Psychopathology and Diagnostic Reasoning

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Psychopathology and Diagnostic Reasoning

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Psychopathology and Diagnostic Reasoning:

NRNP 6635: Psychopathology and Diagnostic Reasoning

Assignment: Assessing and Diagnosing Patients with Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Psychotic disorders and schizophrenia are some of the most complicated and challenging diagnoses in the  DSM. The symptoms of psychotic disorders may appear quite vivid in some patients; with others, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms, such as neurocognitive impairments, social problems, and illusions may exist in patients with schizophrenia but are also contributing symptoms for other psychotic disorders.

For this Assignment, you will analyze a case study related to schizophrenia, another psychotic disorder, or a medication-induced movement disorder.

To Prepare:

· Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.

· Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.

· Select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.

· Consider what history would be necessary to collect from this patient.

· Consider what interview questions you would need to ask this patient.

· Identify at least three possible differential diagnoses for the patient.

For the assignment:

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

· Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

· Objective: What observations did you make during the psychiatric assessment?

· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

· Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

· Include an introduction, purpose statement, reflection, and conclusion

 

Learning Resources

https://www.youtube.com/watch?v=BdB6MgWAP1k

https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/schizophrenia-and-other-psychotic-disorders

 

Case study

use Training title # 29 video, transcript and case history report

Training Title 29. . (2016).[Video/DVD] Symptom Media. Retrieved from https://video.alexanderstreet.com/watch/training-title-29

https://video-alexanderstreet-com.eu1.proxy.openathens.net/p/K8QGOx5Lz

https://video.alexanderstreet.com/embed/training-title-29

 

00:00:00TRANSCRIPT OF VIDEO FILE:

00:00:00______________________________________________________________________________

00:00:00BEGIN TRANSCRIPT:

00:00:00[sil.]

00:00:15OFF CAMERA Mr. Feldman? I understand you called us last week for an appointment.

00:00:20MR. FELDMAN My parents.

00:00:25OFF CAMERA Excuse me?

00:00:25MR. FELDMAN My parents called for the appointment.

00:00:25OFF CAMERA Oh. Do you know why your parents called for an appointment?

00:00:30MR. FELDMAN No.

00:00:35OFF CAMERA When your parents called me they said you were having some difficulty in school. Where are you in school?

00:00:50MR. FELDMAN State College.

00:00:50OFF CAMERA How long have you been at State College?

00:00:55MR. FELDMAN My freshman year.

00:01:00OFF CAMERA And how is it going?

00:01:05MR. FELDMAN Fine.

00:01:10OFF CAMERA What courses are you taking at State?

00:01:15MR. FELDMAN In high school I took advanced placement courses. Theoretical physics, advanced calculus is what I’m taking now. Although I’m thinking about double majoring in philosophy and physics.

00:01:35OFF CAMERA That’s an interesting combination.

00:01:35MR. FELDMAN Yes, the mysteries of life. The courses are mysteries, and just when you think you’ve understood it, it’s gone.

00:01:45OFF CAMERA Gone?

00:01:50MR. FELDMAN The totality of life precludes us from repeating it. I mean what’s the point?

00:02:00OFF CAMERA Do you have a roommate at state?

00:02:05MR. FELDMAN You could call him that.

00:02:10OFF CAMERA Can you tell me about him?

00:02:15MR. FELDMAN Oh no.

00:02:15OFF CAMERA Why not?

00:02:20[sil.]

00:02:25MR. FELDMAN He put a microwave in there, but I know what that means. But I won’t tell. Not a word..

00:02:35OFF CAMERA A microwave oven?

00:02:40MR. FELDMAN They had them in here too, in this building. But they’ll spare me, and they’ll spare you too, because you are with me, and what that’s about a bleeding degeneration of blood cells, bleeding the humanity from our rightful destiny… but this room spies on us.

00:03:05OFF CAMERA I don’t understand what you mean.

00:03:10MR. FELDMAN It’s in the eyes. You can hold of forever if you know how.

00:03:20OFF CAMERA Mr. Feldman, did you come here with anyone else today?

00:03:25[sil.]

00:03:30MR. FELDMAN Sssshhhh.

00:03:35OFF CAMERA Mr. Feldman, I think I may need to contact your parents.

00:03:45SymptomMedia Visual Learning for Behavioral Health www.symptommedia.com

00:03:45END TRANSCRIPT

Family Life Education

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Family Life Education

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Family Life Education:

Family Life Education (FLE) Project Part 1: Literature Research Summary and Reference List

150 points

The purpose of this review of literature and professional/academic sources is to learn about a topic in order to prepare a Family Life Education Project presentation.

1. Select a topic appropriate for a Family Life Education Project. Topics should be related to children and families. Submit topic choice(s) for approval. Following the approval process, begin researching your topic.

2. Prepare a bibliography of eight professional/academic sources, written in APA format. Acceptable sources include: professional/academic journals, books, professional/academic websites, popular press (limit of 1 popular press source). You can supplement your project with any of the material in the “Resources” module.

3. In the introductory paragraph, identify and describe the intended audience with whom you plan to share the information you gather during the literature review. This is a crucial step in the preparation of your project as your audience drives your topic and your research-focus.

4. Begin with a brief description of the topic. However, the major portion of the paper describes research and practice from professional/academic sources, using in-text citations in APA format. A bibliography is included. Papers should be 5-8 pages in length, excluding bibliography.

5. Note the rubric used in evaluating this assignment: Family Life Education Project – Part 1 Evaluation Rubric, 100 points

Requirements for written papers: Assignments completed outside of the classroom must:  be typed, double-spaced, and proof-read;  use: 1” margins; 12 pt, Times New Roman font;  have paragraphs appropriately placed with each new paragraph indented 5 spaces at the

beginning of first sentence (no additional line space to separate paragraphs); and

 comply with specified length range of assigned papers (edit appropriately).

Evaluation will be based, in part, on the appearance of the work including structural, grammatical and typographical errors. APA format is required for references and citations. Academic and professional style and quality of writing is required. This means no conversational tone, slang, or subjective generalizations, shortcuts (texting abbreviations), pejorative statements or personal opinions (unless part of the assignment).

Upload your assignment to the dropbox (Assessment -> Dropboxes)

 

 

 

Criteria Fully met Partially met Unacceptable

 

APA Formatting

10 points

Fully met standards for APA formatting in reference list and in‐text citations.

5 points

Partially met standards of APA formatting in reference list and/or in‐ text citations.

0 points

Unacceptable or no use of APA formatting.

 

Academic and Professional Sources

30 points

Academic and professional sources as required: academic journals, books, websites, and limit of one popular press source.

 

Bibliography or reference list is complete. Cross‐ referencing of internal citations with reference list entries agrees.

10 points

Fewer than required academic and professional sources such as academic journals, books, websites. Limit of one popular press source

 

Five or more errors in bibliography or reference list. Cross‐referencing of internal citations with reference list entries does not agree.

0 points

Unacceptable sources in terms of number, quality, and academic criteria.

 

Lack a reference list; reference list is not accurate; and/or internal citations repeatedly do not agree with reference list.

 

Topic

5 points

Topic covered is within the parameters of what professor approved; paper covers topic effectively; and sources provide basis for educational presentation. Information is not limited to description of problem without coping strategies, prevention techniques, and resource and support information included.

2.5 points

Topic covered is marginally within the parameters of what professor approved; sources marginally provide basis for educational presentation. Information disproportionately focuses on description of problem without coping strategies, prevention techniques, and resource and support information included.

0 points

Paper covers topic not approved by professor; information is not appropriate to support educational presentation.

 

 

 

 

Intended Audience

20 points

Intended audience clearly

identified and described in

3‐5 sentences in

introductory paragraph.

0 points

Intended audience identified, but not described

0 points

Criteria not met

 

 

Content of Literature Review

20 points

Summary of literature review of professional/ academic sources identifies appropriate, accurate and complete information.

15 points

Summary of literature review of sources identifies marginally appropriate, accurate and complete information and falls short of covering topic effectively.

0 points

Content of paper is not acceptable due to inferior or in appropriate sources, incorrect information, and/or incomplete coverage of topic, and/or approach that is biased or subjective.

 

Raw Material for Educational Presentation

15 points

Content of paper provides excellent raw material from which to craft an informative and accurate educational presentation appropriate to caregivers/families on the topic approved.

15 points

Content of paper doesn’t fully provide sufficient raw material from which to craft an informative and accurate educational presentation appropriate to caregivers/families on the topic approved.

0 points

Content of paper does not provide basis for required presentation on approved topic to identified audience of caregivers/families.

 

Objective Content and Professional Perspective

20 points

Content of paper is objective, accurate, free of bias, and establishes and maintains professional perspective.

10 points

Content of paper is not completely objective, accurate, and free of bias. Content lacks professional perspective.

0 points

Unacceptable standards for objectivity and professionalism.

 

 

 

 

Paper Length and Specifications

5 points

Paper length is within the range assigned and paper meets all specifications: ‐cover page; typed, double‐ spaced, and proof‐read; ‐1” margins; 12 pt, Times New Roman font; and ‐paragraphing appropriately placed with each new paragraph indented 5 spaces at the beginning of first sentence (no additional line space to separate paragraphs).

2.5 points

Paper partially meets standards

0 points

Requirements not met for paper length and/or other specifications.

 

Mechanics of Writing

20 points

Content of paper is exemplary in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.

7.5 points

Content of paper is marginal in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.

0 points

Content of paper is unacceptable in 2 or more aspects of the following: grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.

 

Organization

5 points

Content is coherent, cohesive and organized in a logical manner that makes clear the focus of the information.

2.5 points

Content lacks coherency, cohesion and logical organization that makes clear the focus of the information.

0 points

Not well‐organized, focused, and or coherent

My Mother’s Side

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My Mother’s Side

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My Mother’s Side:

I would like for you to look at your past and your family members and think about which half of your family is closest to their ethnic roots (MY MOTHER’S SIDE). Once decided you can start down the road of discovery.

Research the reasoning and ideas that are part of that ethnic or racial or religious group that you identify with (MEXICAN-AMERICAN AND CATHOLIC 22 YEAR OLD WOMAN) to give the reader of your work an idea why, where or when some of these customs began and possible rationales for them (FROM MY MEXICAN CATHOLIC FAMILY). This work should portray your experiences along with the group that you identify with, and the comfort level and possible deviation to that grand scheme you or your family has experienced, when dealing with death or dying.

Your work should:

  • be three (3) pages (excluding the title, abstract and reference pages)
  • be typed according to APA style for margins, formatting and spacing standards
  • have at least three sources of which at least two are from peer reviewed journals
  • be typed into a Microsoft Word document, save the file, and then upload the file

Sociocultural Aspects

 

Learning Activities

 

Activity: Additional Questions for Self-awareness Exercise

 

My Life History of Death: A Timeline

 

This activity can be a tool for further exploration of the personal attitudes you hold toward death. It might also be useful in (a) identifying your personal issues surrounding unresolved grief, and (b) examining your own pattern of grieving. Take a moment to recall the earlier activity, My First Recollection of Death. Next, look at the timeline that appears in this activity. At either end of the timeline, fill in your date of birth and the current date. Then make a series of vertical lines across it for each death that affected you and write the name of who or what died in chronological order. Ask yourself the list of questions in turn for each death and write down your answers on a separate piece of paper.

 

Date of Birth: _ 01/25/00 | Current Date: _ 9/18/22

 

· How did you feel? I felt devastated and hopeless when my grandfather passed away.

· How did you act? I acted strong and supportive for my family.

· How did other people seem to feel? Other people felt sad too.

· How did others act? They acted sad and cried and hugged a lot.

· How did members of your family react to the death? My family members’ reaction to the death was full of surprise.

 

Look at your timeline. Think about your personal pattern of feeling and acting in response to significant deaths in your life.

 

Do you feel that your pattern was a healthy one?

NO ______, YES ______. If no, explain.

 

 

Did the pattern of feeling and acting change over time?

NO ______, YES __ ____. If yes, explain.

Yes, over time my family and I came to accept the death. We were still sad but found peace in reminiscing about all the good times.

 

Considering the deaths you identified on your timeline, do you experience any unresolved grief reactions to them at the current time? NO __ ____, YES ______. If yes, explain.

 

Reprinted from: Donald P. Irish, Kathleen F. Lundquist, Vivian Jenkins Nelsen, eds. Ethnic variations in dying, death, and grief: diversity in universality” Philadelphia: Taylor & Francis, 1993. Permission: Taylor & Francis Group.

Literacy Narratives

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Literacy Narratives

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Literacy Narratives:

Writing a Literacy Narrative

 

Narratives are stories, and we read and tell them for many different purposes. Parents read their children bedtime stories as an evening ritual. Preachers base their Sunday sermons on Bible stories to teach the importance of religious faith. Grandparents tell how things used to be (sometimes the same stories year after year). Schoolchildren tell teachers that their dog ate their homework. College applicants write about significant moments in their lives. Writing students are often called upon to compose literacy narratives to explore how they learned to read or write. This chapter provides detailed guidelines for writing a literacy narrative.

 

Key Features / Literacy Narratives  A well-told story. As with most narratives, those about literacy often set up some sort of situation that needs to be resolved. That need for resolution makes readers want to keep reading. We want to know whether Nichols ultimately will pass the proficiency test. Some literacy narratives simply explore the role that reading or writing played at some time in someone’s life—assuming, perhaps, that learning to read or write is a challenge to be met.  Vivid detail. Details can bring a narrative to life for readers by giving them vivid mental images of the sights, sounds, smells, tastes, and textures of the world in which your story takes place. The details you use when describing something can help readers picture places, people, and events; dialogue can help them hear what is being said. We get a picture of the only treasure Bragg has ever known through the details he provides: “a water-damaged Faulkner,” “a paperback with two naked women on the cover,” books “wrapped in fake leather.” Similarly, we hear a three-yearold’s exasperation through his own words: “I’d like to see a menu.” Dialogue can help bring a narrative to life.  Some indication of the narrative’s significance. By definition, a literacy narrative tells something the writer remembers about learning to read or write. In addition, the writer needs to make clear why the incident matters to him or her. You may reveal its significance in various ways. Nichols does it when she says she no longer loves to read or write. Bragg is more direct when he tells us he would not trade the books for a gold monkey. The trick is to avoid tacking onto the end a statement about your narrative’s significance as if it were a kind of moral of the story. Bragg’s narrative would have far less power if he’d said, “Thus did my father teach me to value books of all kinds.”  A GUIDE TO WRITING A LITERACY NARRATIVE  Choosing a Topic  In general, it’s a good idea to focus on a single event that took place during a relatively brief period of time. For example:

· any early memory about writing or reading that you recall vividly

· someone who taught you to read or write

· a book or other text that has been significant for you in some way

· an event at school that was interesting, humorous, or embarrassing

· a writing or reading task that you found (or still find) difficult or challenging

· a memento that represents an important moment in your literacy development (perhaps the start of a  LITERACY PORTFOLIO )

· the origins of your current attitudes about writing or reading

· perhaps more recent challenges: learning to write instant messages, learning to write email appropriately, learning to construct a Web page

Make a list of possible topics, and then choose one that you think will be interesting to you and to others—and that you’re willing to share with others. If several seem promising, try them out on a friend or classmate. Or just choose one and see where it leads; you can switch to another if need be. If you have trouble coming up with a topic, try  FREEWRITING,   LISTING,   CLUSTERING,  or  LOOPING.   Considering the Rhetorical Situation

  PURPOSE Why do you want to tell this story? To share a memory with others? To fulfill an assignment? To teach a lesson? To explore your past learning? Think about the reasons for your choice and how they will shape what you write.
  AUDIENCE Are your readers likely to have had similar experiences? Would they tell similar stories? How much explaining will you have to do to help them understand your narrative? Can you assume that they will share your attitudes toward your story, or will you have to work at making them see your perspective? How much about your life are you willing to share with this audience?
  STANCE What attitude do you want to project? Affectionate? Neutral? Critical? Do you wish to be sincere? serious? humorously detached? self-critical? self-effacing? something else? How do you want your readers to see you?
  MEDIA / DESIGN Will your narrative be in print? presented orally? on a Web site? Will photos or other illustrations help you present your subject? Is there a typeface that conveys the right tone?

Generating Ideas and Text  Good literacy narratives share certain elements that make them interesting and compelling for readers. Remember that your goals are to tell the story as clearly and vividly as you can and to convey the meaning the incident has for you today. Start by writing out what you remember about the setting and those involved, perhaps trying out some of the methods in the chapter on  GENERATING IDEAS AND TEXT.  You may also want to  INTERVIEW  a teacher or parent who figures in your narrative.  Describe the setting. Where does your narrative take place? List the places where your story unfolds. For each place, write informally for a few minutes,  DESCRIBING  what you remember:

· What do you see? If you’re inside, what color are the walls? What’s hanging on them? What can you see out any windows? What else do you see? Books? Lined paper? Red ink? Are there people? Places to sit?

· What do you hear? A radiator hissing? Air conditioners? Leaves rustling? The wind howling? Rain? Someone reading aloud? Shouts? Cheers? Children playing? Music? The zing of an instant message arriving?

· What do you smell? Sweat? White paste? Perfume? Incense? Food cooking?

· How and what do you feel? Nervous? Happy? Cold? Hot? A scratchy wool sweater? Tight shoes? Rough wood on a bench?

· What do you taste? Gum? Mints? Graham crackers? Juice? Coffee?

Think about the key people. Narratives include people whose actions play an important role in the story. In your literacy narrative, you are probably one of those people. A good way to develop your understanding of the people in your narrative is to write about them:

· Describe each person in a paragraph or so. What do the people look like? How do they dress? How do they speak? Quickly? Slowly? With an accent? Do they speak clearly, or do they mumble? Do they use any distinctive words or phrases? You might begin by  DESCRIBING  their movements, their posture, their bearing, their facial expressions. Do they have a distinctive scent?

· Recall (or imagine) some characteristic dialogue. A good way to bring people to life and move a story along is with  DIALOGUE,  to let readers hear them rather than just hearing about them. Try writing six to ten lines of dialogue between two people in your narrative. If you can’t remember an actual conversation, make up one that could have happened. (After all, you are telling the story, and you get to decide how it is to be told.) If you don’t recall a conversation, try to remember (and write down) some of the characteristic words or phrases that the people in your narrative used.

Psychology

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Psychology

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Psychology:

Module Assessment: Executive Summary of Talking Points

As a working professional, understanding the field of psychology and how it applies to your work environment, is a necessary component to not only developing healthy relationships but also appreciating other cultures and their impact to society.

For this first Module Assessment, you will examine an international, credible news story or current event related to children and/or adult dilemmas from an expert consultant’s perspective. You will be asked to develop a series of talking points for a panel discussion you have been invited to attend.

To Prepare:
  • Consider the following:Imagine you are asked to be on a panel as an expert cultural psychology consultant to discuss an international, credible news story or current event regarding children and/or adults that is being debated. You are asked to develop a series of talking points for your panel discussion.
  • Identify an international, credible news story or current event regarding children and/or adults that is being debated (e.g., child labor, immigration, migration, refugees, international scores on standardized tests). Review and analyze the event/news story and apply the lens of culture and psychology.
  • Review this Module’s Learning Resources and consider how these resources may inform your Module Assessment. Also, pay special attention to the resource Evaluating Resources: What about Stuff I find on the Internet? Knowing When to Use and Trust what you find on the Internet and consider how you might evaluate the news story/current event to be credible for your Module Assessment.

Assignment (5–6 pages not including title page or reference page):

As a consultant, you are a busy professional, so your summary will include 5–6 pages of your talking points. However, your talking points will need to be presented in paragraph form that follows proper APA format and style. Include the following:

Introduction (1 page)

  • A brief introduction of culture and components of culture
    • Define culture and be able to describe some forms/aspects of various sample cultures
    • Explain how your definition of culture applies to your news story or current event

News Story/Current Event (1–2 page)

  • Describe the international, credible news story or current event regarding children and/or adults that is being debated (e.g., child labor, immigration, migration, refugees, international scores on standardized tests)

Lifespan Development (1 page)

  • Explain the cultural implications on human development based on the event related to children and/or adults

Specific recommendations (2 pages)

  • Analyze the news story and explain what you have learned about culture and psychology as it relates to addressing the situation
  • Offer 2–4 specific recommendations based on culture and psychology to respond to the issues raised in the news story or event

References

  • At least 4 different scholarly resources including peer-reviewed articles and book chapters (Note: Two of your sources may be credible web resources)

Support your Assignment by citing all resources in APA style, including those in the Learning Resources.

By Day 7

Submit your Module 1 Assessment by Day 7

Probability

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Probability

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Probability:

· Offer another way of thinking about the examples offered.

· Offer a related example.

· Make comments if you feel that something has been overlooked.

· Point out connections to your own experience.

· Approx 125 word each response

 

Probability1

What way does probability relate to your own career or industry, or an industry that you are familiar with?

Probability is used in real estate all of the time. One common example is determining the probability (the chance) that a property will sell; which is correlated to days on the market and price. Most often if a seller increases their price, then the amount of time the house will remain on the market is projected to increase and the probability that the home will sell most certainly can decline. Therefore, understanding how to price a house is critical. Also, the housing market is constantly changed due to other factors such as demand, inventory, interest rates, stock market, economic conditions, and even weather. Projections can be made based on Events that occur, interest rate increases for example, which change the probabilities for the housing market. It is a very obvious trend that with the increase of interest rate, along with inflation as we see today, that the probability of the housing market remaining at high demand will taper off.

How does thinking about probability impact personal decision-making in your own life or household or lives of your family, friends, etc.?

In my personal life I use probability every day. I begin each day with a high probability that I will go to the gym first thing in the morning because on average I go five to six days per week; while checking the weather forecast will determine the probability of wearing a jacket. Every important decision that I make needs to be weighed, analyzed and possible outcomes projected. Usually, I fall back on previous experiences to help calculate the probability of a desired outcome (or undesired) based on the decision that I want to make. If for example there is late night event that I am invited to, but I am married with children and have responsibilities the next day, I can refer to similar events from the past to infer and project what would happen. Based on that information, I would know the probability that I will not be able to uphold my responsibilities the next day is very likely.

Response:

Probability2

As a budget analyst in an IT program, we use probabilities to some extent for budget planning.  The IT system that we maintain includes many software and hardware components.  Not all of the equipment is on the same refresh cycle, and different components have different useful lives.  Furthermore, we don’t always replace equipment according to this timetable.  We do some calculation of probabilities on equipment failure.  If a piece of equipment has a high likelihood of failure (but it’s not a piece of equipment that we would plan to replace that budget year if we didn’t have to), we can include its replacement cost in a contingency pot of funding.  We also use probabilities from the perspective of being able to collect all of our funding.  Some of our agencies are voluntarily participating in the program.  These agencies can easily come and go, and we rely on their financial contributions.  Each year, we calculate the probability of these agencies staying in the partnership.  We build ourselves a safety cushion in our budget and include the costs of those agencies’ contributions that have a very high likelihood of departing the program.  Using probabilities helps us do contingency planning in our program.

Probability has had impacts on my personal decision-making.  For example, I purchased a laptop last year from Best Buy.  The laptop came with a short manufacturer’s warranty, but I was asked if I wanted to purchase an additional Geek Squad warranty.  The warranty cost seemed high, compared to the cost of the laptop.  Before making a decision, I quickly considered the likelihood of damage occurring to my laptop.  Because it was going to be used primarily in my home, and I wouldn’t need to travel much with it, I figured there was a minimal chance that it might get damaged.  Therefore, I declined the additional coverage.   I have also used probabilities in choosing health insurance.  When I was young, single, and thankfully healthy, I chose one of the least expensive health insurance plans, taking a chance that I wouldn’t need much in the way of medical treatment.  I am now married with two children.  During the last open season, I selected a separate dental plan.  I thought that the probability that some members of my family would need some dental work (aside from bi-annual cleanings) was high enough to merit buying this dental plan.

Response:

Probability3

1.  Probability and soccer have a lot to share; no wonder there are many sports betting websites. Bookmakers establish odds by determining the probability factor of the outcome of an event. In a soccer game, there are not only three possible outcomes. Some teams are better than others; thus, the margin to bet on the best team will eventually be low as the probability they have to win a game is higher. Reports are made after every game played, thus, we have access to the statistics. Players occupy different positions on the field, and the probability of a defender scoring a goal is much lower than an attacking player. Teams study the overall statistics of opponents they will face during the season; thus, during the week of preparation for each game, they work on strategies to avoid certain players from getting successful. For instance, they will focus on working more on the defensive line as the other team has a player with a higher rate of goals scored for each game he plays. Therefore, they are aware that the chance of this player scoring a goal is higher than any other player on the team. Penalty kicks are another good example to talk about. Goalkeepers usually study the side players who shoot the ball; therefore, they are prepared for the event and the risks they should take when deciding where to move.

2.  Probability is well considered when talking about decision-making on and off the field (a soccer player’s workplace). Nutrition, for example, is a factor that follows along with the players and their expectations of game time. A player during the season should have a guided diet in order to avoid injury, as it has been proven that consuming crap food has a higher probability of weakening the muscles, and therefore, it is easier to get injured if you are not eating appropriately. The probability of injuring yourself is also related to the lack of muscle strengthening, so it’s important to do some extra workouts at the gym. We may also say that the success of a player on the pitch, like scoring goals, assisting players, or defending well, may lead to a higher probability of getting called up for the national team, as well as a potential transfer to a different team or an adjustment in salary. Like any other career, it’s important to evaluate the decisions in order to know how to handle the consequences. Knowing the probabilities of actions is important for decisions and outcomes.

Response:

Family Support Services

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Family Support Services

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Family Support Services:

FAMILY SUPPORT SERVICES

 

Name of Agency: Hubbard House

Location: Shelter address not available

Contact: 800-500-1119

Hours of operation: None mentioned; can call 24 hours per day.

URL/Website address: www.hubbardhouse.org/

Agency information: Hubbard House is an inclusive domestic violence organization that serves men, women, teens, individuals and families, the elderly, those with disabilities, LGBTQ populations, trans men and women, immigrants, trafficked and prostituted persons. They have three priorities, which include safety for victims and their children; empowerment of victims; and social change through education and advocacy. Hubbard House provides five kinds of services. These include legal and financial services, such as financial empowerment education, help with orders of protection and attorney referrals. Second, they offer emergency housing, relocation, and transportation. Third, they offer batterer’s intervention to both men and women. Fourth, they offer children individual and group therapy and access to schools. Finally, they offer community awareness educational programs. A strength of the organization is that clients may call 24 hours per day. A limitation of the organization is that it does not take pets.

 

Name of Agency: Hubbard House

Location: Shelter address not available

Contact: 800-500-1119

Hours of operation: None mentioned; can call 24 hours per day.

URL/Website address: www.hubbardhouse.org/

Agency information: Hubbard House is an inclusive domestic violence organization that serves men, women, teens, individuals and families, the elderly, those with disabilities, LGBTQ populations, trans men and women, immigrants, trafficked and prostituted persons. They have three priorities, which include safety for victims and their children; empowerment of victims; and social change through education and advocacy. Hubbard House provides five kinds of services. These include legal and financial services, such as financial empowerment education, help with orders of protection and attorney referrals. Second, they offer emergency housing, relocation, and transportation. Third, they offer batterer’s intervention to both men and women. Fourth, they offer children individual and group therapy and access to schools. Finally, they offer community awareness educational programs. A strength of the organization is that clients may call 24 hours per day. A limitation of the organization is that it does not take pets.

Foundational Learning

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Foundational Learning

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Foundational Learning:

Assessment Description

The development progress of a young child is important for a teacher to understand. The rate at which a child meets milestones is indicative of their health and future success in foundational learning. If the child is not meeting milestones, the teacher must be aware, and communicate concerns to parents. Identifying a child’s developmental growth is also important for the teacher so that they can provide developmentally appropriate instruction.

For this assignment, create a 15-20 slide digital presentation for early childhood educators, parents, and guardians on the topics of developmental milestones within each developmental domain (physical, cognitive, social-emotional, language) and developmentally appropriate assessment and instruction.

Include the following in your presentation:

  1. Description of the typical developmental milestones from birth to age 3 in each of the following developmental domains: physical, cognitive, social-emotional, and language, and their influences on early development and learning.
  2. One example of instructional activities for children from birth to age 3 in each of the developmental domains mentioned above that meets each child’s developmental learning needs in that domain.
  3. At least 2-3 examples of delayed and advanced development and the developmental domain that each example falls under
  4. A minimum of two ways that a birth to age 3 teacher can use data to monitor progress in meeting the milestones and measure student learning
  5. Ways that a birth to age 3 teacher can partner with other stakeholders (parents, service providers, outside professionals, and colleagues) to assess developmental milestones and provide feedback.
  6. A minimum of two ways that a birth to age 3 teacher can partner with other stakeholders to build effective learning environments and experiences to engage students in the learning process
  7. Title slide, reference slide, and presenter’s notes.

Support your presentation with at least two scholarly resources.

Business Intelligence

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Business Intelligence

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Business Intelligence: Reflect on what you’ve learned in the form of a journal

CERTIFIED SPECIALIST

BUSINESS INTELLIGENCE Study Guide

 

 

Certified Specialist Business Intelligence

Table of Contents

 

Course 1: Understanding the Industry……………………………………………………………………………………………………..3

 

Course 2: The Business of Providing Healthcare Services………………………………………….……………………………..8

 

Course 3: The Discipline of Business Intelligence……………………………………………………………………………………11

 

Course 4: Business Intelligence Technical Skills……………………………………………………………………………………..14

 

Course 5: Business Intelligence Analytical and Quantitative Skills………………………………………………………….17

 

 

Course 6: Relationship, Change Management and Consulting Skills……………………………………………………….21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Certified Specialist Business Intelligence

Course 1: Understanding the Industry

Introduction: This module provides an overview of the changing healthcare industry for the healthcare

business intelligence consultant. The topics discussed include healthcare service delivery components,

healthcare delivery environment, healthcare services in relation to the health continuum, reform and

change in healthcare delivery and the key points of leverage that analytics brings into the healthcare

industry.

Learning objectives

Section 1: Business Intelligence for the Healthcare Industry

• Define the phenomenon big data.

• Define and illustrate the applicability of and need to engage use of small data.

 

 

Section 2: Healthcare Services Delivery Components

• Recognize the internal components of healthcare service delivery.

 

 

Section 3: The Broader Healthcare Delivery Environment

• Recognize the key external influencers of the healthcare delivery environment.

 

 

Section 4: Health Services Across the Health Continuum

• Identify the three areas where misalignment between hospital components and healthcare

users may occur.

• Identify the services performed at various points on the health continuum.

 

 

Section 5: Healthcare Service Delivery and Component Independence

• Recognize what strongly influences medical care decisions in regards to supply-sensitive care.

 

 

Section 6: Reform and Change in Healthcare Delivery

• Identify foundational drivers for change that are taking place in the industry.

 

 

 

 

 

Certified Specialist Business Intelligence

Section 7: HIPAA and HITECH

• Define the terms HIPAA and HITECH.

 

 

Key points to remember:

Big data is understanding and using combinations of large data sets, both clinical and non-clinical, which

are generated by healthcare industry organizations in the course of doing business. The definition of big

data is the same in the non-healthcare industry, such as retail, communications, media, socio-

demographic and education, etc. We are coming to know this phenomenon as big data.

 

The internal components of healthcare service delivery system are identified on the following graphic.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Certified Specialist Business Intelligence

 

Key external influencers of the healthcare delivery environment include the following:

 

• Economic factors: General economy, consumer sentiments and demand elasticity, economic

development

• Social values: Diversity, social cohesion, established precedents for actions, religious preferences

• Global influences: Immigration, vacation travel, medical tourism, epidemics, terrorism, demands

for equity in medication distribution

• Population characteristics: Population demographics, socio-economics, morbidity related to

ethnic and gender groups, social morbidity

• Political climate: Elected officials, interest groups

• Technology development: Engineering sciences, information science, decision management,

mathematics

• Physical environment: Pollution, sanitation

• Demand elasticity: Market liquidity

 

 

There are three areas where a misalignment between hospital components and healthcare users may

occur:

• Lack of coordination

• Healthcare users on their own

• Service coordination

 

 

 

Certified Specialist Business Intelligence

Consumer Health Conditions:

 

Medical services provided on the continuum of care are identified on the graphic below.

 

 

 

 

In the case of supply-sensitive care, according to Wennberg et al. “Decisions surrounding medical

necessity are strongly influenced by capacity, rather than medical evidence or severity of illness.”

 

 

 

Certified Specialist Business Intelligence

The foundational drivers of change within the healthcare services delivery system include the following:

• Transparency

• Understanding costs

• Community-based services

• IHI Triple Aim

 

 

HIPAA = Health Insurance Portability and Accountability Act; HIPAA applies to organizations that are

defined as a covered entity (CE) and, now, directly to business associates as well.

• Sections of HIPAA

o Privacy Rule

o Security Rule

 

 

HITECH = Health Information Technology for Economic and Clinical Health Act.

• HITECH covers application of the rule:

o to both CE and individuals (i.e., employees)

o to business associate contractors

• Breach notification requirements; Accounting of PHI disclosures; Allows for sanctions for non-

compliance, including fines of up to $1.75 million and 10 years imprisonment

 

 

Elements of HIPAA and HITECH cover how PHI is handled and protected. Handling and protecting PHI is

an important aspect of BI/analytics work.

 

 

 

Certified Specialist Business Intelligence

Course 2: The Business of Providing Healthcare Services

Introduction: This course furnishes insights into the business of providing healthcare services. The topics

discussed include the basic business functions of finance, marketing and operations vis-à-vis the

business of providing healthcare services, the role of decision support, the stakeholders in the business

and their analysis, and finally, the financial processes involved in the business.

Learning objectives:

Section 1: Introduction

• Identify the fundamental purpose of engaging in analytics.

Section 2: Basic Business Functions

• Recognize the basic business functions of finance, marketing and operations.

Section 3: Changes in the Business of Providing Healthcare Services

• Recognize the dimensions of changes in the work and relationships of players in the business of

providing healthcare services.

Section 4: Stakeholder Analysis

• Recognize the steps involved in a stakeholder analysis process.

Section 5: Applying Analytics

• Recognize the three general way to access productivity.

 

 

Key points to remember:

Engaging analytics is key to understanding what is happening and to finding a path forward.

 

Operations is the function that meets the demand for a service or product (an output that might be

traditionally thought to be the focus of operations) by marketplace entities.

 

An organization must have a financing function to ensure that monetary resources are available to

conduct operations.

 

The marketing function provides the market interface function that is focused on understanding what

the marketplace overtly seeks, specifically needs, anticipating shifts and ensuring a strong marketplace

presence.

 

 

Certified Specialist Business Intelligence

 

The players involved in the business of providing healthcare services dimensions of change include the

following:

• Role of Nurses: CHI’s floor nurses will move beyond the traditional role of supportive bedside

care and following physician orders to an integrated role within a team-based model of care

with a focus on standardized ways of work aimed at reducing variability in practice and

improving outcomes.

• Role of Case/Care Managers: This role will be driven, in particular, by the focus on mitigating

and minimizing 30-day readmissions.

• Quality and Performance Improvement: Work will be performed in direct collaboration with

clinicians, clinical informaticists, decision-support professionals and patient access team

members.

• Operational Management Decision: There will be an increased focus on procurement sourcing

and management of suppliers and supply lines rather than on managing inventory and

processing orders.

• Decision support becomes a BI/Analytics function: The future holds the development of a of

BI/Analytics practitioner working in concert with clinical informaticists – most likely Nurse

informaticists – unlocking the big data and surfacing and sharing data.

• Internal Financial and Payer Experts: These professionals must work closely with their external

counterparts.

• Providers, Suppliers and Payers: Providers must work in concert with suppliers and payers.

 

 

The four steps involved in the stakeholder analysis process are as follows:

1. Identifying stakeholders.

2. Analyzing stakeholders’ profiles.

3. Analyzing stakeholder relationships.

4. Analyzing stakeholder participation.

 

 

The three general ways to assess productivity are:

• Partial productivity

• Partial productivity is concerned with efficiency of one particular characteristic.

• Partial productivity measures output against a specific input, e.g., services rendered/employee.

 

 

 

 

 

Certified Specialist Business Intelligence

Multifactor Productivity (MFP)

• Multifactor productivity is an index of output obtained from more than one of the resources

used in product/service production.

• MFP is the ratio of output to a group of inputs, such as labor and material.

 

Total Productivity

• Total productivity is the broadest measure of productivity and is concerned with the

performance of the entire organization.

• Total Productivity includes all inputs in an organization, i.e., labor, materials, overhead, capital.

• Total productivity = Revenues, profits/all inputs

 

 

 

 

Certified Specialist Business Intelligence

Mood Disorders

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Mood Disorders

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Mood Disorders:  It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template

 

Student Name

College of Nursing-PMHNP, Walden University

Assignment Due Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Subjective:

CC (chief complaint):

HPI:

Substance Current Use:

Medical History:

 

· Current Medications:

· Allergies:

· Reproductive Hx:

ROS:

· GENERAL:

· HEENT:

· SKIN:

· CARDIOVASCULAR:

· RESPIRATORY:

· GASTROINTESTINAL:

· GENITOURINARY:

· NEUROLOGICAL:

· MUSCULOSKELETAL:

· HEMATOLOGIC:

· LYMPHATICS:

· ENDOCRINOLOGIC:

Objective:

Diagnostic results:

Assessment:

Mental Status Examination:

Diagnostic Impression:

Reflections:

Case Formulation and Treatment Plan:

 

References

 

 

© 2021 Walden University Page 1 of 3

Assessing, Diagnosing, and Treating Adults With Mood Disorders

 

 

 

It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms.

In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.

To Prepare

· Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.

· Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.

· Review the video,  Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.

· Consider what history would be necessary to collect from this patient.

· Consider what interview questions you would need to ask this patient.

· Consider patient diagnostics missing from the video:

Provider Review outside of interview:

Temp 98.2   Pulse  90  Respiration 18   B/P  138/88

Laboratory Data Available: Urine drug and alcohol screen negative.  CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)

 

 

The Assignment

Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

· Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

· Objective: What observations did you make during the psychiatric assessment?

· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the  DSM-5-TR diagnostic criteria for each differential diagnosis and explain what  DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

· Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.

· Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).