outbreak scenario to help us generate continuous quality improvement.

Cumulative incidence is calculated as the number of new events or cases of a disease divided by the total number of individuals in the population at risk for a specific time interval. Researchers can use cumulative incidence to predict the risk of a disease or event over short or long periods.

***Individuals who have person-to-person contact with the plague at the farmer’s Market will contract the disease****

Total number of new cases/ population at risk per 100,000 or 1,000

Residential area by Zipcode calculates the cumulative incidence for the individual zip codes and the total population of Crab apple valley and includes the information in your presentation. Enter the cumulative incidence value for each zip code and totals.

Zip codePopulation sizeOutbreak from Crab apple valleyOutbreak Golden Valley hospitalTotal plague cases reported from8/1/21-8/7/21Cumulative incidence
9230725,000321042 
9230810,00010515 
9230950,0008513 
9231040,000121123 
Totals125,000623193 

 

Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA

Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

three references required

locate and review the practice agreements in the state in which you plan to practice,

locate and review the practice agreements in the state in which you plan to practice, identify potential collaboration requirements in your state, and understand the certification and licensing process that you will need to follow. The state is Texas

Analyze the potential effectiveness resulting from professional or nurse-provided social support versus enhancement of social support provided by personal relationship

My job is to make a discussion with the following Title: Analyze the potential effectiveness resulting from professional or nurse-provided social support versus enhancement of social support provided by personal relationship and social networks for parents of children with chronic mental illness.

Please include 400 words in your initial post with two scholarly articles

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.

 

 

 

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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.

 

 

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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?