Choose one diagnosis from the Neurocognitive Disorders group and use the Mini-Mental Status Exam (MMSE) as your tool

Choose one of the tools/instruments from the pdf link:

Heart and Stroke. (n.d.). Mini-mental state examination (MMSE) (Links to an external site.). [PDF]
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc.
Scan Pages 591-643

Overview

As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.  This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.

You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.

Instructions:

Instrument/ Tool criteria:

For each assessment, you are tasked with selecting, you will identify an instrument and:

1)List what DSM diagnosis the tool/instrument is used for.
2)Identify an assessment/diagnosis instrument.
3)Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.
4)Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.
5)Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.
6)Discuss the psychometrics/scoring of the instrument, including reliability and validity.
7)Discuss any limitations associated with the use of the instrument.
8)Include a link to view the assessment if possible.

Evidence-Based Practice interventions: Post a discussion constructed as the ‘P’ (treatment plan) that completes the partial SOAP note.

Review the partial SOAP note accessed through this link. ( SEE ATTACHED DOCUMENT)

Initial Post

Post a discussion constructed as the ‘P’ (treatment plan) that completes the partial SOAP note accessed through the link above.

Include in the discussion:
1)Your treatment “Plan” for the first two diagnoses (see note below on how to structure the ‘P’)
2)Citations for each of the evidence-based practice (EBP) interventions included in your Plan
3)For each article you cited in support of an element of the Plan, provide your thoughts about the strength of the evidence presented in the article(s)

Plan (P):

These are the interventions that relate to each individual, numbered diagnosis.

Document individual plans directly after each corresponding assessment (Ex. Assessment­ Plan). Address the following aspects (they should be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your workup for the patient’s chief complaint

Therapeutic: changes in meds, skincare, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems. Include follow­ up care. Anticipatory guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning.

NOTE: please input N/A where appropriate for the above 4 categories, do not assume that your clinical faculty person will know it was not applicable.

Unit 6 Required Resources
Required Reading
Vincent, D., Hastings-Tolman, M., Gephart, S., & Alfonzo, P. M., (2013). Nurse practitioner clinical decision-making and evidence-based practice (Links to an external site.). The Nurse Practitioner. <link is hidden> /> Hart, L. & Little, A., (2017). Interpreting measures of risk: Translating evidence into practice (Links to an external site.). The Nurse Practitioner. <link is hidden> /> Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs (Links to an external site.). World Views on Evidence-Based Nursing. <link is hidden> /> McSweeney, M., Spies, M., & Cann, C. J. (2001). Finding and evaluating clinical practice guidelines (Links to an external site.). The Nurse Practitioner, 26(9), 30-33. <link is hidden> /> Beauchemin, M., Cohn, E., and Shelton, R. (2019). Implementation of clinical practice guidelines in the health care setting: A concept analysis (Links to an external site.). Advances in Nursing Science doi: 10.1097/ANS.0000000000000263. <link is hidden> /> (2019). Locating clinical practice guidelines (Links to an external site.). Nurse Educator doi: 10.1097/NNE0000000000000699. <link is hidden> /> Kulgar, M. (2019). Using evidence synthesis and clinical practice guidelines in everyday decision-making process: Is it real or a dream? (Links to an external site.) International Journal of Evidence-Based Healthcare, 17, doi: 10/1097/XEB.0000000000000171. <link is hidden> /> EBP Resources for Mental Health
Barbui, C., Purgato, M., Churchill, R., Adams, CE., Amato, L., Macdonald, G., McCleery, J., Minozzi, S., Sheriff, RS. (2017). Evidence‐based interventions for global mental health: role and mission of a new Cochrane initiative (Links to an external site.). Cochrane Database of Systematic Reviews, Issue 4. Art. No.: ED000120. DOI: 10.1002/14651858.ED000120.
Mission Harbor Behavioral Health. (2020). A guide to evidence-based treatment methods (Links to an external site.). <link is hidden> /> Substance Abuse and Mental Health Services Administration. (2020). Evidence-based practices resource center (Links to an external site.). US Department of Health and Human Services. <link is hidden> /> American Occupational Therapy Association. (2020). Mental health evidence-based practice resources (Links to an external site.). AOTA. <link is hidden>
Kids Mental Health Info.com. (n.d.). What are evidence-based practices (Links to an external site.)? Child Health and Development Institute of Connecticut. <link is hidden> /> Mental Health America. (2020). Position statement 12: Evidence-based healthcare (Links to an external site.). MHA. <link is hidden>

You are tasked with selecting an instrument to measure a diagnosis of ADHD for either adult or pediatric

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc.

Instructions:

Instrument/ Tool criteria:

For each assessment, you are tasked with selecting, you will identify an instrument and:

List what DSM diagnosis the tool/instrument is used for.
Identify an assessment/diagnosis instrument.
Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.
Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.
Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.
Discuss the psychometrics/scoring of the instrument, including reliability and validity.
Discuss any limitations associated with the use of the instrument.