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The PMHNP role has the theoretical orientation, education, and scope to be an effective provider of child and adolescent mental health services. The American Psychiatric Nurses Association (APNA) takes the policy position that psychiatric nurses should be considered members of the primary care workforce; this is in contrast to the traditional medical model, which positions mental health care as a specialty discipline. The responsibilities of the PMHNP role are founded on the nursing process and therapeutic relationship and include: educating patients and families; diagnosing, treating, and managing acute illness; providing psychotherapy; prescribing medication for acute and chronic illness; diagnosing, treating, and managing acute illness; providing care coordination; making referrals; ordering, performing, and interpreting lab tests, diagnostic studies; and providing preventative care including screening (APNA, 2019). As you read the excerpt, please tell us? What makes you decide to become a Psychiatric Mental Health Nurse Practitioner? What are the values that may help you develop that role? What is your plan to develop the knowledge, skills and competencies necessary for advance practice? References American Psychiatric Nurses Association (APNA) (2019).Â Expanding Mental Health Care Services in America: The Pivotol Role of Psychiatric-Mental Health Nurses. An Informational Report Prepared by The American Psychiatric Nurses Association . Retrieved from https://www.apna.org/files/public/Resources/Workforce_Development_Report_Final_Draft_6_25.pdf .

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The course title is: Advanced Health Assessment in Psychiatric & Mental Health Nursing. Nurses in all specialties practice assessment as the first step in the universal approach of problem-solving in nursing, the nursing process. The application of which in Psychiatric Mental Health Nursing has the same goal as it has in other areas of nursing. Though, the goal of the nursing process in this specialty field is not different as mentioned, the process of assessment is composed of complex concepts the psychiatric mental health nurse must familiarize- theoretically and clinically. This posted a main challenge in the completion of this material. The student performed repeated accession and elimination of concepts to finalize the contents which are deemed significant and consistent with the course title: Advanced Health Assessment in Psychiatric & Mental Health Nursing. ________________________________________ The text is organized in four parts presenting various approaches in psychiatric assessment. The focus remained on the basic principles of nursing assessment: Part 1: Assessment of Psychiatric Mental Health Clients, discusses the basic principles of nursing assessment; the topic progresses to assessment procedures specific to the specialty field (M.S.E.), an example was presented to clearly understand its congruence to practice. Related terminologies and discussion of comorbid problems are important tools in identifying actual and potential health problems during client assessment. Part 2: The DSM-IV-TR, An Essential Tool for Assessment and Diagnosis of Psychiatric-Mental Health Clients, presents vital components of this universal tool in diagnosing mental illnesses. Part 3: Assessment Factors in Dual Diagnosis, addresses the need to thoroughly assess other equally significant problems that co-exist with the diagnosed primary mental illness. The co-existence of substance abuse is the commonest in dual diagnosis. Part 4: Formulation of Assessment-based Care Plan. The nursing process has been referred to as an ongoing systematic series of actions, interactions and transactions. Hence, the inclusion of the entire process is a must to fully appreciate the essentiality of an assessment that is done in congruence with standards.

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Write a 4-6 page evidence-based patient-centered care report on the patient scenario presented in the Evidence-Based Health Evaluation and Application media piece. Base your report on the information provided by the traumatic brain injury expert from the population health improvement initiative (PHII) described in the media activity and your own evidence-based research on this population health issue. In this assessment, you will apply evidence-based practice in patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach for a personalized patient care plan, and determine which aspects of the approach could be applied to similar situations and patients. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply evidence-based practice to plan patient-centered care. Evaluate the outcomes of a population health improvement initiative. Develop a personalized patient care plan that incorporates lessons learned from a population health improvement initiative. Competency 2: Apply evidence-based practice to design interventions to improve population health. Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence. Competency 3: Evaluate outcomes of evidence-based interventions. Propose an evaluation strategy for the outcomes of personalized patient care plan and determine what aspects of the approach could be applied to similar situations and patients. Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Identifyï»¿ the level of evidence and describe the value and relevance it brings to personalized care for your patient. Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. Write clearly and logically, with correct grammar and mechanics. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Scenario The charge nurse in your clinic has contacted you to assume primary care for a patient and develop a plan for follow-up care. The plan should be personalized for him based on evidence-based research provided by a community expert as well as your own research on the condition. You will also be challenged to determine which aspects of the traumatic brain injury (TBI) approach could be applied to similar situations and patients. Your Role You are a nurse who has been requested to provide primary patient care, including a follow-up care plan. You will revisit the interview with the community TBI expert and prepare a personalized health pl.

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Mental health plays a crucial role in our overall well-being, affecting our thoughts, emotions, and behaviors. When individuals face challenges or disorders that impact their mental well-being, psychiatrists step in as trained medical professionals to provide expert care. This article aims to explore and elucidate the significant role that psychiatrists play in mental health care, highlighting their expertise, responsibilities, and the impact they have on patients' lives. Visit for more : https://www.infoglobaldata.com/healthcare/psychiatrists-email-list

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Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (Elementary/Pre-K) Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessorâ€™s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never. RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people Often- the student displays this skill on a few occasions, settings and with a few people Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions. Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine. SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost Never 1.1 Beginning Play Behaviors 1. Maintains proximity to peer within 1 foot 2. Observes peers in play vicinity within 3 feet 3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars) 4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games 1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even though the play agenda of the other children is different 2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions) 3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers 1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time limit 6. Offers toys, food, and materials to peers Social Skills Checklist (Elementary) - 2 - EMOTIONAL REGULATION Almost Always Often Sometimes Almost Never 2.1 Understanding Emotions 1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because Iâ€™m hungry) 5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages 2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says â€œnoâ€ in a.

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Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program) Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement. Example: PATIENT INFORMATION Name: Mr. W.S. Age: 65-year-old Sex: Male Source: Patient Allergies: None Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime PMH: Hypercholesterolemia Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago. Surgical History: Appendectomy 47 years ago. Family History: Father- died 81 does not report information Mother-alive, 88 years old, Diabetes Mellitus, HTN Daughter-alive, 34 years old, healthy Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone. SUBJECTIVE: Chief complain : â€œheadachesâ€ that started two weeks ago Symptom analysis/HPI: The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting. ROS: CONSTITUTIONAL : Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC : Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures. HEENT : HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. Respiratory : Patient denies shortness of breath, cough or hemoptysis. Cardiovascular : No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal dyspnea. Gastrointestinal : Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or diarrhea. Genitourinary : Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence. MUSCULOSKELETAL : Denies falls or pain. Denies hearing a clicking or snapping sound. Skin : No change of coloration such as cyanosis or jaundice, no rashes or pruritus. Objective Data CONSTITUTIONAL : Vital signs: Temperature: 98.5 Â°F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6â€™4â€, Wt 200 lb, BMI 25. Report pain 0/10. General appearance: The patient is alert and oriented x 3. No acute dist.

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Social cognition is about perceiving others and how we process the people and the world around us. How do people categorize things and people as either familiar and safe or unfamiliar and possibly dangerous? Why do people categorize? Can you escape categorization? How does this impact us and how we navigate the world? If we cannot escape categorization, can we ever eliminate prejudice? Think about your current work situationâ€”how there is certain work that is handled by individuals and work that is handled by teams. When should we use groups to solve problems versus having an individual complete the work? Discuss how your answer aligns with the theories and insights from the textbook. .

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Singer or Arthur CBC News- The Church service aid agency is warning thatâ€ Immediate massive intervention and assistanceâ€ are needed to prevent mass starvation in Kenya. A team from the humanitarian agency reported recently that many fields are barren and cracked, dried out by the drought that is threatening a third of the east African countryâ€™s population, or about 10 million people. What was once among the most fertile land I Â Africa can now only support a few struggling plants suitable only for grazing cattle. â€œ We donâ€™t have any foodâ€. Farmer Lizy Bimba, a Kwale resident, said in Swahili. In one area, a local official reported that 85% of 5,600 people are facing starvation, the church world service team said. Other farmers have left the land to find what work they can.â€ We have been forced to do this so that we get money to buy food.â€ Musa Charo said in Swahili as he broke rocks to earn money to feed his 10 children. The government declared the food shortage a national disaster on Jan. 16, the UN is appealing for international help and aid agencies warn that the problem will only get worse. A/ What would be the proper moral response of rich nations to this impeding tragedy? Do you favor peter Singerâ€™s path in which affluent individuals would be obligated to give much of their wealth to feef the hungry? Or Arthurâ€™s way, in which the rich would have a duty to give some aid but would also have obligations to themselves and to their family and friends? Explain .

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