NRNP 6635 Patients With Neurocognitive and Neurodevelopmental Essay

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NRNP 6635 Patients With Neurocognitive and Neurodevelopmental Essay

NRNP 6635 Patients With Neurocognitive and Neurodevelopmental Essay

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Neurodevelopmental disorders begin in the developmental period of childhood and may continue
through adulthood. They may range from the very specific to a general or global impairment, and often
co-occur (APA, 2013). They include specific learning and language disorders, attention deficit
hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive
disorders, on the other hand, represent a decline in one or more areas of prior mental function that is
significant enough to impact independent functioning. They may occur at any time in life and be caused
by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or
stroke, among others.
For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or
neurodevelopmental disorder.
To Prepare:
 Review this week’s Learning Resources and consider the insights they provide. Consider how
neurocognitive impairments may have similar presentations to other psychological disorders.
 Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this
Assignment.
 By Day 1 of this week, select a specific video case study to use for this Assignment from the
Video Case Selections choices in the Learning Resources. View your assigned video case and
review the additional data for the case in the “Case History Reports” document, keeping the
requirements of the evaluation template in mind.
 Consider what history would be necessary to collect from this patient.
 Consider what interview questions you would need to ask this patient.
 Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 10
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis
and critical-thinking process to formulate 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. Compare the DSM-5 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.).
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK10Assgn+last name+first
initial.(extension)” as the name.
 Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
 Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria
from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the document
you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my
paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:
Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:
Week 10 Assignment
Rubric Detail

Select Grid View or List View to change the rubric's layout.
Name: NRNP_6635_Week10_Assignment_Rubric

Exit

 Grid View
 List View
Excellent Good Fair Poor
Create documentation in the
Comprehensive Psychiatric
Evaluation Template about
the patient you selected.
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

18 (18%) – 20 (20%)
The response throughly and
accurately describes the
patient's subjective complaint,
history of present illness, past
psychiatric history, medication
trials and current medications,
psychotherapy or previous
psychiatric diagnosis, pertinent
histories, allergies, and review
of all systems that would
inform a differential diagnosis.

16 (16%) – 17 (17%)
The response accurately
describes the patient's
subjective complaint, history of
present illness, past
psychiatric history, medication
trials and current medications,
psychotherapy or previous
psychiatric diagnosis, pertinent
histories, allergies, and review
of all systems that would
inform a differential diagnosis.

14 (14%) – 15 (15%)
The response describes the
patient's subjective complaint,
history of present illness, past
psychiatric history, medication
trials and current medications,
psychotherapy or previous
psychiatric diagnosis, pertinent
histories, allergies, and review
of all systems that would
inform a differential diagnosis,
but is somewhat vague or
contains minor innacuracies.

0 (0%) – 13 (13%)
The response provides an
incomplete or inaccurate
description of the patient's
subjective complaint, history of
present illness, past
psychiatric history, medication
trials and current medications,
psychotherapy or previous
psychiatric diagnosis, pertinent
histories, allergies, and review
of all systems that would
inform a differential diagnosis.
Or, subjective documentation
is missing.

In the Objective section,
provide:
• Physical exam
documentation of systems
pertinent to the chief
complaint, HPI, and history
• Diagnostic results,

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including any labs, imaging,
or other assessments

18 (18%) – 20 (20%)
The response thoroughly and
accurately documents the
patient's physical exam for
pertinent systems. Diagnostic
tests and their results are
thoroughly and accurately
documented.

16 (16%) – 17 (17%)
The response accurately
documents the patient's
physical exam for pertinent
systems. Diagnostic tests and
their results are accurately
documented.

14 (14%) – 15 (15%)
Documentation of the patient's
physical exam is somewhat
vague or contains minor
innacuracies. Diagnostic tests
and their results are
documented but contain minor
innacuracies.

0 (0%) – 13 (13%)
The response provides
incomplete or inaccurate
documentation of the patient's
physical exam. Systems may
have been unnecessarily
reviewed, or, objective
documentation is missing.

needed to develop the
differential diagnoses.
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 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.

23 (23%) – 25 (25%)
The response thoroughly and
accurately documents the
results of the mental status
exam.
Response lists at least three
distinctly different and detailed
possible disorders in order of
priority for a differential
diagnosis of the patient in the
assigned case study, and it
provides a thorough, accurate,
and detailed justification for
each of the disorders selected.

20 (20%) – 22 (22%)
The response accurately
documents the results of the
mental status exam.
Response lists at least three
distinctly different and detailed
possible disorders in order of
priority for a differential
diagnosis of the patient in the
assigned case study, and it
provides an accurate
justification for each of the
disorders selected.

18 (18%) – 19 (19%)
The response documents the
results of the mental status
exam with some vagueness or
innacuracy.
Response lists at least three
different possible disorders for
a differential diagnosis of the
patient and provides a
justification for each, but may
contain some vaguess or
innacuracy.

0 (0%) – 17 (17%)
The response provides an
incomplete or inaccurate
description of the results of the
mental status exam and
explanation of the differential
diagnoses. Or, assessment
documentation is missing.

Reflect on this case. 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!), 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.).

9 (9%) – 10 (10%)
Reflections are thorough,
thoughtful, and demonstrate
critical thinking.

8 (8%) – 8 (8%)
Reflections demonstrate
critical thinking.

7 (7%) – 7 (7%)
Reflections are somewhat
general or do not demonstrate
critical thinking.

0 (0%) – 6 (6%)
Reflections are incomplete,
inaccurate, or missing.

Provide at least three
evidence-based, peer-

14 (14%) – 15 (15%)
The response provides at least

12 (12%) – 13 (13%)
The response provides at least

11 (11%) – 11 (11%)
Three evidence-based

0 (0%) – 10 (10%)
Two or fewer resources are

reviewed journal articles or
evidenced-based guidelines
that relate to this case to
support your diagnostics
and differential diagnoses.
Be sure they are current (no
more than 5 years old).

three current, evidence-based
resources from the literature to
support the assessment and
diagnosis of the patient in the
assigned case study. The
resources reflect the latest
clinical guidelines and provide
strong justification for decision
making.

three current, evidence-based
resources from the literature
that appropriately support the
assessment and diagnosis of
the patient in the assigned
case study.

resources are provided to
support assessment and
diagnosis of the patient in the
assigned case study, but they
may only provide vague or
weak justification.

provided to support
assessment and diagnosis
decisions. The resources may
not be current or evidence
based.

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.

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.

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 they are brief
and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences
follow writing standards for
flow, continuity, and clarity
60%–79% of the time.
Purpose, introduction, and
conclusion of the assignment
is vague or off topic.

0 (0%) – 3 (3%)
Paragraphs and sentences
follow writing standards for
flow, continuity, and clarity
less than 60% of the time.
No purpose statement,
introduction, or conclusion
were provided.

Written Expression and
Formatting—English writing
standards:
Correct grammar,
mechanics, and punctuation

5 (5%) – 5 (5%)
Uses correct grammar,
spelling, and punctuation with
no errors

4 (4%) – 4 (4%)
Contains a few (one or two)
grammar, spelling, and
punctuation errors

3 (3%) – 3 (3%)
Contains several (three or
four) grammar, spelling, and
punctuation errors

0 (0%) – 2 (2%)
Contains many (≥ five)
grammar, spelling, and
punctuation errors that
interfere with the reader’s
understanding

Total Points: 100
Name: NRNP_6635_Week10_Assignment_Rubric

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