This document provides a template and instructions for writing a comprehensive psychiatric evaluation note. It includes sections for the chief complaint, history of present illness, past psychiatric history, medical history, medications, review of systems, mental status examination, differential diagnoses, and reflections. The template offers examples of content to include in each section and emphasizes documenting pertinent positives and negatives to rule in or rule out potential diagnoses. It also provides a sample evaluation note as an exemplar to demonstrate the expected format and level of detail.

1. MGT370 Assignments Week 2 - Assignment!
Week 2 - Assignment
Due Monday by 11:59pm Points 9 Submi!ng an external tool
This tool needs to be loaded in a new browser window
Entering a Foreign Market Through Exports: A Rough Dra! of
Final Paper
[WLOs: 1, 2, 3] [CLOs: 1, 2, 3]
Prior to beginning work on this assignment, read Chapters 5, 6,
7, and 10 assigned this week. Also, review Chapters 1 through 4
from your Week 1 readings.
Comple"ng this wri#en assignment in Week 2 will assist you in
wri"ng your final paper "tled Entering a Foreign Market
Through Exports, which is due during
Week 5 of this course. This rough dra! that you create in Week
2 will become a substan"al part of your Final Paper. Make sure
to incorporate your instructor’s
feedback received on your Week 2 paper when you work on
your final paper in Week 5.
The goal of this paper is to iden"fy a new country for export of
high-tech equipment manufactured by an American company
and formulate a successful global
supply chain management strategy. While working on this Week
2 assignment, please consider the following scenario:
High-Tech Tools, Inc. is a company based in Otay Mesa,
California. Among other high-tech equipment, the company

2. specializes in manufacturing of the
hand-held radar speed gun, a device used to measure the speed
of moving objects. The radar speed gun is mostly u"lized in law
enforcement to measure the
speed of moving vehicles. It is also o!en used in professional
sport for measuring bowling speeds in cricket, speed of pi tched
baseballs, and speed of tennis
serves. The company has seen a clear trend in the compe""on’s
exporta"on of similar goods around the world. As the
interna"onal logis"cs manager for this
company, you have been asked by the chief execu"ve officer
(CEO) to help iden"fy a foreign country where High-Tech Tools
Inc.’s export sales of radar
speed guns may become successful.
Using the readings assigned in Weeks 1 and 2 and addi"onal
research, write a proposal to High-Tech Tools, Inc.’s execu"ve
team. The proposal will advise the
CEO of a poten"al export country based on the concepts learned
and research conducted in the first two weeks of the class. Your
proposal should start with a
one-page execu"ve summary (see the Wri"ng Center’s Wri!ng an
Execu!ve Summary ) that provides a concise overview of the
key points of your paper. The
main points of your paper must address the following:
Present an execu"ve summary that iden"fies a new export
country.
Describe the benefits of expor"ng hi-tech equipment to the
chosen country from the perspec"ve of interna"onal trade
theories and economic agreements.
Explain any advantages or deficiencies in a transporta"on,
communica"on, or u"li"es infrastructure in the selected country
that may affect interna"onal
logis"cs opera"ons.

3. Conclude your proposal with an informed decision regarding
expor"ng to the chosen country based on your presented data.
The purpose of this assignment is to demonstrate an
understanding of expor"ng as one of the entry modes into a
foreign market and, thus, designing a
successful global supply chain management strategy that
executes the expor"ng plan. Cri"cal thinking is required in order
to differen"ate between the benefits
and challenges of expor"ng.
Submit your three- to four-page paper (not including the "tle
and references pages) wri#en according to APA Style as shown
in the approved style guide.
Contextual (level one) headings must be used to organize your
paper and your thoughts. The CEO has also asked you to include
two scholarly and credible
sources, in addi"on to the textbook, to support your ideas.
The Entering a Foreign Market Through Exports: A Rough Dra!
of Final Paper
Must include a separate "tle page with the following:
Title of paper in bold font
Space should be between "tle and the rest of the informa"on on
the "tle page.
Student’s name
Name of ins"tu"on (University)
Course name and number
Instructor’s name
Due date
Must u"lize academic voice. See the Academic Voice resource

4. for addi"onal guidance.
Must start with a one-page execu"ve summary and include a
conclusion paragraph in the end of the paper that highlights the
significance of your proposal.
For assistance, see the Wri"ng Center’s Introduc!ons &
Conclusions as well as Wri!ng an Execu!ve Summary .
Must use at least two scholarly and credible sources, in addi"on
to the course text.
The Scholarly, Peer-Reviewed, and Other Credible Sources
table offers addi"onal guidance on appropriate source types. If
you have ques"ons about
whether a specific source is appropriate for this assignment,
please contact your instructor. Your instructor has the final say
about the appropriateness of
a specific source for your assignment.
To assist you in comple"ng the research required for this
assignment, view this Quick and Easy Library Research
tutorial, which introduces the UAGC
University Library and the research process, and provides some
library search "ps.
Must document any informa"on used from sources in APA Style
as outlined in the Wri"ng Center’s APA: Ci!ng Within Your
Paper guide.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
Waypoint Assignment Submission
The assignments in this course will be submi#ed to Waypoint.
Please refer to the instruc"ons below to submit your assignment.
1. Click on the Assignment Submission bu#on below. The

5. Waypoint "Student Dashboard" will open in a new browser
window.
2. Browse for your assignment.
3. Click Upload.
4. Confirm that your assignment was successfully submi#ed by
viewing the appropriate week's assignment tab in Waypoint.
For more detailed instruc"ons, refer to the Waypoint Tutorial .
Load Week 2 - Assignment in a new window
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https://ashford.instructure.com/
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6635: Psychopathology and Diagnostic Reasoning
Faculty Name
Assignment Due Date

6. Objective:
Physical exam: if applicable
Diagnostic results:
Assessment:
Mental Status Examination:
Differential Diagnoses:
Reflections:
References
© 2021 Walden University
Page 1 of 3
Required Readings
American Psychiatric Association. (2022). Bipolar and related
disorders. In Diagnostic and statistical manual of mental
disorders (5th ed., text
rev.). https://go.openathens.net/redirector/waldenu.edu?url=
https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.97
80890425787.x03_Bipolar_and_Related_Disorders
American Psychiatric Association. (2022). Depressive disorders.
In Diagnostic and statistical manual of mental disorders (5th
ed., text

7. rev.). https://go.openathens.net/redirector/waldenu.edu?url=http
s://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.97808
90425787.x04_Depressive_Disorders
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan &
Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.
· Chapter 8, Mood Disorders
· Chapter 31, Child Psychiatry (Section 31.12 only)
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Comprehensive Psychiatric Evaluation
Template AND the Rubric as your guide. It is also helpful to
review the rubric in detail in order not to lose points
unnecessarily because you missed something required. Below
highlights by category are taken directly from the grading rubric
for the assignment in Weeks 4–10. After reviewing the full
details of the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
· Read rating descriptions to see the grading standards!
In the Objective section, provide:

8. · Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
· Read rating descriptions to see the grading standards!
In the Assessment section, provide:
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least 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 specifi c
patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: 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 taking into consideration patient factors
(such as age, ethnic group, etc.), PMH, and other risk factors
(e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the initial new
patient evaluation. You will practice writing this type of note in
this course. You will be ruling out other mental illnesses so
often you will write up what symptoms are present and what
symptoms are not present from illnesses to demonstrate you
have indeed assessed for all illnesses which could be impacting
your patient. For example, anxiety symptoms, depressive
symptoms, bipolar symptoms, psychosis symptoms, substance
use, etc.)

9. EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medication and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for psychiatric
evaluation for anxiety. He is currently prescribed sertraline
which he finds ineffective. His PCP referred him for evaluation
and treatment.
Or
P.H., a 16-year-old Hispanic female, presents for psychiatric
evaluation for concentrati on difficulty. She is not currently
prescribed psychotropic medications. She is referred by her
therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your evaluation. Then, include a
PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms
onset, duration, frequency, severity, and impact. Your
description here will guide your differential diagnoses. You are
seeking symptoms that may align with many DSM-5-TR
diagnoses, narrowing to what aligns with diagnostic criteria for
mental health and substance use disorders.
Past Psychiatric History: This section documents the patient’s
past treatments. Use the mnemonic Go Cha MP.
General Statement: Typically, this is a statement of the patients
first treatment experience. For example: The patient entered
treatment at the age of 10 with counseling for depression during
her parents’ divorce. OR The patient entered treatment for detox
at age 26 after abusing alcohol since age 13.

10. Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where
was last hospitalization? How many detox? How many
residential treatments? When and where was last
detox/residential treatment? Any history of suicidal or
homicidal behaviors? Any history of self-harm behaviors?
Medication trials: What are the previous psychotropic
medications the patient has tried and what was their reaction?
Effective, Not Effective, Adverse Reaction? Some examples:
Haloperidol (dystonic reaction), risperidone
(hyperprolactinemia), olanzapine (effective, insurance wouldn’t
pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section
can be completed one of two ways depending on what you want
to capture to support the evaluation. First, does the patient
know what type? Did they find psychotherapy helpful or not?
Why? Second, what are the previous diagnosis for the client
noted from previous treatments and other providers. Thirdly,
you could document both.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains
any family history of psychiatric illness, substance use
illnesses, and family suicides. You may choose to use a
genogram to depict this information. Be sure to include a
reader’s key to your genogram or write up in narrative form.
Social History: This section may be lengthy if completing an
evaluation for psychotherapy or shorter if completing an
evaluation for psychopharmacology. However, at a minimum,
please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within

11. siblings)
Who the patient currently lives with in a home? Are they single,
married, divorced, widowed? How many children?
Educational Level
Hobbies:
Work History: currently working/profession, disabled,
unemployed, retired?
Legal history: past hx, any current issues?
Trauma history: Any childhood or adult history of trauma?
Violence Hx:Concern or issues about safety (personal, home,
community, sexual (current & historical)
Medical History: This section contains any illnesses, surgeries,
include any hx of seizures, head injuries.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,

12. congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Physical exam (If applicable and if you have opportunity to
perform—document if exam is completed by PCP): From head
to toe, include what you see, hear, and feel when doing your
physical exam. You only need to examine the systems that are
pertinent to the CC, HPI, and History. Do not use “WNL” or
“normal.” You must describe what you see. Always document in
head-to-toe format i.e., General: Head: EENT: etc.
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to

13. include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or
flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
concentration is good. His insight is good.
Differential Diagnoses:You must have at least three
differentials with supporting evidence. Explain what rules each
differential in or out and justify your primary diagnostic
impression selection. You will use supporting evidence from the
literature to support your rationale. Include pertinent positives
and pertinent negatives for the specific patient case.
Also included in this section is the reflection. Reflect on this
case and discuss whether or not you agree with your preceptor’s
assessment and diagnostic impression of the patient and why or
why not. What did you learn from this case? What would you do
differently?
Also include in your reflection a discussion related to
legal/ethical considerations (demonstrating critical thinking
beyond confidentiality and consent for treatment!), social
determinates of health, 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.).
References (move to begin on next page)

14. You are required to include at least three evidence-based, peer-
reviewed journal articles or evidenced-based guidelines which
relate to this case to support your diagnostics and differentials
diagnoses. Be sure to use correct APA 7th edition formatting.
© 2021 Walden University
Page 1 of 3
Select oneof the following videos to use for your Assignment
this week. Then, access the document “Case History Reports”
and review the additional data about the patient in the specific
video number you selected.
Selected Patient Video:
Symptom Media. (Producer). (2018). Training title 150 [Video].
https://go.openathens.net/redirector/waldenu.edu?url=https://vid
eo.alexanderstreet.com/watch/training-title-150
Selected Patient History:
Training Title 150
Name: Ms. Cheyenne Lisenbe Gender: female Age:18 years old
T- 97.4 P- 94 R 22 136/86 Ht 5’2 Wt 121 Background:
Currently living with her parents in Locust Grove, Oklahoma
along with two younger sisters and 1 older brother. She is a
senior in high school, not currently partnered, reports she is
bisexual, lately hyper-sexual reporting increase of unprotected
sex. She has been stealing money out of her grandmother’s
purse to buy clothes, shoes, purses, “and just other things. She
has history of treatment since age 9 for conduct disorder,
depression, history of taking citalopram which worsened her
irritability, aggression, impulsivity. She has been in a 90- day
teen residential mental health facility discharged three months

15. ago with lithium 300mg in am and 600mg at bedtime,
aripiprazole 2.5mg in the morning. When discharged, her labs
were within normal ranges and urine toxicology negative. She
was positive for cannabis upon admission. Her parents believe
she is hiding her medication as she has made comments “they
slow me down; they make me not think fast” She has hx of
domestic violence toward her older brother with juvenile assault
charge. No current legal issues. Her grandmother has hx of
bipolar disorder; her mother and her maternal aunt have anxiety.
She is sleeping 2-3hrs/24 hrs. Reports her appetite “ravishing.”
She has no medical issues; has Nexplanon implant; hx of self-
harm with cutting, last engaged in the behavior 6 months ago.
Symptom Media. (Producer). (2018). Training title 150 [Video].
https://video-
alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-
150
THE QUESTION
Complete and submit your Comprehensive Psychiatric
Evaluation, 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 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.

16. · 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.
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.).