COVID19 And Mental Health Gabrielle Lewis North Central University The COVID19 Pandemic has negatively impacted and changed the lives of many individuals all over the world. Since December 2019, the Coronavirus (COVID19) outbreak has affected the daily lives of everyone globally, especially those with mental health problems. Ivbijaro (2020),  states “Governments have asked their citizens to take actions, some of which include making sacrifices that may result in dignity violations and moral injury, a term originating in the military to describe the psychological distress that results from actions, or the lack of them, which violate a person's moral or ethical code” (p. 62).  This April of 2020, a call-in question and answer session was aimed for legal, clinical, administrative and ethical guidance on telehealth; providing an interactive platform for social workers to ask questions about the impact of COVID-19 on their practice; and linking social workers to legal, telehealth, clinical, and ethical services to support their practice during the COVID-19 pandemic. NASWs webinar has come up with key developments for Medicare telehealth options during COVID-19.  In contrast to ethical mistakes, which are often unintentional, social workers sometimes face circumstances that require deliberate ethical decisions. According to Baumes (2020) “In the midst of the COVID-19 pandemic, one potential benefit of telehealth, as opposed to in-person service, is the practitioner’s ability to continue providing services while adhering to the state and national stay-at-home orders“. Social workers still need to ensure that ethical and professional standards of care are met. In order to avoid the spread of COVID-19 and to ensure access to services such as teletherapy, licensed clinical social workers who participate in Medicare can be reimbursed for telehealth services under the guidelines given to date.  Since early March 2020, the Centers for Medicare and Medicaid Services (CMS) have issued guidance expanding the use of telehealth during the COVID-19 public health emergency.  Esterwood, E., & Saeed (2020) found that Identifying people in need of mental health care and determining the appropriate psychiatric services and therapy needed will be important (p. 91). During and after the pandemic, social workers' change to telehealth can be a better solution for both social workers as well as the patients. Social workers can simply hit a button to share the screen, and use Zoom to help children with homework for parents who may not understand the criteria. This increases engagement and frequency in when clients are being seen. Another example is having that extra time without commuting to have sessions. Social workers can do family sessions much easier because now they don’t have to be at the same home, or even in an office; just one click to get started. As the social worker is home, they can adjust their hours as they work remotely not needing “office hours.” ...

1. COVID19 And Mental Health
Gabrielle Lewis
North Central University
The COVID19 Pandemic has negatively impacted and changed
the lives of many individuals all over the world. Since
December 2019, the Coronavirus (COVID19) outbreak has
affected the daily lives of everyone globally, especially those
with mental health problems. Ivbijaro (2020), states
“Governments have asked their citizens to take actions, some of
which include making sacrifices that may result in dignity
violations and moral injury, a term originating in the military to
describe the psychological distress that results from actions, or
the lack of them, which violate a person's moral or ethical code”
(p. 62). This April of 2020, a call-in question and answer
session was aimed for legal, clinical, administrative and ethical
guidance on telehealth; providing an interactive platform for
social workers to ask questions about the impact of COVID-19
on their practice; and linking social workers to legal, telehealth,
clinical, and ethical services to support their practice during the
COVID-19 pandemic. NASWs webinar has come up with key
developments for Medicare telehealth options during COVID-
19. In contrast to ethical mistakes, which are often
unintentional, social workers sometimes face circumstances that
require deliberate ethical decisions.
According to Baumes (2020) “In the midst of the COVID-19
pandemic, one potential benefit of telehealth, as opposed to in-

2. person service, is the practitioner’s ability to continue
providing services while adhering to the state and national stay-
at-home orders“. Social workers still need to ensure that ethical
and professional standards of care are met. In order to avoid the
spread of COVID-19 and to ensure access to services such as
teletherapy, licensed clinical social workers who participate in
Medicare can be reimbursed for telehealth services under the
guidelines given to date. Since early March 2020, the Centers
for Medicare and Medicaid Services (CMS) have issued
guidance expanding the use of telehealth during the COVID-19
public health emergency.
Esterwood, E., & Saeed (2020) found that Identifying people in
need of mental health care and determining the appropriate
psychiatric services and therapy needed will be important (p.
91). During and after the pandemic, social workers' change to
telehealth can be a better solution for both social workers as
well as the patients. Social workers can simply hit a button to
share the screen, and use Zoom to help children with homework
for parents who may not understand the criteria. This increases
engagement and frequency in when clients are being seen.
Another example is having that extra time without commuting
to have sessions. Social workers can do family sessions much
easier because now they don’t have to be at the same home, or
even in an office; just one click to get started. As the social
worker is home, they can adjust their hours as they work
remotely not needing “office hours.” Lastly, Telehealth cuts
patients costs as they don't have to travel in cars or a bus to go
see a social worker. This also reduced “no patient no show.”
During a pandemic this results in less human contact while
mental health is being addressed. Recent legislative initiatives
have advocated for further telehealth advancements, especially
with the rapid implementation of telehealth in the times of
coronavirus disease 2019.
Rubric Detail

3. Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6512_Week_10_Assignment_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
With regard to the SOAP note case study provided and using
evidence-based resources from your search, answer the
following questions and support your answers using current
evidence from the literature:
· Analyze the subjective portion of the note. List additional
information that should be included in the documentation.
Points:
Points Range:
10 (10%) - 12 (12%)

4. The response clearly, accurately, and thoroughly analyzes the
subjective portion of the SOAP note and lists detailed additional
information to be included in the documentation.
Feedback:
Points:
Points Range:
7 (7%) - 9 (9%)

5. The response accurately analyzes the subjective portion of the
SOAP note and lists additional information to be included in the
documentation.
Feedback:
Points:
Points Range:
4 (4%) - 6 (6%)

6. The response vaguely analyzes the subjective portion of the
SOAP note and vaguely and/or inaccurately lists additional
information to be included in the documentation.
Feedback:
Points:
Points Range:
0 (0%) - 3 (3%)

7. The response inaccurately analyzes the subjective portion of
the SOAP note, with inaccurate and/or missing additional
information included in the documentation.
Feedback:
· Analyze the objective portion of the note. List additional
information that should be included in the documentation.
Points:

8. Points Range:
10 (10%) - 12 (12%)
The response clearly, accurately, and thoroughly analyzes the
objective portion of the SOAP note and lists detail ed additional
information to be included in the documentation.
Feedback:
Points:

9. Points Range:
7 (7%) - 9 (9%)
The response accurately analyzes the objective portion of the
SOAP note and lists additional information to be included in the
documentation.
Feedback:
Points:

10. Points Range:
4 (4%) - 6 (6%)
The response vaguely analyzes the objective portion of the
SOAP note and vaguely and/or inaccurately lists additional
information to be included in the documentation.
Feedback:
Points:

11. Points Range:
0 (0%) - 3 (3%)
The response inaccurately analyzes the objective portion of the
SOAP note, with inaccurate and/or missing additional
information included in the documentation.
Feedback:
· Is the assessment supported by the subjective and objective
information? Why or why not?

12. Points:
Points Range:
14 (14%) - 16 (16%)
The response clearly and accurately identifies whether or not
the assessment is supported by the subjective and/or objective
information, with a thorough and detailed explanation.
Feedback:

13. Points:
Points Range:
11 (11%) - 13 (13%)
The response accurately identifies whether or not the
assessment is supported by the subjective and/or objective
information, with a clear explanation.
Feedback:

14. Points:
Points Range:
8 (8%) - 10 (10%)
The response vaguely identifies whether or not the assessment
is supported by the subjective and/or objective information,
with a vague explanation.
Feedback:

15. Points:
Points Range:
0 (0%) - 7 (7%)
The response inaccurately identifies whether or not the
assessment is supported by the subjective and/or objective
information, with an inaccurate or missing explanation.
Feedback:
· What diagnostic tests would be appropriate for this case,
and how would the results be used to make a diagnosis?

16. Points:
Points Range:
18 (18%) - 20 (20%)
The response thoroughly and accurately describes appropriate
diagnostic tests for the case and explains clearly, thoroughly,
and accurately how the test results would be used to make a
diagnosis.
Feedback:

17. Points:
Points Range:
15 (15%) - 17 (17%)
The response accurately describes appropriate diagnostic tests
for the case and explains how the test results would be used to
make a diagnosis.
Feedback:

18. Points:
Points Range:
12 (12%) - 14 (14%)
The response vaguely and/or with some inaccuracy describes
appropriate diagnostic tests for the case and vaguely and/or with
some inaccuracy explains how the test results would be used to
make a diagnosis.
Feedback:

19. Points:
Points Range:
0 (0%) - 11 (11%)
The response inaccurately describes appropriate diagnostic
tests for the case, with an inaccurate or missing explanation of
how the test results would be used to make a diagnosis.
Feedback:

20. · Would you reject or accept the current diagnosis? Why or
why not?
· Identify three possible conditions that may be considered as
a differenial diagnosis for this patient. Explain your reasoning
using at least three different references from current evidence-
based literature.
Points:
Points Range:
23 (23%) - 25 (25%)
The response states clearly whether to accept or reject the
current diagnosis, with a thorough, accurate, and detailed
explanation of sound reasoning.
The response clearly, thoroughly, and accurately identifies three
conditions as a differential diagnosis, with reasoning that is

21. explained clearly, accurately, and thoroughly using three or
more different references from current evidence-based
literature.
Feedback:
Points:
Points Range:
20 (20%) - 22 (22%)

22. The response states whether to accept or reject the current
diagnosis, with an accurate explanation of sound reasoning.
The response accurately identifies three conditions as a
differential diagnosis, with reasoning that is explained using
three different references from current evidence-based
literature.
Feedback:
Points:
Points Range:
17 (17%) - 19 (19%)

23. The response states whether to accept or reject the current
diagnosis, with a vague explanation of the reasoning.
The response identifies two to three conditions as a differential
diagnosis, with reasoning that is explained vaguely and/or
inaccurately using three or fewer references from current
evidence-based literature.
Feedback:
Points:
Points Range:
0 (0%) - 16 (16%)

24. The response inaccurately states or is missing a statement of
whether to accept or reject the current diagnosis, with an
explanation that is inaccurate and/or missing.
The response identifies three or fewer conditions as a
differential diagnosis, with reasoning that is missing or
explained inaccurately using two or fewer references from
current evidence-based literature.
Feedback:
Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused--neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction are provided that delineate all
required criteria.

25. Points:
Points Range:
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion are provided that delineate all required criteria.
Feedback:

26. Points:
Points Range:
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are
stated, yet are brief and not descriptive.
Feedback:

27. Points:
Points Range:
3 (3%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment are
vague or off topic.

28. Feedback:
Points:
Points Range:
0 (0%) - 2 (2%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were
provided.

29. Feedback:
Written Expression and Formatting - English writing
standards:
Correct grammar, mechanics, and proper punctuation
Points:
Points Range:
5 (5%) - 5 (5%)

30. Uses correct grammar, spelling, and punctuation with no
errors.
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation

31. errors.
Feedback:
Points:
Points Range:
3 (3%) - 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.

32. Feedback:
Points:
Points Range:
0 (0%) - 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.

33. Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, running heads, parenthetical/in-text
citations, and reference list.
Points:
Points Range:
5 (5%) - 5 (5%)

34. Uses correct APA format with no errors.
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)

35. Contains a few (1 or 2) APA format errors.
Feedback:
Points:
Points Range:
3 (3%) - 3 (3%)
Contains several (3 or 4) APA format errors.

36. Feedback:
Points:
Points Range:
0 (0%) - 2 (2%)
Contains many (≥ 5) APA format errors.

37. Feedback:
Show Descriptions
Show Feedback
With regard to the SOAP note case study provided and using
evidence-based resources from your search, answer the
following questions and support your answers using current
evidence from the literature:
· Analyze the subjective portion of the note. List additional
information that should be included in the documentation.--
Levels of Achievement:
Excellent
10 (10%) - 12 (12%)

38. The response clearly, accurately, and thoroughly analyzes the
subjective portion of the SOAP note and lists detail ed additional
information to be included in the documentation.
Good
7 (7%) - 9 (9%)
The response accurately analyzes the subjective portion of the
SOAP note and lists additional information to be included in the
documentation.
Fair
4 (4%) - 6 (6%)
The response vaguely analyzes the subjective portion of the
SOAP note and vaguely and/or inaccurately lists additional
information to be included in the documentation.
Poor
0 (0%) - 3 (3%)

39. The response inaccurately analyzes the subjective portion of the
SOAP note, with inaccurate and/or missing additional
information included in the documentation.
Feedback:
· Analyze the objective portion of the note. List additional
information that should be included in the documentation.--
Levels of Achievement:
Excellent
10 (10%) - 12 (12%)
The response clearly, accurately, and thoroughly analyzes the
objective portion of the SOAP note and lists detailed additional
information to be included in the documentation.
Good

40. 7 (7%) - 9 (9%)
The response accurately analyzes the objective portion of the
SOAP note and lists additional information to be included in the
documentation.
Fair
4 (4%) - 6 (6%)
The response vaguely analyzes the objective portion of the
SOAP note and vaguely and/or inaccurately lists additional
information to be included in the documentation.
Poor
0 (0%) - 3 (3%)
The response inaccurately analyzes the objective portion of the
SOAP note, with inaccurate and/or missing additional
information included in the documentation.

41. Feedback:
· Is the assessment supported by the subjective and objective
information? Why or why not?--
Levels of Achievement:
Excellent
14 (14%) - 16 (16%)
The response clearly and accurately identifies whether or not
the assessment is supported by the subjective and/or objective
information, with a thorough and detailed explanation.
Good
11 (11%) - 13 (13%)
The response accurately identifies whether or not the
assessment is supported by the subjective and/or objective
information, with a clear explanation.

42. Fair
8 (8%) - 10 (10%)
The response vaguely identifies whether or not the assessment
is supported by the subjective and/or objective information,
with a vague explanation.
Poor
0 (0%) - 7 (7%)
The response inaccurately identifies whether or not the
assessment is supported by the subjective and/or objective
information, with an inaccurate or missing explanation.
Feedback:

43. · What diagnostic tests would be appropriate for this case, and
how would the results be used to make a diagnosis?--
Levels of Achievement:
Excellent
18 (18%) - 20 (20%)
The response thoroughly and accurately describes appropriate
diagnostic tests for the case and explains clearly, thoroughly,
and accurately how the test results would be used to make a
diagnosis.
Good
15 (15%) - 17 (17%)
The response accurately describes appropriate diagnostic tests
for the case and explains how the test results would be used to
make a diagnosis.
Fair
12 (12%) - 14 (14%)

44. The response vaguely and/or with some inaccuracy describes
appropriate diagnostic tests for the case and vaguely and/or with
some inaccuracy explains how the test results would be used to
make a diagnosis.
Poor
0 (0%) - 11 (11%)
The response inaccurately describes appropriate diagnostic tests
for the case, with an inaccurate or missing explanation of how
the test results would be used to make a diagnosis.
Feedback:
· Would you reject or accept the current diagnosis? Why or
why not?
· Identify three possible conditions that may be considered as
a differenial diagnosis for this patient. Explain your reasoning
using at least three different references from current evidence-

45. based literature.--
Levels of Achievement:
Excellent
23 (23%) - 25 (25%)
The response states clearly whether to accept or reject the
current diagnosis, with a thorough, accurate, and detailed
explanation of sound reasoning.
The response clearly, thoroughly, and accurately identifies three
conditions as a differential diagnosis, with reasoning that is
explained clearly, accurately, and thoroughly using three or
more different references from current evidence-based
literature.
Good
20 (20%) - 22 (22%)
The response states whether to accept or reject the current
diagnosis, with an accurate explanation of sound reasoning.
The response accurately identifies three conditions as a
differential diagnosis, with reasoning that is explained using
three different references from current evidence-based
literature.

46. Fair
17 (17%) - 19 (19%)
The response states whether to accept or reject the current
diagnosis, with a vague explanation of the reasoning.
The response identifies two to three conditions as a differential
diagnosis, with reasoning that is explained vaguely and/or
inaccurately using three or fewer references from current
evidence-based literature.
Poor
0 (0%) - 16 (16%)
The response inaccurately states or is missing a statement of
whether to accept or reject the current diagnosis, with an
explanation that is inaccurate and/or missing.
The response identifies three or fewer conditions as a
differential diagnosis, with reasoning that is missing or
explained inaccurately using two or fewer references from
current evidence-based literature.

47. Feedback:
Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused--neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction are provided that delineate all
required criteria.--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion are provided that delineate all required criteria.

48. Good
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are
stated, yet are brief and not descriptive.
Fair
3 (3%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment are
vague or off topic.
Poor
0 (0%) - 2 (2%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.

49. No purpose statement, introduction, or conclusion were
provided.
Feedback:
Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Good
4 (4%) - 4 (4%)

50. Contains a few (1 or 2) grammar, spelling, and punctuation
errors.
Fair
3 (3%) - 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation
errors.
Poor
0 (0%) - 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:

51. Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, running heads, parenthetical/in-text
citations, and reference list.--
Levels of Achievement:
Excellent
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
Good
4 (4%) - 4 (4%)
Contains a few (1 or 2) APA format errors.
Fair
3 (3%) - 3 (3%)

52. Contains several (3 or 4) APA format errors.
Poor
0 (0%) - 2 (2%)
Contains many (≥ 5) APA format errors.
Feedback:
Total Points:
100
Name: NURS_6512_Week_10_Assignment_Rubric

53. COVID19 And Mental Health
Gabrielle Lewis
North Central University
The COVID19 Pandemic has negatively impacted and changed
the lives of many individuals all over the world. Since
December 2019, the Coronavirus (COVID19) outbreak has
affected the daily lives of everyone globally, especially those
with mental health problems. Ivbijaro (2020), states
“Governments have asked their citizens to take actions, some of
which include making sacrifices that may result in dignity
violations and moral injury, a term originating in the military to
describe the psychological distress that results from actions, or
the lack of them, which violate a person's moral or ethical code”
(p. 62). This April of 2020, a call-in question and answer
session was aimed for legal, clinical, administrative and ethical
guidance on telehealth; providing an interactive platform for
social workers to ask questions about the impact of COVID-19
on their practice; and linking social workers to legal, telehealth,
clinical, and ethical services to support their practice during the
COVID-19 pandemic. NASWs webinar has come up with key
developments for Medicare telehealth options during COVID-
19. In contrast to ethical mistakes, which are often
unintentional, social workers sometimes face circumstances that
require deliberate ethical decisions.
According to Baumes (2020) “In the midst of the COVID-19
pandemic, one potential benefit of telehealth, as opposed to in-

54. person service, is the practitioner’s ability to continue
providing services while adhering to the state and national stay-
at-home orders“. Social workers still need to ensure that ethical
and professional standards of care are met. In order to avoid the
spread of COVID-19 and to ensure access to services such as
teletherapy, licensed clinical social workers who participate in
Medicare can be reimbursed for telehealth services under the
guidelines given to date. Since early March 2020, the Centers
for Medicare and Medicaid Services (CMS) have issued
guidance expanding the use of telehealth during the COVID-19
public health emergency.
Esterwood, E., & Saeed (2020) found that Identifying people in
need of mental health care and determining the appropriate
psychiatric services and therapy needed will be important (p.
91). During and after the pandemic, social workers' change to
telehealth can be a better solution for both social workers as
well as the patients. Social workers can simply hit a button to
share the screen, and use Zoom to help children with homework
for parents who may not understand the criteria. This increases
engagement and frequency in when clients are being seen.
Another example is having that extra time without commuting
to have sessions. Social workers can do family sessions much
easier because now they don’t have to be at the same home, or
even in an office; just one click to get started. As the social
worker is home, they can adjust their hours as they work
remotely not needing “office hours.” Lastly, Telehealth cuts
patients costs as they don't have to travel in cars or a bus to go
see a social worker. This also reduced “no patient no show.”
During a pandemic this results in less human contact while
mental health is being addressed. Recent legislative initiatives
have advocated for further telehealth advancements, especially
with the rapid implementation of telehealth in the times of
coronavirus disease 2019.

55. My first paper I wrote about Mental Health due to COVID and
Telehealth benefits for social workers. ( THIS NEXT
ASSIGNMENT
HAS TO CORRELATE INTO THAT WITH CODE OF ETHICS)
For this assignment, begin by reviewing the NASW Code of
Ethics.
Then, prepare a written response to the following:
• After reviewing the NASW Code, think back to the social
issue/problem you selected and discussed for the Week 1
assignment. Identify two specific areas from the NASW Code of
Ethics that you think might become the greatest ethical
challenge in addressing the issue/problem from Week 1. For
example, the most recently revised Code contains information
on texting clients, electronic communication, Facebook, etc.,
which may present ethical issues for social workers who use
social media. How might your own personal ethical values
compare and contrast with the NASW Code of Ethics that you
are

56. required to follow as a professional?
• For each of the two areas you identified, develop at least one
recommendation for social workers who encounter ethical “gray
areas” related to the social problem. Be sure to locate the
website for the Social Work Licensing Board for your state, and
explore any recommendations or provisions the Board may
suggest for resolving ethical dilemmas. In addition, research
any
relevant laws in your state that may be relevant to your
identified issue.
• Provide examples to support your findings.
Support your assignment with at least three scholarly resources.
In addition to these specified resources, other appropriate
scholarly resources, including seminal articles, may be
included.
Length: 3-5 pages, not including title and reference pages