Executive Solution Overview
see attached – ## 675unit1discussion.docx – ## NU675_Unit_Readings.docx – ## MSN_Discussion_Rubric_FINAL_30PTS3.docx **## 675unit1discussion.docx** Pediatric assessment requires special clinical skills to gather appropriate information and provide client-centered care. In your discussion: 1. …
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see attached
– ## 675unit1discussion.docx
– ## NU675_Unit_Readings.docx
– ## MSN_Discussion_Rubric_FINAL_30PTS3.docx
**## 675unit1discussion.docx**
Pediatric assessment requires special clinical skills to gather appropriate information and provide client-centered care. In your discussion:
1. Explain the different clinician interview techniques applied to children in different age groups.
2. Discuss in detail different diagnostic instruments utilized to gather appropriate details among children and their parents/caregivers.
3. Explain any two tools applied to assess the intelligence among children/adolescents
4. What are the potential barriers you will come assess as a PMHNP working with pediatric/adolescent clients?
**## NU675_Unit_Readings.docx**
**Unit 1**
Psychiatric-Mental Health Nursing Review and Resource Manual with 2020 Addendum
· Chapter 3, pgs.33-95.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 1.2 Pgs. 74-86.
**Unit 2**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 35-99
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.1-2.3Pgs.93-130; Chapter 2.5 141-150.
Review Stahl's Prescriber's Guide.
**Unit 3**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 371-398.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.7 Pgs. 162-166; Chapter 13 469-478.
Review Stahl's Prescriber's Guide.
**Unit 4**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 68-75; 521-542.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.4 Pgs. 131-140; Chapter 2.11-2.12 186-193.
Review Stahl's Prescriber's Guide.
**Unit 5**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 139-214.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.9-2.10 Pgs. 174-185.
Review Stahl's Prescriber's Guide.
**Unit 6**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 215-294.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.13 Pgs. 194-200; Chapter 2.15 204-206.
Review Stahl's Prescriber's Guide.
**Unit 7**
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.16 Pgs. 207-211; Chapter 5 337-364.
Review Stahl's Prescriber's Guide.
**Unit 8**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 295-328.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.8 Pgs. 167-173.
**Unit 9**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 511-520; 543-665.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 17 Pgs. 547-551;Chapter 2.17 211-22.
Review Stahl's Prescriber's Guide.
**Unit 10**
Review Psychiatric-Mental Health Nursing: Scope and Standards of Practice.
**image1.jpg**
**## MSN_Discussion_Rubric_FINAL_30PTS3.docx**
Rubric Title:
| |
| — |
| MSN 30 Point Discussion Rubric |
Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.
| | | | | |
| — | — | — | — | — |
| Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
| Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
| Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
| Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
| Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
| **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
| **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |
_Updated December 2023_
## image1.jpeg
**## MSN_Discussion_Rubric_FINAL_30PTS3.docx**
Rubric Title:
| |
| — |
| MSN 30 Point Discussion Rubric |
Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.
| | | | | |
| — | — | — | — | — |
| Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
| Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
| Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
| Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
| Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
| **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
| **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |
_Updated December 2023_
## image1.jpeg
**## 675unit1discussion.docx**
Pediatric assessment requires special clinical skills to gather appropriate information and provide client-centered care. In your discussion:
1. Explain the different clinician interview techniques applied to children in different age groups.
2. Discuss in detail different diagnostic instruments utilized to gather appropriate details among children and their parents/caregivers.
3. Explain any two tools applied to assess the intelligence among children/adolescents
4. What are the potential barriers you will come assess as a PMHNP working with pediatric/adolescent clients?
**## NU675_Unit_Readings.docx**
**Unit 1**
Psychiatric-Mental Health Nursing Review and Resource Manual with 2020 Addendum
· Chapter 3, pgs.33-95.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 1.2 Pgs. 74-86.
**Unit 2**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 35-99
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.1-2.3Pgs.93-130; Chapter 2.5 141-150.
Review Stahl's Prescriber's Guide.
**Unit 3**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 371-398.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.7 Pgs. 162-166; Chapter 13 469-478.
Review Stahl's Prescriber's Guide.
**Unit 4**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 68-75; 521-542.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.4 Pgs. 131-140; Chapter 2.11-2.12 186-193.
Review Stahl's Prescriber's Guide.
**Unit 5**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 139-214.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.9-2.10 Pgs. 174-185.
Review Stahl's Prescriber's Guide.
**Unit 6**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 215-294.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.13 Pgs. 194-200; Chapter 2.15 204-206.
Review Stahl's Prescriber's Guide.
**Unit 7**
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.16 Pgs. 207-211; Chapter 5 337-364.
Review Stahl's Prescriber's Guide.
**Unit 8**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 295-328.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.8 Pgs. 167-173.
**Unit 9**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 511-520; 543-665.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 17 Pgs. 547-551;Chapter 2.17 211-22.
Review Stahl's Prescriber's Guide.
**Unit 10**
Review Psychiatric-Mental Health Nursing: Scope and Standards of Practice.
**image1.jpg**
**## MSN_Discussion_Rubric_FINAL_30PTS3.docx**
Rubric Title:
| |
| — |
| MSN 30 Point Discussion Rubric |
Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.
| | | | | |
| — | — | — | — | — |
| Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
| Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
| Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
| Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
| Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
| **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
| **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |
_Updated December 2023_
## image1.jpeg
**## 675unit1discussion.docx**
Pediatric assessment requires special clinical skills to gather appropriate information and provide client-centered care. In your discussion:
1. Explain the different clinician interview techniques applied to children in different age groups.
2. Discuss in detail different diagnostic instruments utilized to gather appropriate details among children and their parents/caregivers.
3. Explain any two tools applied to assess the intelligence among children/adolescents
4. What are the potential barriers you will come assess as a PMHNP working with pediatric/adolescent clients?
**## NU675_Unit_Readings.docx**
**Unit 1**
Psychiatric-Mental Health Nursing Review and Resource Manual with 2020 Addendum
· Chapter 3, pgs.33-95.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 1.2 Pgs. 74-86.
**Unit 2**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 35-99
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.1-2.3Pgs.93-130; Chapter 2.5 141-150.
Review Stahl's Prescriber's Guide.
**Unit 3**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 371-398.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.7 Pgs. 162-166; Chapter 13 469-478.
Review Stahl's Prescriber's Guide.
**Unit 4**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 68-75; 521-542.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.4 Pgs. 131-140; Chapter 2.11-2.12 186-193.
Review Stahl's Prescriber's Guide.
**Unit 5**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 139-214.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.9-2.10 Pgs. 174-185.
Review Stahl's Prescriber's Guide.
**Unit 6**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 215-294.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.13 Pgs. 194-200; Chapter 2.15 204-206.
Review Stahl's Prescriber's Guide.
**Unit 7**
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.16 Pgs. 207-211; Chapter 5 337-364.
Review Stahl's Prescriber's Guide.
**Unit 8**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 295-328.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 2.8 Pgs. 167-173.
**Unit 9**
Diagnostic and Statistical Manual of Mental Disorders, (DSM-5-TR®)
· Pgs. 511-520; 543-665.
Kaplan & Sadock's Synopsis of Psychiatry
· Chapter 17 Pgs. 547-551;Chapter 2.17 211-22.
Review Stahl's Prescriber's Guide.
**Unit 10**
Review Psychiatric-Mental Health Nursing: Scope and Standards of Practice.
**image1.jpg**
**## MSN_Discussion_Rubric_FINAL_30PTS3.docx**
Rubric Title:
| |
| — |
| MSN 30 Point Discussion Rubric |
Discussion Instructions: You must post your initial response to the discussion topic before reviewing your classmates’ responses.
| | | | | |
| — | — | — | — | — |
| Criteria 1 | **Level III Max Points**<br>**Points: 12** | **Level II Max Points**<br>**Points: 9** | **Level I Max Points**<br>**Points: 6** | **Not Present**<br>**0 Points** |
| Initial Response to Discussion Topic(s) & Content Quality (40%) | · The initial response to the discussion topic(s) meets all requirements and has no issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets most requirements and has some issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | · The initial response to the discussion topic(s) meets minimum requirements and has issues in its content. <br>· Supports discussion concepts through personal experience and evidence-based information.<br>· The initial response to the discussion topic(s) includes original thoughts, opinions, or ideas. | No initial post or does not meet criteria |
| Criteria 2 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Timeliness of Initial Response to the Discussion Topics (20%) | · Provides an initial post that responds to the discussion topic question(s) by Saturday at 11:59 PM ET. | · N/A | · N/A | No initial post or does not meet criteria |
| Criteria 3 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Engagement in Social Learning (20%) | · Posts on three or more different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts on two different days during the unit. <br>· The replies to others ask follow-up questions or provide additional ideas that expand on the topic. | · Posts are only on one day during the unit. <br>· The replies to others do not ask follow-up questions or provide additional ideas that expand on the topic. | No posts or does not meet criteria |
| Criteria 4 | **Level III Max Points**<br>**Points: 6** | **Level II Max Points**<br>**Points: 4.5** | **Level I Max Points**<br>**Points: 3** | **Not Present**<br>**0 Points** |
| Format/Style/APA/ Citations <br>(20%) | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. <br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). One or two errors are noted. <br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. One or two errors are noted.<br>· References are relevant to the content and published within the last five years or are primary sources. | · Displays college-level writing in Standard English (includes spelling, grammar, and punctuation). Three or more errors noted.<br>· Includes APA style in-text style citations, where appropriate, and a list of references when required. Three or more errors noted.<br>· References are not relevant to the content and/or not published within the last five years | No posts or does not meet criteria |
| **Maximum Total Points** | 30 | 22.5 | 15 | 0 |
| **Minimum Total Points** | 23 points minimum | 16 points minimum | 1 point minimum | 0 |
_Updated December 2023_
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