NRNP 6635 PMHNP Study Support Lounge Discussion

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NRNP 6635 PMHNP Study Support Lounge Discussion

NRNP 6635 PMHNP Study Support Lounge Discussion

The PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge,
where you can ask questions, offer insights, and interact with your peers. Your Instructor may also
weigh in to provide global feedback to the group based on trends, common problems, and common
strengths in student posts.
As a peer, you are encouraged to provide constructive, helpful feedback to your peers. Advanced
practice nurses always benefit from the feedback of others. Your Study Support Lounge posts may be
procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate
to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results
actually mean in the context of this specific patient case?”). Although not mandatory, this is an
opportunity to interact and study together as you navigate the assignments, so you are highly
encouraged to take part in this activity. Full participation in activities like these is a statistically
significant predictor of success.

To Participate in this Optional Discussion:
PMHNP Study Support Lounge

Discussion: Factors That Influence the Development of Psychopathology

Photo Credit: Getty Images/Blend Images
In many realms of medicine, objective diagnoses can be made: A clavicula is broken.  An infection is
present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals
with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific
criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015).
Thanks to myriad advances during recent decades, we know that psychopathology is caused by many
interacting factors. Theoretical and clinical contributions to the field have come from the neural
sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression,
classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse
practitioner to take a multidimensional, integrative approach?

To Prepare:
 Review this week’s Learning Resources, considering the many interacting factors that contribute
to the development of psychopathology.
 Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.
By Day 3 of Week 1
Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes,
emotional, developmental); and social, cultural, and interpersonal factors that influence the
development of psychopathology.
Read a selection of your colleagues’ responses
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days by explaining the implications of why, as
an advanced practice nurse, it is important to adopt a multidimensional, integrative model of
psychopathology.
Note: For this Discussion, you are required to complete your initial post before you will be able to view
and respond to your colleagues’ postings. Begin by clicking on the "Post to Discussion Question" link, and
then select "Create Thread" to complete your initial post. Remember, once you click on Submit, you
cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully
before clicking on Submit!
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:
Week 1 Discussion

What's Coming Up in Week 2?

In Week 2, you will be introduced to assessment and diagnosis of the psychiatric patient. You will
explore elements of the psychiatric interview, history, and examination as well as psychiatric rating
scales. You also will review the classification system of psychiatric disorders in the DSM-5 and the role
the DSM-5 plays in diagnosis.

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Practicum – Upcoming Deadline
In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to
take several practicum courses. If you plan on taking a practicum course within the next two terms, you
will need to submit your application via  Meditrek  .
For information on the practicum application process and deadlines, please visit the Field Experience:
College of Nursing: Application Process – Graduate web page.
Please take the time to review the Appropriate Preceptors and Field Sites for your courses.
Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on
the Field Experience: College of Nursing: Student Resources and Manuals web page.
 Field Experience: College of Nursing Quick Answers
 Field Experience: MSN Nurse Practitioner Practicum Manual
 Student Practicum Resources: NP Student Orientation
Next Week

To go to the next week:
Week 2

Week 2: Assessment and Diagnosis of the Psychiatric Patient
A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport
between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance,
and facilitate the flow of information necessary for an accurate diagnosis and appropriate treatment
plan.

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—Pamela Bjorklund, clinical psychologist
Whether you are treating patients for physical ailments or clients for mental health issues, the
assessment process is an inextricable part of health care. To properly diagnose clients and develop
treatment plans, you must have a strong foundation in assessment. This includes a working knowledge
of assessments that are available to aid in diagnosis, how to use these assessments, and how to select
the most appropriate assessment based on a client’s presentation.
This week, as you explore assessment and diagnosis of patients in mental health settings, you examine
assessment tools, including their psychometric properties and appropriate uses. You also familiarize
yourself with the DSM-5 classification system.
Reference: Bjorklund, P. (2013). Assessment and diagnosis. In K. Wheeler (Ed.), Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.) (pp. 95–168).
Springer Publishing Company.
Learning Objectives
Students will:
  Evaluate elements of the psychiatric interview, history, and examination
  Analyze psychometric properties of psychiatric rating scales
 Justify appropriate use of psychiatric rating scales in advanced practice nursing

Learning Resources

Required Readings (click to expand/reduce)

American  Psychiatric Association. (2013). Section I: DSM-5 basics. In Diagnostic and statistical manual of
mental disorders (5th ed., pp. 5–29). Author.

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.
 Chapter 34, Writing Up the Results of the Interview

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.).
Wolters Kluwer.
 Chapter 5, Examination and Diagnosis of the Psychiatric Patient
 Chapter 6, Classification in Psychiatry
 Chapter 31, Child Psychiatry (Sections 31.1 and 31.2 only)

American Academy of Child and Adolescent Psychiatry (1995). Practice parameters for the assessment
and treatment of children and adolescents.
https://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessment_practi
ce_parameter.pdf

American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd
ed.). https://psychiatryonline.org/doi/pdf/10.1176/appi.books.9780890426760

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Classification in psychiatry. In Kaplan and Sadock’s Concise
Textbook of Clinical Psychiatry (4th ed., pp. 1–8). Wolters Kluwer.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Psychiatric interview, history, and mental status
examination. In Kaplan and Sadock’s Concise Textbook of Clinical Psychiatry (4th ed., pp. 9–15). Wolters
Kluwer.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Medical assessment and laboratory testing in psychiatry. In
Kaplan and Sadock’s Concise Textbook of Clinical Psychiatry (4th ed., pp. 16–21). Wolters Kluwer.

Required Media (click to expand/reduce)

Classroom Productions. (Producer). (2015). Diagnostic criteria [Video]. Walden University.

MedEasy. (2017). Psychiatric history taking and the mental status examination | USMLE &
COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=U5KwDgWX8L8

Psychiatry Lectures. (2015). Psychiatry lecture: How to do a psychiatric assessment [Video]. YouTube.

Getting Started With the DSM-5
If you were to give a box of 100 different photographs to 10 people and ask them to sort them into
groups, it is very unlikely that all 10 people would sort them into the exact same groups. However, if you
were to give them a series of questions or a classification system to use, the chances that all 10 people
sort them exactly the same increases depending on the specificity of the system and the knowledge of
those sorting the photographs.

Photo Credit: [Peter Polak]/[iStock / Getty Images Plus]/Getty Images
This is not unlike what has occurred in the process of classifying mental disorders. A system that
provides enough specificity to appropriately classify a large variety of mental disorders while also
attempting to include all of the possible symptoms, many of which can change over time, is a daunting
task when used by a variety of specialists, doctors, and other professionals with varied experience,
cultures, expertise, and beliefs. The DSM has undergone many transformations since it was first
published in 1952. Many of these changes occurred because the uses for the DSM changed. However,
the greatest changes began with the use of extensive empirical research to guide the creation of the
classification system and its continued revisions.
In order to assess and diagnose patients, you must learn to use the fifth edition of the Diagnostic and
Statistical Manual of Mental Disorders, usually abbreviated as the DSM-5, to render a diagnosis. In this
second week of the course, you will examine how DSM-5 is organized and how clinicians use it to render
diagnoses.
Review the Learning Resources this week, with special emphasis on viewing the Diagnostic
Criteria video. This video explains the purpose and organization of the DSM-5 classification system, the
purpose of the ICD-10 coding system, their relationship to one another, and the importance to the
PMHNP role.

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