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NRNP 6665 Week 8 Assignment; Study Guide Forum - Stereotypic Movement
A STUDY GUIDE FOR Student Name College of Nursing-PMHNP, Walden University NRNP 6665: PMHNP Care Across the Lifespan I Dr. Nataliya Ishkova- Volovets Date IMPORTANT FACTS Fig 1 Important Facts ➢ Such movements can be hand waving, body rocking, or headbanging. ➢ The movements can significantly impact regular activity or may cause physical bodily harm to patients with such conditions. ➢ The rising cases of mental illnesses are critical concerns in nursing practice and psychiatry. It is essential to develop a framework to enable nurse students to develop relevant skills and competencies in the assigned mental health illness (Baizabal-Carvallo & Jankovic, 2017). ➢ This study guide will explore various concepts associated with the selected mental illness. Signs and Symptoms ➢ Based on the DSM-5, SDM is included in the neurodevelopment disorder; the diagnosis of the mental disorder should meet the diagnostic criteria, including the manifestation of clinical symptoms akin to SDM (Schertz et al., 2016). ➢ The behavior is associated with significant interference with the normal activities; SDM sometimes leads to self-inflicted bodily injuries that may require medical interventions (He, Yi, & Yang, 2019). ➢ Other mental health disorders, such as obsessive-compulsive disorder, such behaviors are not better accounted for. ➢ Rocking ➢ Headbanging ➢ Nail-biting ➢ Self-hitting ➢ Picking at the skin ➢ Hand waving or shaking ➢ Hair pulling ➢ Mouthing objects Fig 2: Symptoms of Stereotypic Disorder Differential Diagnosis Differential diagnosis is crucial in ruling out the possibilities of other mental health disorders that have symptomology that mimic those of the SMD (Schertz, Odom, Baggett, & Sideris, 2016). Fig 3: Known Differential diagnosis ➢ The clinicians must rule out other psychiatric disorders in which repetitive behaviors are central features—obsessive-compulsive disorder, trichotillomania, vocal, and motor tics, and Tourette disorders. ➢ The condition is often misdiagnosed as Tourette's. However, unlike SDM, which tends to begin at the age of two, tics of Tourette tend to have their onset between ages 6-7 (Baizabal-Carvallo & Jankovic, 2017). ➢ Tourette is less bilateral and consists of less intense movement patterns for longer than Tourette's (Termine et al., 2021). ➢ Individuals with tic disorders are less likely to display stimulated excitement. ➢ Individuals with SMD are less bothered with the movements than those with tic disorders. ➢ Clinicians should differentiate the SMD from other disorders based on presenting clinical symptoms (Stein & Woods, 2014). ➢ Other of the most common mental disorders with characteristics or symptoms akin to SMD include: ➢ Autism spectrum disorder ➢ obsessive-compulsive ➢ Related disorders, including other neurological and medical conditions. ➢ Effective diagnosis of the psychiatric condition requires differential diagnosis and lab tests to facilitate accurate diagnosis and the administration of the most effective treatment for patients with confirmed cases of SMD (Termine et al., 2021). Incidence Fig 4: 10-15% Among Individuals with Intellectual Disability ➢ The prevalence of stereotypic movement disorder is about 10-15% among individuals with intellectual disability within the general population. ➢ SMD affects children with mental retardation, developmental disorders, and those who experience the effects of certain medications. ➢ Other risks factors in the spread of SMD among the general population include social isolation and deafness (Stein & Woods, 2014)............ Continue
- Description
| Course | NRNP 6665 PMHNP Care Across the Lifespan I |
| Submitted | Year 2022 |
| Contributed | Labeach |
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Assignment: Study Guide Forum NRNP 6665
Walden University Assignment: Study Guide Forum NRNP 6665- Step-By-Step Guide
This guide will demonstrate how to complete the Walden University Assignment: Study Guide Forum NRNP 6665 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Assignment: Study Guide Forum NRNP 6665
Whether one passes or fails an academic assignment such as the Walden University Assignment: Study Guide Forum NRNP 6665 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Assignment: Study Guide Forum NRNP 6665
The introduction for the Walden University Assignment: Study Guide Forum NRNP 6665 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for Assignment: Study Guide Forum NRNP 6665
After the introduction, move into the main part of the Assignment: Study Guide Forum NRNP 6665 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Assignment: Study Guide Forum NRNP 6665
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Assignment: Study Guide Forum NRNP 6665
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Overview of Content
Childhood-Onset Fluency Disorder Study Guide ………………………………………………………………….3
Stuttering is a neurodevelopmental disorder that can manifest in children as a lack of fluency in their speech. This lack of fluency can be caused by a number of factors, including the prolongation of speech sounds or the repetition of vowels, and can prevent the child from effectively communicating what they intend to say (Craig, 2000)…………………………………………………………………………………………………………………………..3
DSM-5-TR criteria for symptoms and signs………………………………………………………………….3
Differential diagnoses………………………………………………………………………………………………..4 Incidence………………………………………………………………………………………………………………….4 Development and course…………………………………………………………………………………………….5
Multifactorial Dynamic Pathways Theory………………………………………………………………………..5 Prognosis………………………………………………………………………………………………………………….5
Considerations related to culture, gender, age……………………………………………………………….5
Pharmacological treatments and possible side effects…………………………………………………….6 Non-pharmacological treatments…………………………………………………………………………………7 Diagnostics and labs………………………………………………………………………………………………….7 Comorbidities…………………………………………………………………………………………………………..7
Legal and ethical considerations………………………………………………………………………………….8
Pertinent patient education considerations……………………………………………………………………8
References……………………………………………………………………………………………………………………..9
Study Guide for Fluency Disorders in Children
* Stuttering is a neurodevelopmental disorder that can manifest in children as a lack of fluency in their speech. This lack of fluency can be caused by a number of factors, including the prolongation of speech sounds or the repetition of vowels, and can prevent the child from effectively communicating what they intend to say (Craig, 2000).
Symptoms and signs as defined by the DSM-5-TR
* Fluency and timing issues in speech that are out of proportion to the child’s age and language development and that continue over time and occur in several, isolated occurrences involving at least ONE of the following:
- Repetition of phonemes and syllables
- Sound elongation, both of consonants and vowels
- The use of pauses inside a single word (or lack thereof)
- Noise or speech-based filtering (filled or unfilled pauses in speech)
- Avoiding or avoiding the use of troublesome words by the use of alternative words known as “circumlocutions.”
- Words that cause unnaturally high levels of bodily stress
*Impact on vocational or academic performance due to the anxiety caused by fear of public speaking, social isolation, or ineffective communication (individually or both).
*Early in life is when symptoms first appear
*There is no evidence that this issue is caused by an impairment in speech or sensory processing, a neurological disorder such as a stroke or head injury, or a physical or mental illness of any kind (American Psychiatric Association, 2015).
Differential Diagnosis
Sensory Some people with speech difficulties also have trouble hearing, or Deficit have other sensory or speech-motor deficits. When these symptoms are EXCESSIVE in comparison to those typically associated with these issues, STUTTERING should be considered as a possible Dx
Medication Stuttering is a possible drug side effect that can occur at any time after Side effect prolonged medication use.
Adult-onset The ONSET occurs during or after the teenage years.
Dysfluency Repetitive and characterized by vocal pauses. Distinct vocalizations that Tourette can be distinguished from the tics sounds associated with Disorder childhood-onset fluency disorder (American Psychiatric Association, 2015).
- This usually occurs between 5% and 10% of preschool-aged children experience this, however it typically goes away entirely on its own (Craig, 2000).
- Typically between the ages of 2 and 5, with the highest incidence at 4 years old and the median occurrence occurring at 33 months (Smith & Weber, 2017).
- Permanently impaired functioning is a reality for 1% of persons with this condition (Craig, 2000).
- A rise in incidence around puberty has been reported (Craig, 2000).
Development and course
Multifactorial Dynamic Pathways Theory
According to this concept, stuttering-like disfluency (SLD) in speech is caused by unstable signals generated by the forming brain networks that are essential for speech motor development.
- Epigenetics,
- Environment,
- Gene (Heredity) (Smith & Weber, 2017).
- Most people are able to overcome it with counseling or without intervention.
- Affects roughly 1% of individuals and may be long-lasting even with early treatment.
Considerations related to culture, gender, age
- Males are more likely to be affected than females (Ehud, 2005)
- The male-to-female ratio grows to around 4:1 or higher in older children and adults (Ehud, 2005)
- Chronic stuttering is more common in boys (Ehud, 2005).
- Girls, on the other hand, have a better chance than boys have of making a full recovery without medical intervention (Ehud, 2005).
- Stuttering has historically been considered as a flaw in individuals and may carry with it some cultural stigma (Constantino et al., 2022).
- Medical research on stuttering is almost universally pessimistic, suggesting that those who stutter have a less-than-ideal social life (Constantino et al., 2022).
- Due to a lack of knowledge about stuttering, people who struggle with the disorder face prejudice and discrimination (Constantino et al., 2022).
- Teachers and other educators have shown bias and prejudice against learners who stutter (Constantino et al., 2022).
Pharmacological treatments and possible side effects
- Neither adults nor kids can get their stuttering addressed using a drug that has been approved by the Food and Drug Administration. Dopamine-blocking drugs, however, have proven to be the most effective treatment (Maguire et al., 2020).
- Haloperidol, a dopamine-blocking antipsychotic of the first generation, may promote better speech fluency by stimulating the brain regions responsible for language (Maguire et al., 2020).
Haloperidol may cause the following side effects:
- Irresistibly tired
- Chapped lips
- Digestive issues including bloating, gas, or diarrhea
- Restlessness
- Sleep disturbances
- Stuttering in children can be effectively treated with levetiracetam, an anti-seizure medicine (Davidow, 2013). Levetiracetam may cause the following unwanted effects:
- Restlessness,
- worry, and exhaustion
Non-pharmacological treatments
- Stuttering can be reduced with the help of techniques provided by fluency shaping (e.g., speaking slowly, adjusting breathing, practicing from simple words to longer utterances).
- Stuttering modification: educating patients about the condition and teaching them coping mechanisms for stuttering-related stress and difficulty.
- Electronic devices, which function similarly to hearing aids and can alter or delay the speaker’s speech, may be useful for those who stutter.
- Parent training: This teaches parents methods like the Lidcombe Program and the Demands and Capabilities Model that can be used to assist their children’s language skills progress.
- Behavioral therapy and Speech therapy
- Generalization Activities (Davidow, 2013).
Diagnostics and labs
- DSM-V Criteria and client / family reported history
- The patient’s history, the patient’s behavior of dysfluency, the patient’s capacity to speak and understand language, etc. are all factors that speech-language pathologists consider when making a diagnosis
- The presence of dysfluency can be diagnosed with the help of diagnostic instruments like the Test of Childhood Stuttering (Thapar et al., 2018).
Comorbidities
One or more of the following conditions is 5.5 times more likely to be present in children with childhood-onset fluency disorder.
- Disorders such as autism and Asperger’s syndrome
- Intellectual or learning disability
- Pervasive developmental disorder
- ADHD (Briley & Ellis, 2018).
Legal and ethical considerations
- The clinician must rule out any other potential causes of stuttering in the kid, such as head trauma or medications that may induce this as a side effect, before making a diagnosis of this disorder (Smith & Weber, 2017).
- Before any drug can be given, permission must be acquired from the patient.
Pertinent patient education considerations
- The client and family should be educated on the ailment and its numerous treatment options, including pharmaceutical and non-pharmaceutical approaches.
- Instruct the patient on how to respond to any adverse drug reactions, especially those that could prove fatal.
- Individualized therapy plans should take into account the client’s family dynamics, cultural background, and values.
American Psychiatric Association. (2015). DSM-5: Diagnostic and statistical manual of mental disorders, 5th edition. Generic.
Briley, P. M., & Ellis, C. (2018). The coexistence of disabling conditions in children who stutter: Evidence from the national health interview survey. Journal of Speech, Language, and Hearing Research, 61(12), 2895–2905. https://doi.org/10.1044/2018_jslhr-s-17-0378
Links to an external site.
Constantino, C., Campbell, P., & Simpson, S. (2022). Stuttering and the social model. Journal of Communication Disorders, 96, 106200. https://doi.org/10.1016/j.jcomdis.2022.106200
Craig, A. (2000). Journal of Developmental and Physical Disabilities, 12(3), 173–186. https://doi.org/10.1023/a:1009463703647
Davidow, J. H. (2013). Modifying phonation interval stuttering treatment program. In The science and practice of stuttering treatment (pp. 1–14). John Wiley & Sons, Ltd,. https://doi.org/10.1002/9781118702796.ch1
Ehud, Y. (2005). On the Gender Factor in Stuttering. The Stuttering Foundation. https://www.stutteringhelp.org/gender-factor-stuttering
Maguire, G. A., Nguyen, D. L., Simonson, K. C., & Kurz, T. L. (2020). The pharmacologic treatment of stuttering and its neuropharmacologic basis. Frontiers in Neuroscience, 14. https://doi.org/10.3389/fnins.2020.00158
Maguire, G. A., Yu, B. P., Franklin, D. L., & Riley, G. D. (2004). Alleviating stuttering with pharmacological interventions. Expert Opinion on Pharmacotherapy, 5(7), 1565–1571. https://doi.org/10.1517/14656566.5.7.1565
Smith, A., & Weber, C. (2017). How stuttering develops: The multifactorial dynamic pathways theory. Journal of Speech, Language, and Hearing Research, 60(9), 2483–2505. https://doi.org/10.1044/2017_jslhr-s-16-0343
Stuttering: Understanding and treating a common disability. (2019). American Family Physician, 100(9), 556–550. https://doi.org/https://search.ebscohost.com/login.aspx?
Links to an external site. direct=true&AuthType=shib&db=edb&AN=139064276&site=eds-live&scope=site.
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2018). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
Assignment: Study Guide Forum Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan. For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.
Photo Credit: Getty Images/iStockphoto To Prepare Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5. Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder. The Assignment Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources. Areas of importance you should address, but are not limited to, are: Signs and symptoms according to the DSM-5
Differential diagnoses Incidence Development and course Prognosis Considerations related to culture, gender, age Pharmacological treatments, including any side effects Nonpharmacological treatments Diagnostics and labs Comorbidities Legal and ethical considerations Pertinent patient education considerations By Day 7 of Week 8 Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study. Submission and Grading Information Grading Criteria
To access your rubric: Week 8 Assignment Rubric
Post by Day 7 of Week 8
To Participate in this Assignment: Week 8 Assignment
What’s Coming Up in Week 9? In Week 9, you will analyze clinical, ethical, and legal issues related to diagnosing and treating dissociative disorders.
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images Next Week
To go to the next week: Week 9
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment: Study Guide Forum NRNP 6665
Learning Resources
Required Readings (click to expand/reduce)
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing. Chapter 12, “Developmental Milestones”
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell. Chapter 51, “Autism Spectrum Disorder” Chapter 55, “ADHD and Hyperkinetic Disorder”
Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic- support/test/creating_study_guides
Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies
Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer. Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”
Required Media (click to expand/reduce)
Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders. [Video]. YouTube. https://www.youtube.com/watch?v=Ydr9s_UwACo
The National Center for Learning Disabilities. (2013, February 20). What is ADHD? [Video]. YouTube.
Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A
Medication Review
Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole risperidone
amphetamine IR, XR, and ER dextroamphetamine atomoxetine clonidine hydrocholoride ER Dexmethylphenidate IR and XR guanfacine hydrocholride ER lisdexamfetamine methylphenidate methylphenidate hydrocholoride IR and ER, transdermal
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Study Guide Forum NRNP 6665
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Assignment: Study Guide Forum NRNP 6665
Assignment: Study Guide Forum Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan. For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.
Photo Credit: Getty Images/iStockphoto To Prepare Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5. Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder. The Assignment Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources. Areas of importance you should address, but are not limited to, are: Signs and symptoms according to the DSM-5
Differential diagnoses Incidence Development and course Prognosis Considerations related to culture, gender, age Pharmacological treatments, including any side effects Nonpharmacological treatments Diagnostics and labs Comorbidities Legal and ethical considerations Pertinent patient education considerations By Day 7 of Week 8 Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study. Submission and Grading Information Grading Criteria
As you continue, thestudycorp.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Study Guide Forum NRNP 6665)
To access your rubric: Week 8 Assignment Rubric
Post by Day 7 of Week 8
To Participate in this Assignment: Week 8 Assignment
What’s Coming Up in Week 9? In Week 9, you will analyze clinical, ethical, and legal issues related to diagnosing and treating dissociative disorders.
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images Next Week
To go to the next week: Week 9
Learning Resources
Required Readings (click to expand/reduce)
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing. Chapter 12, “Developmental Milestones”
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell. Chapter 51, “Autism Spectrum Disorder” Chapter 55, “ADHD and Hyperkinetic Disorder”
Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic- support/test/creating_study_guides
Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies
Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer. Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”
Required Media (click to expand/reduce)
Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A
Medication Review
Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole risperidone
amphetamine IR, XR, and ER dextroamphetamine atomoxetine clonidine hydrocholoride ER Dexmethylphenidate IR and XR guanfacine hydrocholride ER lisdexamfetamine methylphenidate methylphenidate hydrocholoride IR and ER, transdermal
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NURS 6630 week 7: DISCUSSION/ASSIGNMENT: PATIENT MEDICATION GUIDE
Iscussion/assignment: patient medication guide.
This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.
You will be assigned one of the following medications to create your guide:
| Chlorpromazine | Fluphenazine | Haloperidol | Loxapine | Perphenazine |
| Aripiprazole | Asenapine | Clozapine | Iloperidone | Olanzapine |
| Paliperidone | Quetiapine | Risperidone | Ziprasidone | Lurasidone |
| Brexpiprazole | Cariprazine | Lumateperone | Benztropine | Propranolol |
| Deutetrabenazine | Valbenazine |
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE FOR THIS ASSIGNMENT:
- Identify your assigned psychotropic medication agent.
- Review this week’s Learning Resources, including the medication resources indicated for this week.
- Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.
THE ASSIGNMENT
Create a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!
Note: Your Medication Study Guide should not be in the format of an APA paper.
Also Note: Your guide should be informed by the FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research .
Areas of importance that you should address—but are not limited to—include:
- Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses
- Any supporting, valid, and reliable research for non-FDA uses
- Drug classification
- The medication mechanism of action
- The medication pharmacokinetics
- The medication pharmacodynamics
- Appropriate dosing, administration route, and any considerations for dosing alterations
- Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.
- Definition of half-life, why half-life is important, and the half-life for your assigned medication
- Side effects/adverse reactions potential
- Discuss clinical concerns with EPS and Tardive Dyskinesia Note: Be sure to include screening tools that would be utilized.
- Contraindications for use including significant drug to drug interactions
- Overdose considerations
- Diagnostics and labs monitoring comorbidities considerations
- Legal, ethical, and social considerations
- Pertinent patient education considerations
- References page
Support your rationale with a minimum of three (3) academic resources.
Note: While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature.
BY DAY 7 OF WEEK 7
You will need to submit your Assignment to two places:
- Week 7 Medication Guide Discussion forum (linked at the button below) as an attachment
- Week 7 Medication Guide Assignment submission link
Although no responses are required in the Discussion forum, collegial Discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned medication for study.
Week 7 Discussion
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as WK7Assgn_LastName_Firstinitial
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
| Criteria | Ratings | Pts | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Medication guide includes brand and generic names, FDA uses, classification, mechanism of action, pharmacokinetics and pharmacodynamics, dosing, administration, considerations for alternate dosing, considerations for prescribing specialty populations, definition of half-life, why half-life important, and what is the half-life for assigned medication, side effects/adverse reaction potentials, contraindications, overdose considerations, diagnostics/labs, and patient education consideration. |
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NRNP 6665 Week 8 Assignment: Study Guide Forum (4 Versions) (NRNP 6665 Week 8 )NRNP 6665 Week 8 Assignment: Study Guide Forum – Intellectual Disability NRNP-6665 Week 8 Assignment: Study Guide Forum – Pyromania NRNP 6665 Week 8 Assignment: Study Guide Forum – Tic Disorder NRNP-6665 Week 8 Assignment: Study Guide Forum – Vascular Dementia NRNP 6665 Week 8 Assignment; Study Guide Forum – Stereotypic Movement Related ProductsNrnp-prac 6665 complete course week 1 - 11, nrnp-prac 6665 course assignments week 1 - 11, nrnp 6665 complete course week 1 - 11, nrnp 6665 course assignments week 3 - 9, prac 6665 course assignments week 1, 2, 3, 7, 9, 10 and 11, nrnp 6665 discussions: week 1 and week 2, nrnp 6665 week 1 assignments and discussion (bundle), nrnp 6665 week 2 assignment and discussion (bundle), nrnp 6665 week 3 assignment 1, assignment 2 (bundle), nrnp 6665 week 4 assignment: assessing, diagonsing, and treating adults with mood disorders, nrnp 6665 week 5 assignment: patient education for children and adolescents (2 versions), nrnp 6665 week 6 mid-term exam (100% accurate collection), nrnp 6665 week 6 midterm (100% accurate summer quarter), nrnp 6665 week 6 midterm exam correct answers, nrnp 6665-01 week 6 midterm exam (october qtr), prac 6665 week 7 assignment 2: focused soap note and patient case presentation (2 versions), prac 6665 week 11 assignment: journal entry, nrnp/prac 6665 week 9 assignments (bundle), nrnp 6665 week 11 final exam collection: 100% correct answers, nrnp 6665-01 week 11 final exam (100% correct nov qtr), nrnp 6665 week 11 final-exam (100% accurate summer quarter), nrnp 6665 week 11 final exam (100% correct spring qtr), nrnp 6665 week 11 final exam solutions, leave a reply cancel reply. Your email address will not be published. Required fields are marked * [SOLUTION] NRNP 6665 Week 8 Assignment: Study Guide Forum – Homework SolutionNRNP 6665 Week 8 Assignment: Study Guide Forum Assignment: Study Guide Forum Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.  NRNP 6665 Week 8 Assignment : Study Guide Forum For this Assignment, you will develop a study guide for intellectual disability and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.
The Assignment Create a study guide for your assigned disorder (intellectual disability). Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper . Your guide should be informed by the DSM-5-TR  but also supported by at least three other scholarly resources. Areas of importance you should address, but are not limited to, are:
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