Writing an essay on the scenario. You are presenting you end-of-class celebration plans to a jury whose sole purpose is to approve or reject end-of-class celebration plans. This jury has decided many such cases, so it is your job to make your compelling, engaging, exciting, unique, and argumentatively.
Writing an essay on a scenario. You are presenting your eargumentativeto a jury whose sole purpose is to approve or reject end-of-class celebration plans. This jury has decided many such cases, so it is your job to make your compelling, engaging, exciting, unique, and argumentatively.
HPI: J.T. is a 33-year-old African American female who was seen for an initial psychiatric evaluation after being referred by her probation officer. She was released from jail one month ago for drug possession and stealing. Stated that even if she has money to buy items, she will steal from the store and that she can’t control wanting to steal. Admitted auditory hallucinations that tell her to steal and stated that her parents are the reason for her current issues.
She stated she cannot keep a job due to not being able to get along with coworkers and that she also has arguments with her dad. Stated that for the past two months, she has been irritated easily, has decreased need for sleep, relationship problems, not being able to keep employment, legal problems/tendencies, euphoria, mood swings, and impulsiveness.
Stated that she hates people because she gets used and that God often talks to her and no one else. Denied depression and S/HI. Denied current A/VH and paranoia although appeared to respond to internal stimuli. Denied drug/alcohol use. Initially refused to give a urine sample for testing but eventually complied. Currently on probation for stealing and drug possession.
Past Psychiatric History:
Substance Current Use and History: Denied current drug/alcohol use although initially refused urine drug screen (UDS) and has been arrested and is on probation for drug possession and stealing.
Family Psychiatric/Substance Use History: Stated her mother used drugs in the past but unsure of mental illness. Unsure of father mental illness.
Psychosocial History: J.T. was born and raised in Dallas, TX. Her mother used drugs and stated her father was around but “in and out” of her life. She has never been married and initially stated she had two children but then stated she has three children, aged 11, 13, and 15. Stated she graduated high school and received special education services from grades 1-12. Currently does not work and lives alone with her three children. She has been arrested multiple times for stealing and drug possession and currently on probation. Denied childhood or adult trauma.
Medical History:
ROS:
Physical exam: B/P 120/72, T 98.5, R 19, P 82, Wt. 137 Ht 5’5, BMI 22.8
Diagnostic results: No current labs to review.
Assessment:
Mental Status Examination: J.T. is a 33-year-old African American female that appeared her stated age. She was dressed inappropriately in pajamas with a head wrap for interview. Cooperative with interview although seemed to be a poor historian. She had childlike behavior. Clear speech and is pressured with childlike tone. Mood was anxious mood with blunt affect. Thought process with loose associations, jumped from subject to subject, and delusional. Some interview questions were answered inappropriately. Appeared to respond to internal stimuli at times although she denied current A/VH. Denied depression and S/HI. Her insight was poor.
Differential Diagnoses:
Treatment Plan:
Reflections:
This client has a history of untreated bipolar disorder, possible drug use, and is currently on probation for habitual stealing. Her initial refusal to take a UDS suggests that she has possibly used drugs recently and according to Mondi et al. (2022), 20% of those with a mental illness have concurrent substance use disorder and almost 50% of those with substance use disorder have a mental illness.
Although she did not meet the kleptomania diagnosis per the DSM-5, her impulsiveness to steal is likely due to her bipolar I disorder.
Research has shown that those who are in a manic episode related to bipolar I disorder are at a high risk for acting impulsively as there is a strong association of manic symptoms and impulsiveness (Richardson et al., 2018). Also, shoplifting can be a part of the impulsive behaviors related to mania (Torales et al., 2020).
Although Lithium is typically the first line treatment for bipolar I disorder, it is sometimes not well tolerated. In this case, the second-generation antipsychotic (SGA) Risperdal was chosen for initial treatment. According to Lindstrom et al. (2017), SGAs are frequently used to manage the acute manic episodes of bipolar I disorder.
Psychotherapy treatment and drug rehabilitation for this client may also be beneficial and will likely result in a positive client if she remains compliant.
References
American Psychiatric Association. (2013). Depressive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). doi.org/10.1176/appi.books.9780890425596
Lindstrom, L., Lindstrom, E., Nilsson, M., & Höistad, M. (2017). Maintenance therapy with second generation antipsychotics for bipolar disorder – A systematic review and meta-analysis. Journal of Affective Disorders, 213, 138-150. doi.org/10.1016/j.jad.2017.02.012
Mondi, C. F., Giovanelli, A., Ou, S.-R., & Reynolds, A. J. (2022). Psychiatric and substance use disorders in a predominately low-income, black sample in early midlife. Journal of Psychiatric Research, 148, 332-339. doi.org/10.1016/j.jpsychires.2022.02.008
Richardson, T., Jansen, M., & Fitch, C. (2018). Financial difficulties in bipolar disorder part 1: longitudinal relationships with mental health. Journal of Mental Health, 27(6), 595-601. doi.org/10.1080/09638237.2018.1521920
Torales, J., González, I., Castaldelli-Maia, J. M., & Ventriglio, A. (2020). Kleptomania as a neglected disorder in psychiatry. International Review of Psychiatry, 32(5/6), 451-454. doi.org/10.1080/09540261.2020.1756635
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Questions
Please help me with the 3 questions for me. Thank you.
Describe the critical role of health information exchange in patient care at an organization level (across all facilities), statewide level, and national level. How do the goals of each vary and how is quality of care enhanced?
Identify an electronic or computer-based information network in a healthcare work setting. This could be within an organizational unit, an entire physical building, or across facilities. Do NOT select EHRs which are software applications. describe the network’s purposes, architecture, shape (draw the network, showing how nodes are related), scope (e.g., how much of the unit, building, or organization is connected by the network), users, and any issues related to the network’s design and use.
Relate the extent to which the network’s characteristics fit your findings in the scholarly literature (that is, compare your network to typical networks described in published articles).
In the event that you are unable to obtain detailed information about your network provide your recommendations for the ideal network architecture for your setting based upon the literature.
Explain two advantages and two disadvantages of the selected network type for communicating information. Speaker notes for each slide should explain, in-depth, the key points shown on the slide.
What is nurse advocacy? Why should nurses get involved in public health policy? How can nurses get involved?
Consider places of employment and the clinical sites you have been to during various clinical rotations if you do not work in healthcare. Do the government and accrediting bodies impact the organization’s implementation of evidence-based practice?
Writing an essay on a scenario. You are presenting you end-of-class celebration plans to a jury whose sole purpose is to approve or reject end-of-class celebration plans. This jury has decided many such cases, so it is your job to make your compelling, engaging, exciting, unique, and argumentatively.
Pamela Knight is a 69-year-old female with a past medical history of diabetes mellitus on insulin, hypertension, COPD, reformed tobacco user and hyperlipidemia, who presents to urgent care today for evaluation of productive cough, weakness, fatigue and decrease in appetite that has been present for the past 2 to 3 days. She states that she has been feeling well until she started coughing up yellowish green sputum.
She occasionally has shortness of breath and has been using her rescue inhaler more frequently than normal. She went to work this morning at the library and decided to come in for evaluation after the end of her shift.
Vital signs: Temperature: 99.6, HR 96, RR: 22, O2: 93%, BP: 139/72
You are the provider entering the room for examination.
What is your next step?
What other information do you need?
What 3 differential diagnoses would be a part of your work up?
How would you treat this patient as she walks out of your clinic today?
Pls add references
Hypothetical Relator Process. HRR is a 24-year-old male admitted to a forensic unit where attends group therapies and receives follow-up for his diagnosis of explosive disorder intermittent During the group session limits have been placed on HRR for its
inappropriate drawbacks in the group. During the first interaction that the student of
nurse had had with HRR, he had been excessively courteous. However in the days
subsequent sessions the client has been behaving inappropriately and in the last
group was extremely harsh and hostile towards another member of the group. The student had to give
monitoring HRR outside the group in his office. It had good lighting, temperature
nice, no noise, good cleanliness and privacy provided. The client is observed
dressed in clean blue pants, a white short-sleeved polo shirt, groomed and shaved. The
The purpose of the interaction was for HRR to identify at least one incident where a
person I can demonstrate an act of kindness or care towards others and still see myself
same as masculine. During the interaction there were no incidents that interrupted the interaction.
same
HRR: “Bunch of losers.” (Using a hostile tone of voice and high volume,
time to leave group therapy)
Student: (I was surprised how quickly HRR turned to courage just because another
member of the group sat in the chair that HRR had selected for the session
of group). “Are you talking about what happened in the group?”
HRR: “Just because I made those guys get out of their chairs, what do you think?
is it a big deal?” (Use a hostile tone of voice and high volume)
Student: “But why do you have to yell at them? I heard yelling and offensive language.”
(I felt a lot of anger, I remembered when my father yelled at me and humiliated me in front of
others). “What were you feeling when you saw that other customer sitting in the chair you
you wanted?”
HRR: “Listen, I always get a raw deal. The group leader prefers these
guys more than me.”
Student: “But when this happens, what are you feeling?”
HRR: “Nothing, forget it.”
Student: “I think I would get frustrated returning chairs to other customers, maybe
even embarrassed.”
HRR: (avoiding eye contact) “My father would have beaten me up for letting those
guys will win.”
Student: “You are able to tell how your father raised you by the force of his fists. I guess
that any young child would feel great pressure when interacting with
others it is simplified to whether you win or you get beaten.”
HRR: “He just taught me how to be a man.”
Student: “I wonder if a person can be a man in other ways than
win or lose. This morning I saw him help when someone bumped into the customer who
bring breakfast to those eating in the unit.”
HRR: “What a disaster.”
Student: “And you helped him anyway. Then when the customer apologized you
He said it was fine. That accidents happen.”
HRR: “The others also help.”
Student: “You also spoke nicely to him.”
HRR: (HRR shrugs.)
Student: “Sometimes it seems that manliness and kindness can coexist in one person.”
HRR: (nodding softly) “I need some water.” (Leaves the office
and directs to the water source).
Based on this hypothetical interaction:
1. Identify the phase of the therapeutic relationship.
2. Carry out the analysis of the interaction through the reporting process.
3. Let yourself be guided by the criteria of the rubric so that you respond to all the criteria that are
tells you, so that your work is complete.
I need the process relator template.
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