Category: Nursing

NURSE PRACTITIONER (NP) STUDENT CLINICAL ORIENTATION

MSN NP Student Intro to Practicum – 2017

Walden University

Nurse practitioner program

AGACNP

AGPCNP

FNP

PMHNP

Welcome

This power point will discuss highlights of our clinical courses and will provide a quick access guide , with classroom requirements and reminders. Nurse Practitioner (NP) student clinical orientation.

Dr. Jennifer Stone – Clinical Supervisor, jennifer.stone2@mail.waldenu.edu

Dr. Tara Harris – PT Clinical Supervisor, tara.harris4@mail.waldenu.edu

Welcome to NP Program

Dr. Linda Steele – NP Program Director

Dr. Timothy Legg – PMHNP Coordinator

Dr. Salma Hernandez – AGACNP & AGPCNP Coordinator

Dr. Phyllis Morgan – FNP Coordinator

Dr. Stefanie Gatica – FNP Coordinator

Dr. Jennifer Stone – Clinical Supervisor

Dr. Tara Harris – Clinical Supervisor

NP Full time faculty

Dr. Rachel Carlton

Dr.  Eva Hvingelby

Dr. Mahaman Moussa

Dr. Erica Sciarra

Dr. Jeani Thomas

Dr. Cindy Trent

Dr. Gretchen Zunkel

Chain of Command

and

Course Coordinator Support

Any questions or concerns about your clinical course:

First point of contact is the Clinical faculty

Didactic faculty – clinical faculty will contact if help is needed.

Lead faculty – didactic faculty will contact if help is needed.

Course coordinator – lead faculty will contact if help is needed

Clinical Supervisors – faculty will contact for specific clinical issues or questions

Course Coordinators

Timothy Legg – 6512, 6630, 6640

Salma Hernandez – 6501, 6540, 6550, 6560

Phyllis Morgan – 6521, 6551, 6565

Stefanie Gatica – 6531, 6541

Student resources

Student Assistance Program – Students, and anyone in their households, who want to use this service or are referred for assistance should be encouraged to call 1-866-465-8942 (TDD: 1-800-697-0353) or visit http://inside.WaldenU.edu/sap for more information. When students request services from the program, they will be asked for a Walden ID. That ID is SAP4EDU. Nurse Practitioner (NP) student clinical orientation..

Writing Center –
http://academicguides.waldenu.edu/writingcenter/home

Walden library –
http://
academicguides.waldenu.edu/library

Technical support – 800-925-3368

PRE-CLINICAL INFORMATION

Students are to create a schedule for clinical hours that the student and preceptor have agreed upon and email it to your clinical faculty

Please save it in a
calendar format
and include your contact information as well as preceptor’s contact information on the schedule

Save the file name and “clinical schedule”

You must email the schedule to Clinical Faculty

Clinical
faculty will call or email student and preceptor to set up a
minimum
of 1 phone conference and 2 email contacts during the quarter

PRECLINICAL INFORMATION FOR STUDENTS

You should reflect and prepare  learning goals and objectives for the course

Review the course objectives

Review SOAP notes article. Nurse Practitioner (NP) student clinical orientation.

Review the preceptor evaluation of student

Review the Competencies for your specialty (AGACNP, AGPCNP, FNP, PMHNP) by visiting the following sites:

Core Competencies for nurse practitioners
http
://
nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf

AGPCNP Competencies 
http://
nonpf.com/associations/10789/files/Adult-GeroPCComps2010.pdf

FNP Competencies
http://
www.nonpf.org/associations/10789/files/PopulationFocusNPComps2013.pdf

AGACNP Competencies
http://
www.aacn.nche.edu/geriatric-nursing/Adult-Gero-ACNP-Competencies.pdf

PMHNP Competencies:
http://
www.aacn.nche.edu/education-resources/PopulationFocusNPComps2013.pdf

CLINICAL ATTIRE

STUDENTS MUST WEAR APPROPRIATE ATTIRE

Name Tag

Instructions for making your name tag

Students go to myWalden Portal

Welcome Center tab

Get Prepared tab

Scroll to bottom of page #7

Print ID badge

If your clinical site requires a photo ID, please add a passport photo (scan your photo with name tag)

Resources  STUDENTS should take to CLINICAL

Practice guidelines for your specialty program: FNP, AGACNP, AGPCNP, and PMHNP

Ask preceptor if acceptable to use smartphones, etc. while in the setting

Pharmacology applications on your smartphone or iPad, etc.

Ask preceptor what resources they use most often

STUDENT Expectations

Print the Syllabus for the Course and hand deliver to your preceptor and review the objectives for the course. Nurse Practitioner (NP) student clinical orientation.

Students should see the minimum number of patients outlined in this presentation.

Generally you should:

Ask the patient if they mind if you see them in combination with your preceptor

Perform your assessment: Subjective, Objective Data

Make a list of differential diagnoses

Form a tentative plan of care – look for teaching opportunities – look for evidence to back your plan

Consult with your preceptor and revise your assessment, diagnoses and plan

STUDENTS First Day

Students should be oriented to the clinical site by preceptor or office personnel for a maximum of 8 hours

The lay out of the office

Office procedures

Lunch

Restroom locations

Other

Orientation/observation to the site

**NEW **Requirements for patient encounters per course

Consensus of patient numbers by course. These are MINIMUM numbers of patients:

NURS 6531
– 144 patients in 144 hours

NURS 6540
– 100 patients in 144 hours

NURS 6541
– 144 patients in 144 hours

NURS 6550
– 75 patients in 144 hours

NURS 6551
– 100 GYN patients; 25 OB patients in 144 required hours

NURS 6560
– 75 patients in 144 hours

NURS 6565
– 144 patients in 144 hours

PMHNP Courses
: NURS 6640, NURS 6650, NURS 6660, NURS 6670:

“Students in the PMHNP program will need to complete 144 hours of practicum in EACH of the four practicum courses. It is acknowledged that a variety of factors will influence the number of clients seen, but students should strive to see as many clients possible each clinical day.”

*
A
minimum
of
144
clinical hours are required in
each
practicum course. More hours can be completed but cannot transfer to another clinical  course
.

Meditrek

Students are to upload their information on the time log and patients log every 48 hours.

Midterm and final evals by preceptor need to be completed in Meditrek.

Midterm eval should be completed prior to midterm conference call, then reviewed.

Didactic faculty are responsible to ensure ALL clinical students have their time logs signed and final evals completed prior to entering final grade. Nurse Practitioner (NP) student clinical orientation.

Meditrek Contact Information

If the preceptor does not receive an email with login information, the student or the preceptor should email the preceptor’s name and email, along with the student’s name and Walden ID number to SONPreceptor@waldenu.edu and the login information will be sent to the preceptor directly.

How do STUDENTS document patient encounters at clinical site?

This will be up to the preceptor and clinical faculty

It is a good idea to learn from each site as many have electronic medical records

The preceptor may want you to hand write your SOAP note

Documenting Clinical Experiences for the Course

To prepare for this course’s Practicum Experience, address the following in Practicum Journal (
AGPCNP and FNP students ONLY
):

Select and describe a nursing theory to guide your practice.

Develop goals and objectives for your Practicum Experience in this course.   When developing r goals and objectives, students are to be sure to keep the competency domains of practice in mind.

Create a timeline of practicum activities based on your practicum requirements.

Documenting Clinical Experiences for the Course

All patients must be entered on the NP Patient Log within 48 hours of each clinic day.

All clinic hours must be entered on the Time log within 48 hours of each clinic day.

Clinical faculty will review all NP patient logs and Time logs periodically throughout the course.  Students are to keep them up-to-date at all times. Nurse Practitioner (NP) student clinical orientation.

Weekly Journal Entries are required but only submitted Weeks 3, 7 and 10 (or as directed in clinical course).

Grading CLINICAL JOURNALS and Time Logs

Midterm and Final Evaluations

All students are required to have their preceptor complete a midterm and final evaluation in order to pass the course

Midterm evaluation is done through Meditrek and should be completed by the preceptor during weeks 4-6; the preceptor will receive login credentials to Meditrek beginning in week 3.

Students must have a satisfactory final evaluation by preceptor in Meditrek by end of week 10.

All students are
required
to have their preceptor and practicum site evaluation in Meditrek by end of week 10.

What happens if…

Student or preceptor is ill or has an emergency

Students are to notify their clinical faculty and make plans to obtain the missed hours

If student is ill, please make sure you notify your preceptor

If student and/or preceptor terminate the agreement

Students are to notify clinical faculty immediately and be proactive in securing another preceptor

Clinical Failure

Behaviors constituting clinical failure include, however are not limited to, the following:

Demonstration of unsafe performance and/or decision-making skills. Nurse Practitioner (NP) student clinical orientation.

Failure to complete clinically related class assignments and/or clinical log.

Failure to complete the required clinical hours and patients numbers

Falsification of clinical hours, records, or documentation.

Failure to complete clinical hours with approved preceptor. All preceptors must be approved or clinical hours will not count.

Students Must Remember…

Students are a guest in the clinical setting and should act politely at all times

Students are not make personal phone calls.   Turn your phones on vibrate and take calls only during breaks

Always thank the patient and preceptor and office staff

Be active in the learning process

You are there to learn to be a health care provider. You are not a nurse in the clinic.

It is ok to be wrong. We expect that as part of the learning process.

Ask questions!

IF YOU DON’T KNOW…

Ask preceptor

Ask clinical faculty

Ask didactic faculty

We all want students to learn and be successful

Nurse Practitioner (NP) student clinical orientation.

Specialty Coordinators

Dr. Salma Hernandez AGACNP and AGPCNP
salma.hernandez@mail
. waldenu.edu

Dr. Phyllis Morgan FNP
phyllis.morgan@mail.waldenu.edu

Dr. Stefanie Gatica FNP
stefanie.gatica@mail.waldenu.edu

Dr. Timothy Legg Coordinator PMHNP
timothy.legg@mail.waldenu.edu

Clinical Supervisors

Dr. Jennifer Stone – Full time Clinical Supervisor for FNP, AGACNP, AGPCNP, PMHNP

jennifer.stone2@mail.waldenu.edu

Dr. Tara Harris – Part time Clinical Supervisor for FNP, AGACNP, AGPCNP, PMHNP

tara.harris4@mail.waldenu.edu

Field Office Contacts

Preceptors –
sonpreceptor@mail.waldenu.edu

Field Sites for Affiliation Agreements –
sonaffiliation@mail.waldenu.edu

Students –
nursefieldtraining@mailwaldenu.edu

Onboarding Questions –
sononboarding@mail.waldenu.edu

THANK YOU!

MUCH SUCCESS!

Nurse Practitioner (NP) student clinical orientation.

NURS 6640: Psychotherapy With Individuals – Foundations of Psychotherapy Essay

“Unexpressed emotions will never die. They are buried alive and will come forth later in uglier ways.”

—Sigmund Freud

ORDER A CUSTOM-WRITTEN PAPER NOW

While working with a patient in the late 1800s, Sigmund Freud discovered the health benefits of talking about emotions and illnesses. When Sigmund Freud introduced his “talking cure” (fundamental psychotherapy), his efforts were met with considerable skepticism. However, as more and more psychiatrists learned that Freud’s methods brought about change in patients who suffered from a variety of mental health issues, his methods were adopted and refined. Today, psychotherapy is recognized as a viable treatment for a wide variety of mental health issues, many of which are examined throughout this course. NURS 6640: Psychotherapy With Individuals – Foundations of Psychotherapy Essay.

This week, as you explore the foundations of psychotherapy, you consider its biological basis. You also examine the influence of culture, religion, and socioeconomics on psychotherapy treatments. Finally, you begin preparing for your practicum experience by examining counseling theories and developing goals to guide your practice. NURS 6640: Psychotherapy With Individuals – Foundations of Psychotherapy Essay.

Discussion 2: Project Support Area (Health Promotion Program Proposal)

Post
 an update on the progress you are making on your Health Promotion Program Proposal. Topics for discussion include methods used to assess the health needs of your chosen community, how program stakeholders were identified, collaboration strategies you propose, and program goals and objectives.

This Discussion will be available from 
Day 1 of Week 4 through Day 7 of Week 5
. While you are required to submit your update by 
Day 3 of Week 5,
 you are encouraged to post early. Once you have submitted your initial post, begin reviewing the responses of your colleagues. Provide your assessment of the methods used to determine their community’s needs and proposed collaboration strategies. Explain your rationale.

ORDER A PLAGIARISM-FREE PAPER NOW

 MY PROPOSAL/ Health Promotion Program Proposals

Assessment methods depict ways that apply in optimizing hypertension management in rural societies.  They are essential to reduce expenses, improve outcomes and enhance care among patients.  The methods used to assess health needs of my chosen community include:

Sharing the best practices with the staff; it helps the organization to identify the vital developments that apply in controlling the disease and ways to achieve them.  It also incorporates ways that the staff can embrace to determine rates of the disease prevalence among the victims in the community.  It entails implementation of standardized approaches and procedures that physicians use to update important details of their patients (Brent, 2013).  For instance, this involve cheaper medications and allowing free blood pressure reading in communities.

Disseminating monthly physician report: it is a vital method to assess health needs which enhances a transparent and a timely feedback.  It increases the engagement of physicians hence facilitate their performance improvement.  It also incorporates use of electric health record data that gives a report concerning their blood pressure and ways to improve their health.

Utilization of patient engagement tools: this is another approach that is used to assess how patients respond to medication in the community.  These tools determine whether they maintain a healthy diet, exercise on a regular basis or keep medical appointments.  They are key elements in assessing and managing hypertension among patients.  Through this procedure, the sick individuals are encouraged to be active participants to cater for their own health.  The assessment enables them to indulge in activities that allows them to manage their blood pressure effectively.  They incorporate monitoring blood pressure from home.  It enables patients to learn on tips to measure, record and provide accurate readings to their physicians.  This enables them to determine whether they should change medication and the lifestyle of patients.  To assess health needs of the community, it is also significant to involve educational materials.

Additionally, the participating groups require to offer the sick with free reading materials.  This will help patients to understand the vital aspects of the hypertension disease and make the necessary adjustments (Brent, 2013).

The program stakeholders were identified based on their interest on knowledge pertaining hypertension disease.  This strategy engages stakeholders by identifying experts to aid in expanding the sustainability of the program.  These stakeholders are program champions who are influential in their groups and are active in the care management program.  They are also recognized in relation to how they can offer feedback about hypertension by suggesting the new initiatives to apply in this health program.  The ability to communicate effectively was another strategy that assisted to identify stakeholders. This was determined in the manner in which they planned and designed different stages of the program.

The collaboration strategies that I propose include team based care to improve blood pressure among patients.  It is helpful because it involves individuals who communicate with patients to determine their progress.  This implies that they reschedule and make follow up appointments especially to patients who fail to see physicians on time (Klag, 2014).

The Program goals is to ensure that free care is granted to patients who are suffering from hypertension in rural regions.  It also intends to provide tools to aid for screening to improve the conditions of people with high blood pressure in the community.  The objective of this program is to reduce the number of hypertension cases in the society.  This is by ensuring that physicians access and offer care to the rural population. Health Implementation and Evaluation Policy.

References:

Brent, H. (2013). 
Hypertension and Collaboration Strategies.
 Journal of Health Programs Issue     85(6), 16-28.

Klag, M. (2014).  
Hypertension
. Baltimore, MD: Johns Hopkins Medical Institutions.

A colleague asked me this Qs: PLEASE ANSER THIS Qs

I enjoyed reading your progress on your proposal.It is very interesting to hear that you’re proposing to give ‘free care to people who are suffering from hypertension. What kind of free service did you plan to provide and where is your funding source? Also, who are your stakeholders? Health Implementation and Evaluation Policy.

Professor suggestions for my PROPOSAL

Good progress. I suggest making the program objective more specific and measurable such as “reduce hypertension in this community by 50% within 1 year of program initiation.”

SOME of Prof. comments abt Stakeholders/Primary data/Secondary data:

In regards to the identification of stakeholders, I believe you are confused with participants, stakeholders and collecting data for the needs assessment. Stakeholders would not be randomly selected or sent mailed surveys. A needs assessment would be conducted prior to the program initiation. This could be done through primary or secondary sources. If you collect the data, then it is primary. If you use existing data sources, then it is secondary. For the purposes of this assignment in this class, you will only need secondary data to establish the need for such a program. As far as participants, they could be sent a questionnaire as part of the program to assess their recent vaccination history but this would be limited to the actual participants, not the entire community.

RESOURCES:

McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017).
Planning, implementing, and evaluating health promotion programs: A primer
(7th ed.). San Francisco, CA: Pearson.

Chapter 4, “Assessing Needs” (pp. 67-102)

Chapter 6, “Mission Statement, Goals, and Objectives” (pp. 133-142)

Chapter 9, “Community Organizing and Community Building” (pp. 237-255)

Schulz, A. J., Israel, B. A., Coombe, C. M., Gaines, C., Reyes, A. G., Rowe, Z.,…Weir, S. (2011). Community-based participatory planning process and multilevel intervention design: Toward eliminating cardiovascular health inequities.
Health Promotion Practice, 12
(6), 900–911. Health Implementation and Evaluation Policy. Health Implementation and Evaluation Policy.

NURS 6640 MIDTERM EXAM STUDY GUIDE – QUESTIONS AND ANSWERS

Topics

The Nurse Psychotherapist and a Framework for Practice

Confidentiality Limits in Psychotherapy: Ethics Checklists for Mental Health Professionals

Assessment and Diagnosis

The Initial Contact and Maintaining the Frame

Cognitive Behavioral Therapy

Supportive and Psychodynamic Psychotherapy

Stabilization for Trauma and Dissociation

Motivational Interviewing

Psychotherapeutic Approaches for Addictions and Related Disorders

LET’S SIT YOUR ONLINE EXAM – ORDER NOW

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.

Chapter 1, “The Nurse Psychotherapist and a Framework for Practice”

Chapter 3, “Assessment and Diagnosis”

Chapter 4, “The Initial Contact and Maintaining the Frame”

Chapter 5, “Supportive and Psychodynamic Psychotherapy”

Chapter 7, “Motivational Interviewing” (pp.299-312)

Chapter 8, “Cognitive Behavioral Therapy”

Chapter 13, “Stabilization for Trauma and Dissociation”

Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders”

 

Fisher, M. A. (2016). Introduction. In
Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals
(pp. 3–12). Washington, DC: American Psychological Association. doi:10.1037/14860-001

 

Fisher, M. A. (2016). The ethical ABCs of conditional confidentiality. In
Confidentiality limits in psychotherapy: Ethics checklists for mental health professionals
(pp. 13–25). Washington, DC: American Psychological Association. doi:10.1037/14860-002

NURS 6640 MIDTERM EXAM STUDY GUIDE – QUESTIONS AND ANSWERS

Current environmental forces (i.e., physician shortage) that may impact the role of the human resource manager

To prepare
 for this Discussion, research current environmental forces (i.e., physician shortage) that may impact the role of the human resource manager. Based on your research, select an environmental issue related to regulation, policy, politics, economics, or patient demographics that impacts the role of the human resource manager in a health care setting of your choice.

Post
 a comprehensive response to the following:

Provide a brief explanation of your selected issue and then describe a strategy to enhance two of the following in your selected healthcare setting:

Workforce planning

Employee recruitment

Employee retention

__________
ORDER A PLAGIARISM-FREE PAPER NOW
____________

 

RESOURCES

 

Chapter 3, “The Strategic Management of Human Resources”

Human resources (HR) management includes both strategic and administrative tasks. This chapter addresses workforce recruitment and retention, the environmental forces influencing human resources management, and the key responsibilities of the HR management staff. The author discusses methods of employee compensation, evaluation, and key issues pertaining to HR management in the health care setting.
Course Text
: 
Career Opportunities in Health Care Management: Perspectives From the Field

Chapter 5, “Summary and Conclusions About the Profession”

This chapter addresses issues of satisfaction, mentoring, and educational preparation as well as challenges faced by health care managers.

Appendix A, “Resources for Learning More About Healthcare Management”

The common acronyms, organizations, and web addresses that health care managers should know are provided in Appendix A.

Appendix D, “Getting a Job In Healthcare Management”

How do you get a job as a health care manager? The authors provide answers to frequently asked questions related to various positions in health care management.

Bureau of Labor Statistics Occupational Outlook Handbook

http://www.bls.gov/ooh/

Search for “Medical and Health Services Managers.” Review the nature of the work, training, job outlook, and estimated earnings for health services managers.

NURS 6650 FINAL EXAM STUDY GUIDE – QUESTIONS AND ANSWERS

The final exam will cover the following topics, which relate to psychotherapy with groups and families:

Foundations of Group Work and Types of Groups

Group Processes

Cognitive Behavioral Therapy for Groups

Group Therapy for Addiction

Group Therapy with Children and Adolescents

Group Therapy with Older Adults

LET’S SIT YOUR ONLINE EXAM – ORDER NOW

Wheeler, K. (Eds.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
. New York, NY: Springer Publishing Company.

Chapter 11, “Group Therapy” (pp. 407-428)

Chapter 12, “Family Therapy” (pp. 429-468)

Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565-596)

Chapter 17, “Psychotherapy with Children” (pp. 597-624)

Chapter 18, “Psychotherapy with Older Adults” (pp. 625-660)

 

Yalom, I. D., & Leszcz, M. (2005).
The theory and practice of group psychotherapy
(5th ed.). New York, NY: Basic Books.

 

Chapter 1, “The Therapeutic Factors” (pp. 1-18)

Chapter 2, “Interpersonal Learning” (pp. 19-52)

Chapter 3, “Group Cohesiveness” (pp. 53-76)

Chapter 5, “The Therapist: Basic Tasks” (pp. 117-140)

Chapter 8, “The Selection of Clients” (pp. 231-258)

Chapter 9, “The Composition of Therapy Groups” (pp. 259-280)

Chapter 11, “In the Beginning” (pp. 309-344)

Chapter 12, “The Advanced Group” (pp. 345-390)

Chapter 13, “Problem Group Members” (pp. 391-428)

 

Video
Leading Groups with Adolescents
by Janice DeLucia-Waack, PhD & Allen Segrist, PhD

NURS 6650 FINAL EXAM STUDY GUIDE – QUESTIONS AND ANSWERS

Assignment: Application: Leadership Concept Analysis

Assignment: Application: Leadership Concept

Analysis:

Topic:

 
Employee recruitment and selection

Write a 2 (page count does not include title and reference page) paper that includes the following:

Section 4: Application to nursing (e.g., implications or consequences for nursing leaders)

Instructions: My topic for this assignment is Employee Recruitment and Section…write a 2 page paper on Application to nursing in regards to Employee recruitment and selection…(i.e) Include implication or consequences for nursing leaders.

Thanks

questions and an

Pathophysiological mechanisms of chronic asthma and acute asthma exacerbation essay assignment paper

Assignment: Asthma

Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Pathophysiological mechanisms of chronic asthma and acute asthma exacerbation essay assignment paper.

ORDER A PLAGIARISM-FREE PAPER NOW

To Prepare

Review “Asthma” . Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.

Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.

To Complete

Write a 2- to 3-page Pathophysiological mechanisms of chronic asthma and acute asthma exacerbation essay assignment paper that addresses the following:

Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.

Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.

Construct two mind maps—
one for chronic asthma
and
one for acute asthma
Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your pathophysiological mechanisms of chronic asthma and acute asthma exacerbation essay assignment paper

Essay Assignment Papers: Psychotherapy With Personality Disorders

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have a fundamental dysfunction with their personality. Even when clients acknowledge that their personality problems are at the heart of their interpersonal problems, they often find it difficult to change. As the mental health professional, how do you overcome this challenge and effectively counsel these clients?

ORDER A PLAGIARISM-FREE PAPER NOW

This week, as you explore psychotherapy with personality disorders, you examine therapeutic approaches to treating clients with personality and interpersonal problems. You also develop a client termination summary for a client who may be ready to complete therapy.

Discussion: Therapy for Clients With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.

Essay Assignment Papers: Psychotherapy With Personality Disorders Learning Objectives

Students will:

Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.

Select one of the personality disorders from the DSM-5.

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 Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients.

Quiz: Final Exam – Essay Assignment Papers: Psychotherapy With Personality Disorders

Learning Objectives

Students will:

Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals

This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:

Supportive and Psychodynamic Psychotherapy

Interpersonal Psychotherapy

Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

Psychotherapy With Children

Psychotherapy With Older Adults

Termination and Outcome Evaluation

By Day 7

Complete
 the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 75-question exam. You may only attempt this exam once. Essay Assignment Papers: Psychotherapy With Personality Disorders.