Describe A Existing Manual Or Electronic System With Which You Are Familiar. This System Should Be In Use In A Healthcare Context To Support Health Care Administration Or Health Care Delivery.
Assignment description is attached below. should include a data flow diagrams regarding how the data flows in the proposed system as show in the attachment. word count can be 2000.
Qualitative Study
Background of Study:
Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes?This gap in knowledge is the research problem.
How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
Were the purpose and research questions related to the problem?
Method of Study:
Were qualitative methods appropriate to answer the research questions?
Did the author identify a specific perspective from which the study was developed? If so, what was it?
Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?
Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.
Did the author evaluate or indicate the weaknesses of the available studies?
Did the literature review include adequate information to build a logical argument?
When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?
Results of Study
What were the study findings?
What are the implications to nursing?
Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?
Ethical Considerations
Was the study approved by an Institutional Review Board?
Was patient privacy protected?
Were there ethical considerations regarding the treatment or lack of?
Conclusion
Emphasize the importance and congruity of the thesis statement.
Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.
Integrate a summary of the knowledge learned.
Use the practice problem and a quantitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.
In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.
Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This Quantitative Research Critique Assignment is a follow up to research previously done, which includes a critique of the Quantitative research articles used for that assignment( if approved to do assignment research articles wil be provided to you). This assignments details are listed on the “assignment requirements” page. Also attached is a guideline (research critique guidelines)as to how the paper should be laid out, This is assignment is due, and does require to be turned into “Turnitin” 20 percent or less similarity is required. Please be advised that this is a nursing research assignment.
Grand Canyon University College of Nursing and Health Care Professions Philosophy
In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.
The AACN
Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program.The AACN’s
The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education
, NONPF and AACN
Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice,
and NACNS
Statement on Clinical Nurse Specialist Practice and
incorporates
Education
provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decisionmaking, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients.
The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care.The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:
HEALTH
Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.
ENVIRONMENT
All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.
PERSON
We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.
NURSING
Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death.
Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.
Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole.
NURS 6650: Psychotherapy With Groups and Families Outcomes and Alignment Chart
University Outcomes
1. Facilitate positive social change where they work, in their communities, and in
society.
2. Use their knowledge to positively impact their profession, communities, and
society.
3. Demonstrate a commitment to lifelong learning.
4. Apply their learning to specific problems and challenges in their workplace and
professional settings.
5. Demonstrate information literacy.*
*Information literacy is defined as the ability to know when there is a need for information, and
being able to identify, locate, evaluate, and effectively use that information for the issue or
problem at hand.
6. Demonstrate an understanding of the methods of inquiry used in their
professional or academic field.
7. Practice legal and ethical integrity in their professional work.
8. Effectively communicate their ideas and the rationale behind them to others.
9. Support diversity and multiculturalism within their profession, communities, and
society.
Program Outcomes
1. Synthesize organizational/systems leadership for cost-effective specialist nursing
practice that contributes to high-quality healthcare delivery, advancement of the
nursing profession, and social change.
2. Critique evidence-based literature drawing from diverse theoretical perspectives
and pertinent research to guide decision making that demonstrates best
practices for specialist nursing practice in a global society.
3. Integratively assess, diagnose, plan, implement, and evaluate cost-effective
healthcare strategies that reduce health disparities by patient/population
advocacy for access to specialist nursing care.
4. Demonstrate the ability to effectively communicate using audience-specific oral,
written, and information technology for professional delivery of specialist nursing
care.
5. Evaluate health needs of diverse populations for necessary teaching/coaching
functions based on specialist nursing knowledge to restore/promote health and
prevent illness/injury.
6. Exhibit ongoing commitment to professional development and value of nursing
theories/ethical principles (altruism, autonomy, human dignity, integrity, social
justice) in accordance with ethically responsible, legally accountable, specialist
nursing practice.
7. Implement specialist nursing roles to promote quality improvement of patientcentered
care in accordance with professional practice standards that transform
health outcomes for diverse populations.
Course Outcomes
1. Evaluate evidence-based psychotherapeutic counseling theories for groups and
families
2. Apply psychotherapeutic counseling techniques and methods for groups and
families
3. Assess clients presenting for group and family psychotherapy
4. Develop psychiatric diagnoses for clients across the lifespan
5. Analyze ethical and legal implications of counseling clients presenting for group
and family psychotherapy
Weekly Objectives Alignment Chart
Week 1: Legal and Ethical
Considerations for Group and
Family Therapy
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Compare legal and ethical
considerations for group and
family therapy to legal and
ethical considerations for
individual therapy
D 5 PO: 2, 3, 4, 6
UO: 4, 5, 8
Analyze the impact of legal
and ethical considerations on
therapeutic approaches for
clients in group and family
therapy
D 5 PO: 2, 3, 4, 6
UO: 4, 5, 8
Recommend strategies to
address legal and ethical
considerations for group and
family therapy
D 5 PO: 2, 3, 4, 6
UO: 4, 5, 8
Week 2: Family Assessment
and Phases of Family Therapy
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Assess client families
presenting for psychotherapy
A 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Week 3: Experiential and
Narrative Family Therapy
Met In
(D#/A#
Course Outcome(s) Program Outcome(s)
University Outcome(s)
© 2017 Laureate Education, Inc. Page 3 of 7
/Other)
Assess client families
presenting for psychotherapy
D, P 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Evaluate the effectiveness of
therapeutic approaches for
client families receiving
psychotherapy
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Apply narrative family therapy
concepts to client families with
impaired family functioning
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Week 4:Structural and
Strategic Family Therapy
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Compare structural family
therapy to strategic family
therapy
A 1 PO: 2, 7
UO: 4, 5, 8
Create structural family maps A 2 PO: 2, 4
UO: 4, 5, 8
Justify recommendations for
family therapy
A 3 PO: 2, 7
UO: 4, 5, 8
Develop genograms for client
families presenting for
psychotherapy
P 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze nursing and
counseling theories to guide
practice in psychotherapy
P 1 PO: 2, 3, 4
UO: 4, 5, 8
Summarize goals and
objectives for personal
practicum experiences
P 2 PO: 2, 3, 4
UO: 4, 5, 8
Produce timelines for
practicum activities
P 2 PO: 4
UO: 4, 5, 8
Apply documentation skills to
examine family therapy
sessions
P 2 PO: 4
UO: 4, 5, 8
Develop diagnoses for clients
receiving family psychotherapy
P 1, 4 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze legal and ethical
implications of counseling
P 5 PO: 3, 4, 5, 6
UO: 4, 5, 7, 8
© 2017 Laureate Education, Inc. Page 4 of 7
clients with psychiatric
disorders
Analyze practicum
experiences involving family
therapy sessions
P 1 PO: 4
UO: 4, 8
Week 5: Solution-Focused and
Cognitive Behavioral Family
Therapy
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Compare the use of cognitive
behavioral therapy for families
to cognitive behavioral therapy
for individuals
D 1 PO: 2, 3, 4
UO: 4, 5, 8
Analyze challenges of using
cognitive behavioral therapy
for families
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Recommend effective
cognitive behavioral therapy
strategies for families
D 1 PO: 2, 3, 4, 5
UO: 4, 5, 8
Week 6: Foundations of Group
Work and Types of Groups
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Evaluate the application of
current literature to clinical
practice
A 1 PO: 2, 4
UO: 4, 5, 8
Assess knowledge of concepts
and principles related to the
psychotherapy of groups and
families
E 1, 3, 4, 5 PO: 2, 3, 4, 5, 6
UO: 4, 5, 8
Week 7: Group Processes Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Analyze group processes and
stages of formation
A 1 PO: 2, 3, 4
UO: 4, 5, 8
Analyze curative factors of
groups
A 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze the impact of curative
factors on client progress
A 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Recommend strategies for
managing intragroup conflict
A 1 PO: 2, 3, 4, 5
UO: 4, 5, 8
Create progress notes P 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Create privileged notes P 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Justify the inclusion or
exclusion of information in
P 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
© 2017 Laureate Education, Inc. Page 5 of 7
progress and privileged notes
Evaluate preceptor notes P 1 PO: 4
UO: 4, 8
Develop effective
documentation skills for family
therapy sessions
P 2 PO: 4
UO: 4, 5, 8
Develop diagnoses for clients
receiving family psychotherapy
P 1, 4 PO: 2, 3, 4, 5
UO: 4, 5, 8
Evaluate the efficacy of
solution-focused therapy and
cognitive behavioral therapy
for families
P 1 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze legal and ethical
implications of counseling
clients with psychiatric
disorders
P 5 PO: 3, 4, 5, 6
UO: 4, 5, 7, 8
Analyze practicum
experiences involving group
therapy sessions
P 1 PO: 4
UO: 4, 8
Week 8: Cognitive Behavioral
Therapy for Groups
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Compare the use of cognitive
behavioral therapy for groups
to cognitive behavioral therapy
for families
D 1 PO: 2, 3, 4
UO: 4, 5, 8
Analyze challenges of using
cognitive behavioral therapy
for groups
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Recommend effective
strategies in cognitive
behavioral therapy for groups
D 1 PO: 2, 3, 4, 5
UO: 4, 5, 8
Week 9: Group Therapy for
Addiction
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Evaluate psychotherapeutic
approaches to group therapy
for addiction
A 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Week 10: Group Therapy with
Children and Adolescents
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Assess clients presenting for
child and adolescent group
psychotherapy
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Evaluate the effectiveness of
therapeutic approaches for
D 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
© 2017 Laureate Education, Inc. Page 6 of 7
clients receiving child and
adolescent group
psychotherapy
Develop client termination
summaries
P 1, 3 PO: 2, 3, 4, 5
UO: 4, 5, 8
Develop effective
documentation skills for group
therapy sessions
P 2 PO: 4
UO: 4, 5, 8
Develop diagnoses for clients
receiving group psychotherapy
P 1, 4 PO: 2, 3, 4, 5
UO: 4, 5, 8
Evaluate the efficacy of
cognitive behavioral therapy
for groups
P 1 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze legal and ethical
implications of counseling
clients with psychiatric
disorders
P 5 PO: 3, 4, 5, 6
UO: 4, 5, 7, 8
Develop effective
documentation skills to
examine group therapy
sessions with children and
adolescents
P 2 PO: 4
UO: 4, 5, 8
Develop diagnoses for child
and adolescent clients
receiving group psychotherapy
P 1, 4 PO: 2, 3, 4, 5
UO: 4, 5, 8
Analyze legal and ethical
implications of counseling child
and adolescent clients with
psychiatric disorders
P 5 PO: 3, 4, 5, 6
UO: 4, 5, 7, 8
Week 11: Group Therapy with
Older Adults
Met In
(D#/A#
/Other)
Course Outcome(s) Program Outcome(s)
University Outcome(s)
Analyze group therapy
sessions with older adults
D 1 PO: 2, 3, 4
UO: 4, 5, 8
Recommend strategies for
improving the effectiveness of
group therapy sessions for
older adults
D 1 PO: 2, 3, 4
UO: 4, 5, 8
Assess knowledge of concepts
and principles related to the
psychotherapy of groups and
families
E 1, 3, 4, 5 PO: 2, 3, 4, 5, 6
UO: 4, 5, 8
Legend
D = Discussion
© 2017 Laureate Education, Inc. Page 7 of 7
A = Assignment
P = Practicum
Psychotherapy with Groups and Families (NURS – 6650) – Walden University
We can handle the following for Psychotherapy with Groups and Families (NURS – 6650) – Walden University course or any other course, just place your order with us and you will love our work.
Discussions
– initial posting and/or response postings to colleagues?
Assignments
– someone to handle your weekly assignments and guarantee you quality and plagiarism free papers?
Midterm and final exams
– Someone to handle the online exams?
Practicum Journal Entries and assignments
– Who do you trust to write your papers?
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Which Psychotherapy with Groups and Families (NURS – 6650) – Walden University topic/Week do you need help in? We have everything covered from the first week to the eleventh one. Just give us the instructions and relax.
Week 1 – Legal and Ethical Considerations for Group and Family Therapy
Week 2 – Family Assessment and Phases of Family Therapy
Week 3 – Experiential and Narrative Family Therapy
Week 4 – Structural and Strategic Family Therapy
Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy
Week 6 – Foundations of Group Work and Types of Groups
Week 7 – Group Processes
Week 8 – Cognitive Behavioral Therapy for Groups
Week 9 – Group Therapy for Addiction
Week 10 – Group Therapy With Children and Adolescents
Week 11 – Group Therapy With Older Adults
This Psychotherapy with Groups and Families (NURS – 6650) – Walden University course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.
For help handling Psychotherapy with Groups and Families (NURS – 6650) – Walden University or any other course, just get in touch, we are the experts.
Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families
Are you looking for someone to handle the following for you?
Discussions
– initial posting and/or response postings to colleagues?
Assignments
– someone to handle your weekly assignments and guarantee you quality and plagiarism free papers?
Midterm and final exams
– Someone to handle the online exams?
Practicum Journal Entries and assignments
– Who do you trust to write your papers?
ORDER HERE, WE CAN SIT THE ONLINE EXAMS FOR YOU
Which Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families topic/Week do you need help in? We have everything covered, from the first week to the eleventh one.
Week 1 – Legal and Ethical Considerations for Group and Family Therapy
Week 2 – Family Assessment and Phases of Family Therapy
Week 3 – Experiential and Narrative Family Therapy
Week 4 – Structural and Strategic Family Therapy
Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy
Week 6 – Foundations of Group Work and Types of Groups
Week 7 – Group Processes
Week 8 – Cognitive Behavioral Therapy for Groups
Week 9 – Group Therapy for Addiction
Week 10 – Group Therapy With Children and Adolescents
Week 11 – Group Therapy With Older Adults
This Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.
PLACE YOUR ORDER FOR A CUSTOM-WRITTEN PAPER
With the growing demand for more accessible and cost-efficient mental health care, group and family therapy is becoming an increasingly popular treatment option. As a psychiatric mental health nurse practitioner, you must be prepared to facilitate group and family therapy sessions using evidence-based techniques. This course is designed to develop your understanding of these therapies and techniques and the disorders they are used to treat.
In this Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families course, you explore psychotherapy with groups and families. Through Discussions, Assignments, and practicum experiences, you apply psychotherapeutic counseling theories, techniques, and tools for groups and families to assess, diagnose, and treat clients with mental health disorders. You also examine the efficacy of therapies and explore their ethical and legal implications. Walden University NURS – 6650N – 2 Psychotherapy with Groups and Families .
Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers
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ORDER NOW, EXPERTS ON STANDBY
Also, are you looking for someone to handle the following for you?
Discussions
–
initial posting and/or
response postings to colleagues?
Assignments
– someone to handle your weekly assignments and guarantee you quality and plagiarism free papers?
Midterm and final exams
– Someone to handle the online exams?
Practicum Journal Entries and assignments
– Who do you trust to write your papers?
Which topic/Week do you need help in? We have everything covered from the first to the eleventh week.
Week 1 – Legal and Ethical Considerations for Group and Family Therapy
Week 2 – Family Assessment and Phases of Family Therapy
Week 3 – Experiential and Narrative Family Therapy
Week 4 – Structural and Strategic Family Therapy
Week 5 – Solution-Focused and Cognitive Behavioral Family Therapy
Week 6 – Foundations of Group Work and Types of Groups
Week 7 – Group Processes
Week 8 – Cognitive Behavioral Therapy for Groups
Week 9 – Group Therapy for Addiction
Week 10 – Group Therapy With Children and Adolescents
Week 11 – Group Therapy With Older Adults
We understand what is expected of you, so lets help you out on Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers or other coursework that you may require.
This course emphasizes the concept of treatment of groups and families. Group and family dynamics and benefits associated with group and family therapy are also emphasized along with introducing the learner to techniques that can be used in group and family therapy settings. Practicum experiences focus on the treatment of the family unit as well as the provision of group psychotherapy. Managed care has ushered in a new era of effective mental health services. To that end, the psychiatric mental health nurse practitioner must know how to optimize not only his or her time, but also the treatment benefits associated with family and group therapy.
PLACE YOUR ORDER FOR A CUSTOM-WRITTEN PAPER
With the growing demand for more accessible and cost-efficient mental health care, group and family therapy is becoming an increasingly popular treatment option. As a psychiatric mental health nurse practitioner, you must be prepared to facilitate group and family therapy sessions using evidence-based techniques. This course is designed to develop your understanding of these therapies and techniques and the disorders they are used to treat.
In this course, you explore psychotherapy with groups and families. Through Discussions, Assignments, and practicum experiences, you apply psychotherapeutic counseling theories, techniques, and tools for groups and families to assess, diagnose, and treat clients with mental health disorders. You also examine the efficacy of therapies and explore their ethical and legal implications.Final Exam – NURS 6650 – Psychotherapy for families and groups – Online Exam Answers.
Develop Diagnoses for Clients Receiving Psychotherapy
Mr. W is a 48 year old single dad with a 19 year old daughter A.W who he petitioned.
Chief Compliant:
Petitioned by father who reports patient thinks she is going “crazy” and she tried to cut herself and makes threats to kill self.
History of Present Illness (HPI):
Patient says she has too much “crap” going on and she can’t take it anymore. She was in an emotionally abusive relationship with her boyfriend. She denies physical at all. He was controlling and picked on everything she did. She walked on egg shells so she wouldn’t do anything to upset him so he would not yell at her. She became really depressed an anxious. She quit going to work because she couldn’t handle it. She would break down and cry. She admitted herself into a local hospital in April. She was not suicidal but she knew she needed help. Prior to that her PCP had her on Paxil, Ativan and trazodone. The hospital did not change her medications and did not give her a follow-up. She moves out to get away from it all. She had hoped to “free herself” being here and get better. Her dad lives with his own mother and her 2 half- siblings. Her father is an alcoholic- he has no job no car and lives off his mother’s money. Pt feels she has had to become an “alcoholic watcher” and has to take care of her younger siblings because her dad is too drunk to care for them. She has been here 5 weeks now. She wants to go back to Prescott but she feels too guilty to leave her siblings alone with the father. She needs a job but can’t figure out how to get her CNA license renewal. “I’m not smart and I need help with these things and no one will help me.” She wants to go back to Prescott to be near her mom.
Allergies:
NKDA
Psychiatric history
: anxiety
Medical History:
None
Medications:
Paxil 20mg, Ativan 1 mg, Trazadone 50 mg.
Substance abuse:
Marijuana, drinks occasionally, denies tobacco and denies illicit drugs
Social History:
Parents divorced when she was 3. Dad remarried and has 2 kids and lives with his mother in Prescott
Dad comes in for family counseling and he presents with complaints of feeling really depressed about family situation especially his daughter. He wants therapy to help with the communication between him and his daughter. Mr W. has also complaints of weight gain, low energy, and loss of interest, decreased appetite, and insomnia. Dad is an alcoholic and does not currently have a job.
Case Formulation
: 19 years old with a recent onset of depression and anxiety with prior superficial cuts to the arm.
Plan and Recommendations:
Continue Paxil and raise dose.
Both Mr. W and A.W were assessed with the Questionnaire -9(PHQ-9) scales Mr. W. had MDD moderate and AW has depression and anxiety. MDD, anxiety were based on the DSM-5 criteria symptoms
Differential Diagnosis:
Depressive disorder, depressed mood
Anhedonia (diminished loss of interest or pleasure in almost all activities)
Significant weight or appetite disturbance
Sleep disturbance
Psychomotor agitation or retardation (a speeding or slowing of muscle movement)
Loss of energy or fatigue
Feelings of worthlessness (low self-esteem)
Diminished ability to think, concentrate and make decisions
Recurrent thoughts of death, dying or suicide
Longstanding interpersonal rejection ideation (others would be better off without me); specific suicide plan; suicide attempt(APA, 2013)
Anxiety Disorder disorders that share features of excessive fear and anxiety and related behavioral disturbances.
Edginess or restlessness.
Tiring easily; more fatigued than usual.
Impaired concentration or feeling as though the mind goes blank.
Irritability (which may or may not be observable to others).
Increased muscle aches or soreness.
Difficulty sleeping (due to trouble falling asleep or staying asleep, restlessness at night, or unsatisfying sleep)(APA, 2013).
DSM-5:
Depressive Disorder 311, Generalized Anxiety disorder 300.02
ICD Codes
:
Depressive disorder ICD 10-CM Diagnosis Code F33, mental, behavioral and neurodevelopment disorder. Anxiety Disorder ICD-10 CM Diagnosis Code F41.9 Generalized anxiety disorder. Mental, behavioral and neurodevelopment disorders
Depressive disorders as evidenced by feelings of worthlessness, diminished ability to think, concentrate and make decision, attempted to commit suicide. Anxiety disorder as evidenced by impaired concentration, fear and behavioral disturbances (APA, 2013).
The five core ethical and clinical questions counselors need to consider, when treating patients with a psychiatric illness is to first know that patient rights are within the psychology. Each patient has the right to treatment, confidentiality, competence of counselor, professional boundaries and informed consent (Howe, E.2013). This includes whether counselor should tell patients their diagnosis and what they should tell them about their suicide risk. In addition, counselors should ask whether or not are available by phone, when they should hospitalize these patients involuntarily, and how they should respond after these patients have attempted suicide and return for further care (Howe, E. 2013).
The ethical components are to optimize ethical and clinical interventions; in some cases they may overlap. These interventions may maximize the autonomy patients with mental illness disorder and, at the same time, be clinically optimal, thus increasing a sense of self-efficacy and patient-counselor trust in the patients (Howe, E. 2013. In treating these clients included an inform consent from both parties. I employed non maleficence and beneficence to Mr. W and AW. The treatment goal is to improve therapeutic communication between the two. Goal treatment was to provide therapeutic communication between the two.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.
Howe, E. (2013). Five ethical and clinical challenges psychiatrists may face when treating
Patients with borderline personality disorder with are or may become suicidal. Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3579480/
Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative
analysis of how experts promote a systemic perspective.
Family Process, 52
(2), 207–215.
doi:10.1111/famp.12025. Retrieved from Walden Library databases.
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A
how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer
Publishing Company.