Understanding different concepts
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Understanding different concepts
Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 \ questions7-16.docx](https://www.sweetstudy.com/files/questions7-16-docx "questions7-16.docx")
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0
\
questions7-16.docx](https://www.sweetstudy.com/files/questions7-16-docx "questions7-16.docx")
assist me in the wrong things im doing while writing. help correct me
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →assist me in the wrong things im doing while writing. help correct me
Classes at every grade level are comprised of students at varying stages of cognitive, linguistic, physical, social, and emotional development. Teachers must be able to design developmentally appropriate, challenging instruction that increases engagement and learning for all students. Carefully read…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Classes at every grade level are comprised of students at varying stages of cognitive, linguistic, physical, social, and emotional development. Teachers must be able to design developmentally appropriate, challenging instruction that increases engagement and learning for all students. Carefully read and examine each scenario located on the “ELM-201 Development Scenarios” template. Each one depicts a student that differs in one or more areas of their development. After reading each scenario, apply the major concepts, principles, theories, and research related to the development of children and young adolescents as you respond. Each response should be 150-200 words, and include the following:
– Typical developmental milestones for the developmental area and grade level included in the scenario.
– At least three developmentally appropriate strategies that can be implemented in the classroom to specifically address each student’s varying abilities. At least one strategy for each scenario must be challenging and demonstrate high levels of student engagement. Consider what you know about Vygotsky and the zone of proximal development (ZPD).
Support your work with 2-3 scholarly resources. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
\
ELM-201-RS-T2-Development_Scenarios.docx](https://www.sweetstudy.com/files/elm-201-rs-t2-development-scenarios-docx "ELM-201-RS-T2-Development_Scenarios.docx")
Self-control in life. (Success on Mischel’s “marshmallow test” is linked to many life successes in adulthood. What are some of these areas of success? Why is greater self-control and delayed gratification linked to these successes? How can this information be applied to training children for later l…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Self-control in life. (Success on Mischel’s “marshmallow test” is linked to many life successes in adulthood. What are some of these areas of success? Why is greater self-control and delayed gratification linked to these successes? How can this information be applied to training children for later life functioning and success?)
– ## Document1D219.docx – Document2D218.docx **## Document1D219.docx** Ask for Help Print MXM2 — MXM2 Task 1: Personal Development Plan Intrapersonal Leadership and Professional Growth — D218 PRFA — MXM2 PreparationTask OverviewSubmissionsEvaluation Report Competencies 738.1.1 : Create a Personal Pl…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Document1D219.docx
– Document2D218.docx
**## Document1D219.docx**
Ask for Help Print
MXM2 — MXM2 Task 1: Personal Development Plan
Intrapersonal Leadership and Professional Growth — D218
PRFA — MXM2
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
738.1.1 : Create a Personal Plan
The learner creates a personal development plan that fosters professional engagement and personal growth.
738.1.2 : Evaluate Quality Nursing Self-Care
The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.
Introduction
The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Note: The suggested length of your response for each prompt is 2–3 paragraphs.
A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.
B. Create a personal development plan by doing the following:
1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).
Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.
a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.
b. Discuss how each of the goals from part B1 will foster your professional development.
C. Explain the importance of having a personal development plan.
1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:RESILIENCE AND SELF-CARE
Not Evident
The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.
Approaching Competence
The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.
Competent
The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.
B1:GOALS
Not Evident
The submission does not list any goals.
Approaching Competence
The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.
Competent
The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.
B1a:ACTIONABLE ITEMS
Not Evident
The submission does not list any actionable steps.
Approaching Competence
The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.
Competent
The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.
B1b:FOSTER PROFESSIONAL DEVELOPMENT
Not Evident
The submission does not discuss the goals from part B1.
Approaching Competence
The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.
Competent
The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.
C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN
Not Evident
An explanation is not provided.
Approaching Competence
The explanation is provided but is not relevant to the importance of personal development plans.
Competent
The explanation of the importance of having a personal development plan is detailed.
C1:ACADEMIC AND CAREER GOALS
Not Evident
The submission does not provide any examples.
Approaching Competence
The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.
Competent
The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
**Document2D218.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)
**Document2D218.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)
**## Document1D219.docx**
Ask for Help Print
MXM2 — MXM2 Task 1: Personal Development Plan
Intrapersonal Leadership and Professional Growth — D218
PRFA — MXM2
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
738.1.1 : Create a Personal Plan
The learner creates a personal development plan that fosters professional engagement and personal growth.
738.1.2 : Evaluate Quality Nursing Self-Care
The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.
Introduction
The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Note: The suggested length of your response for each prompt is 2–3 paragraphs.
A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.
B. Create a personal development plan by doing the following:
1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).
Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.
a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.
b. Discuss how each of the goals from part B1 will foster your professional development.
C. Explain the importance of having a personal development plan.
1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:RESILIENCE AND SELF-CARE
Not Evident
The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.
Approaching Competence
The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.
Competent
The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.
B1:GOALS
Not Evident
The submission does not list any goals.
Approaching Competence
The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.
Competent
The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.
B1a:ACTIONABLE ITEMS
Not Evident
The submission does not list any actionable steps.
Approaching Competence
The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.
Competent
The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.
B1b:FOSTER PROFESSIONAL DEVELOPMENT
Not Evident
The submission does not discuss the goals from part B1.
Approaching Competence
The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.
Competent
The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.
C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN
Not Evident
An explanation is not provided.
Approaching Competence
The explanation is provided but is not relevant to the importance of personal development plans.
Competent
The explanation of the importance of having a personal development plan is detailed.
C1:ACADEMIC AND CAREER GOALS
Not Evident
The submission does not provide any examples.
Approaching Competence
The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.
Competent
The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
**Document2D218.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)
**## Document1D219.docx**
Ask for Help Print
MXM2 — MXM2 Task 1: Personal Development Plan
Intrapersonal Leadership and Professional Growth — D218
PRFA — MXM2
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
738.1.1 : Create a Personal Plan
The learner creates a personal development plan that fosters professional engagement and personal growth.
738.1.2 : Evaluate Quality Nursing Self-Care
The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.
Introduction
The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Note: The suggested length of your response for each prompt is 2–3 paragraphs.
A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.
B. Create a personal development plan by doing the following:
1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).
Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.
a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.
b. Discuss how each of the goals from part B1 will foster your professional development.
C. Explain the importance of having a personal development plan.
1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:RESILIENCE AND SELF-CARE
Not Evident
The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.
Approaching Competence
The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.
Competent
The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.
B1:GOALS
Not Evident
The submission does not list any goals.
Approaching Competence
The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.
Competent
The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.
B1a:ACTIONABLE ITEMS
Not Evident
The submission does not list any actionable steps.
Approaching Competence
The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.
Competent
The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.
B1b:FOSTER PROFESSIONAL DEVELOPMENT
Not Evident
The submission does not discuss the goals from part B1.
Approaching Competence
The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.
Competent
The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.
C:IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN
Not Evident
An explanation is not provided.
Approaching Competence
The explanation is provided but is not relevant to the importance of personal development plans.
Competent
The explanation of the importance of having a personal development plan is detailed.
C1:ACADEMIC AND CAREER GOALS
Not Evident
The submission does not provide any examples.
Approaching Competence
The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.
Competent
The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
**Document2D218.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/document2d218-docx)
– 1
– 2
\ 20250718_030348.jpg](https://www.sweetstudy.com/files/20250718-030348-jpg-10353309 "20250718_030348.jpg") \ 20250718_030507.jpg](https://www.sweetstudy.com/files/20250718-030507-jpg-10353311 "20250718_030507.jpg")
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →\
20250718_030348.jpg](https://www.sweetstudy.com/files/20250718-030348-jpg-10353309 "20250718_030348.jpg")
\
20250718_030507.jpg](https://www.sweetstudy.com/files/20250718-030507-jpg-10353311 "20250718_030507.jpg")
– ## Module3Discussion.docx – ## Nur670Module4Discussioninstructions.docx **## Module3Discussion.docx** 6 **Module 3 Discussion** Student’s Name Institutional Affiliation Professor’s Name Course Name Due Date **Inclusion/Exclusion Criteria and Literature Search for PICO Question** **PICO Question**:…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Module3Discussion.docx
– ## Nur670Module4Discussioninstructions.docx
**## Module3Discussion.docx**
6
**Module 3 Discussion**
Student’s Name
Institutional Affiliation
Professor’s Name
Course Name
Due Date
**Inclusion/Exclusion Criteria and Literature Search for PICO Question**
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
This PICO question required a systematic search and selection of evidence-based research. Identification of inclusion and exclusion criteria, database selection, search keywords, and Boolean operators, and filters to reduce results to relevant and high-quality sources were required. This study sought Level 1 and 2 evidence from U.S.-based research on Cognitive Behavioral Therapy (CBT) and Psychodynamic Psychotherapy for adults with Histrionic Personality Disorder (HPD).
**Inclusion and Exclusion Criteria and Search Strategy**
The inclusion and exclusion criteria helped narrow the search to ensure the literature evaluated met the PICO question. The following table lists database searches:
| | | | | |
| — | — | — | — | — |
| **Database Searched** | **Search Terms / Keywords** | **Boolean Operators Used** | **Limits / Filters Applied** | **Number of Results Found** |
| PubMed | “Histrionic Personality Disorder” AND “Cognitive Behavioral Therapy” AND “emotional regulation” | AND | English; last 5 years; human subjects; adults (18+); United States only | 34 |
| PsycINFO | “Histrionic Personality Disorder” OR “Cluster B disorders” AND “CBT” AND “psychodynamic psychotherapy” | OR, AND | Peer-reviewed; last 5 years; U.S.-based studies; English; adults; outpatient setting | 27 |
| CINAHL | “Cognitive Behavioral Therapy” AND “Psychodynamic” AND “emotional regulation” AND “Histrionic” | AND | Adults; academic journals; English; United States; published in past 5 years | 19 |
| Cochrane Library | “Histrionic Personality Disorder” AND “CBT” OR “psychodynamic therapy” | AND, OR | U.S. studies; systematic reviews; randomized controlled trials; last 5 years | 6 |
The inclusion criteria were as follows:
· Studies published within the last 5 years (to ensure current relevance)
· Peer-reviewed articles from U.S.-based journals or with authors affiliated with U.S. institutions
· English-language studies
· Human subjects aged 18 and older (adults)
· Research conducted in outpatient psychiatric settings
· Studies that directly compare Cognitive Behavioral Therapy and Psychodynamic Psychotherapy or evaluate either intervention’s impact on emotional regulation in patients with Histrionic Personality Disorder
· Level 1 (randomized controlled trials, systematic reviews/meta-analyses) or Level 2 (quasi-experimental, cohort studies) research according to the hierarchy of evidence
The exclusion criteria included:
· Non-U.S.-based research
· Studies conducted in inpatient, forensic, or residential settings
· Articles not available in full text
· Studies involving minors or mixed-age samples without subgroup analysis for adults
· Non-peer-reviewed sources such as editorials, opinion pieces, dissertations, or commentaries
· Research addressing personality disorders other than HPD unless HPD was distinctly analyzed as a subgroup
**Database Search Process and Rationale**
The first database reviewed was PubMed, a trusted medical resource. Search terms included “Histrionic Personality Disorder,” “Cognitive Behavioral Therapy,” and “emotional regulation.” All PICO question attributes were captured by "AND" operators. Filters limited results to English-language, adult, human, and five-year research. The initial search yielded 34 items. U.S. samples and research relevance were filtered from this pool.
PsycINFO was utilized next since it focuses on psychological and behavioral sciences relevant to HPD and psychotherapy. "Cluster B disorders" and "histrionic personality disorder" were included to maintain specificity. Included were "CBT," "psychodynamic psychotherapy," and "emotional regulation." The Boolean operators "OR" and "AND" were used to extend the search ("HPD OR Cluster B" and "CBT AND psychodynamic psychotherapy"). U.S. research, peer-reviewed publications, and adult outpatient populations were screened. Many of the 27 papers retrieved in this search offered crucial HPD or population treatment information.
Our third database search was CINAHL. Nursing and allied health publications provided a unique perspective. Search terms included “Cognitive Behavioral Therapy,” “Psychodynamic,” “emotional regulation,” and “Histrionic.” “AND” operators covered all key themes. English, U.S. research, academic publications, and adult outpatient care were few. The search yielded 19 results. After reviewing the abstracts, we excluded publications that contained HPD-free or Cluster B data without subgroup findings. The Cochrane Library was searched for RCTs and systematic reviews. Cochrane includes global research, but filters and human selection confine it to U.S.-based or written studies. Search terms included “Histrionic Personality Disorder,” “CBT,” and “psychodynamic therapy.” The analysis included Level 1 evidence and formal reviews that utilized Boolean operators "AND" and "OR," along with specific filters. Two high-quality systematic reviews met the inclusion criteria and synthesized the literature, but only six findings were discovered.
**Reflections on the Process**
The exhaustive search required regular refinement to avoid irrelevant or non-U.S. research. Histrionic Personality Disorder is understudied compared to Cluster B illnesses like Borderline or Narcissistic Personality Disorder, making it hard to locate studies (French & Shrestha, 2020; Lilliengren, 2023). To address this, the term “Cluster B” was used as an inclusive search term; however, studies without HPD disaggregation were excluded unless they provided relevant patient data (Chapman et al., 2024). Another issue was that CBT and psychodynamic treatment overlapped in personality disorder research (Leichsenring et al., 2024). If the methodology enabled comparison or emotional regulation effects were characterized and attributed to one modality, CBT and psychodynamic therapy were included (Kaluzeviciute‐Moreton & Lloyd, 2024). Studies were examined utilizing the hierarchy of evidence throughout the search (Voytenko & Huprich, 2025). Following randomized controlled trials, quasi-experimental and prospective cohort research were conducted. Level 1 evidence included comprehensive reviews of several high-quality U.S. studies.
**References**
Chapman, J., Jamil, R. T., & Fleisher, C. (2024).
_Borderline personality disorder_. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK430883/
French, J. H., & Shrestha, S. (2020).
_Histrionic personality disorder_. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK542325/
Kaluzeviciute‐Moreton, G., & Lloyd, C. (2024). “Meeting the client where they are rather than where i’m at”: A qualitative survey exploring CBT and psychodynamic therapist perceptions of psychotherapy integration.
_British Journal of Psychotherapy_,
_40_(2). https://doi.org/10.1111/bjp.12894
Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., Salzer, S., Spitzer, C., & Steinert, C. (2024). Borderline personality disorder: A comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies.
_World Psychiatry_,
_23_(1), 4–25. https://doi.org/10.1002/wps.21156
Lilliengren, P. (2023). A comprehensive overview of randomized controlled trials of psychodynamic psychotherapies.
_Psychoanalytic Psychotherapy_,
_37_(2), 117–140. https://doi.org/10.1080/02668734.2023.2197617
Voytenko, V. L., & Huprich, S. K. (2025). Treatment-resistant depression and personality disorders: An update on conceptualization, assessment, and evidence-based psychodynamic approaches.
_Psychoanalytic Psychology_,
_42_(1), 1–8. https://doi.org/10.1037/pap0000521
**## Nur670Module4Discussioninstructions.docx**
All Discussions are based on this pico question
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
Module 4 Discussion
[https://www.prisma-statement.org/prisma-2020-flow-diagram](https://www.prisma-statement.org/prisma-2020-flow-diagram)
How to create a PRISMA flow diagram
Dear Students,
To assist you in creating your literature diagram, please utilize the following resource:
[PRISMA Flow Diagram GuideLinks to an external site.](https://guides.lib.unc.edu/prisma). This guide provides step-by-step instructions and templates to help you accurately structure and document your literature review process.
A PRISMA diagram visually maps the flow of information through the different phases of a systematic or literature review. To ensure credibility and academic integrity, your diagram must reflect
**real numbers** based on your database searches, screening, and selection, not estimates or placeholders.
**Quick Guide: Creating a PRISMA Diagram with Actual Numbers**
A PRISMA diagram maps how studies are identified, screened, and selected for your literature review. Use
**real, not estimated** numbers. Follow these key steps:
**1. Search and Record**
· Use multiple databases (e.g., PubMed, CINAHL, PsycINFO).
· Document: search date, keywords, Boolean operators, filters.
· Total records retrieved (e.g., PubMed: 320, CINAHL: 290).
**2. Remove Duplicates**
· Use citation managers (e.g., Zotero, EndNote) to de-duplicate.
· Record how many were removed.
**3. Screening (Title/Abstract)**
· Note how many records were screened and excluded at this level.
**4. Full-Text Review**
· Report how many full-text articles were assessed.
· Exclude with reasons (e.g., wrong population, not peer-reviewed).
**5. Final Inclusion**
· Report number of studies included in:
· Qualitative synthesis
· Quantitative synthesis (if applicable)
**Tips**
· Avoid placeholders—use exact numbers.
· Keep detailed records in case you’re asked to verify.
· All the PRISMA components and the
[official PRISMA templateLinks to an external site.](https://www.prisma-statement.org/prisma-2020-flow-diagram) must be used to receive the full points in the main issues category for this assignment.
Let me know if you'd like a template filled out or help listing exclusion reasons.
**_Creating a Search Strategy_**
After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/47535/pages/module-4-lecture-materials-and-resources), discuss the following:
·
1. Create and upload a
**literature flow diagram using the** [**PRISMA templateLinks to an external site.**](https://www.prisma-statement.org/prisma-2020-flow-diagram)
2. Describe the process used to narrow down the search results to the final number of articles selected for your PICO question.
3. Full points for the main issues section of the rubric will be given for including the reasons for the exclusions in your initial post
4. Inclusion of all the final articles
**is required** in the reference section
**Submission Instructions:**
. Your initial post, question 2, should be at least 250 words, formatted and cited in the current APA style.
. Provide support for your work from at least five academic sources, less than 5 years old. Visit
[Purdue OwlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for specific examples on how to create in-text citations and cite references using the current APA format.
. Students will use this PICO question when creating the abstract and academic poster.
. Students may not duplicate the PICO question of another student at St. Thomas University.
. Your initial post is worth 8 points.
. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points. (1 point per response)
. All replies must be constructive and use literature where possible
· our assignment will be graded according to the grading rubric.
| | | | | | |
| — | — | — | — | — | — |
| **Discussion Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Identification of Main Issues, Problems, and Concepts | **Distinguished – 4 points** Post is substantively accurate. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. Provides exceptional and thought-provoking analysis that directly addresses details and/or examples of the main topic. | **Excellent – 3 points** Post is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses not as clear as they could be. | **Fair – 1-2 points** Demonstrates limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given. | **Poor – 0 points** Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear. | 4 points |
| APA Formatting Guidelines | **Distinguished – 2 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Excellent – 1 point** The reference page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Fair – 0.5 points** The reference page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Poor – 0 points** The reference page contains no current scholarly academic resources, only internet web pages, or no reference page. Lack of APA guidelines for references provided or in-text citations. | 2 points |
| Writing Mechanics | **Distinguished – 2 points** Rules of grammar, usage, and punctuation are followed; spelling is correct. | **Excellent – 1 point** Few grammatical errors, but sentences could be clearer and more precise. | **Fair – 0.5 points** The paper contains a few grammatical, punctuation, and spelling errors. | **Poor – 0 points** The paper contains numerous grammatical, punctuation, and spelling errors. | 2 points |
| Response to Posts of Peers | **Distinguished – 2 points** Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each. | **Fair – 1 point** Constructively responded to one other post and either extended, expanded, or provided a rebuttal. | **Poor – 0 points** Provided no response to a peer's post. | 2 points |
| **Total Points** | **10** |
## image1.png
**## Nur670Module4Discussioninstructions.docx**
All Discussions are based on this pico question
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
Module 4 Discussion
[https://www.prisma-statement.org/prisma-2020-flow-diagram](https://www.prisma-statement.org/prisma-2020-flow-diagram)
How to create a PRISMA flow diagram
Dear Students,
To assist you in creating your literature diagram, please utilize the following resource:
[PRISMA Flow Diagram GuideLinks to an external site.](https://guides.lib.unc.edu/prisma). This guide provides step-by-step instructions and templates to help you accurately structure and document your literature review process.
A PRISMA diagram visually maps the flow of information through the different phases of a systematic or literature review. To ensure credibility and academic integrity, your diagram must reflect
**real numbers** based on your database searches, screening, and selection, not estimates or placeholders.
**Quick Guide: Creating a PRISMA Diagram with Actual Numbers**
A PRISMA diagram maps how studies are identified, screened, and selected for your literature review. Use
**real, not estimated** numbers. Follow these key steps:
**1. Search and Record**
· Use multiple databases (e.g., PubMed, CINAHL, PsycINFO).
· Document: search date, keywords, Boolean operators, filters.
· Total records retrieved (e.g., PubMed: 320, CINAHL: 290).
**2. Remove Duplicates**
· Use citation managers (e.g., Zotero, EndNote) to de-duplicate.
· Record how many were removed.
**3. Screening (Title/Abstract)**
· Note how many records were screened and excluded at this level.
**4. Full-Text Review**
· Report how many full-text articles were assessed.
· Exclude with reasons (e.g., wrong population, not peer-reviewed).
**5. Final Inclusion**
· Report number of studies included in:
· Qualitative synthesis
· Quantitative synthesis (if applicable)
**Tips**
· Avoid placeholders—use exact numbers.
· Keep detailed records in case you’re asked to verify.
· All the PRISMA components and the
[official PRISMA templateLinks to an external site.](https://www.prisma-statement.org/prisma-2020-flow-diagram) must be used to receive the full points in the main issues category for this assignment.
Let me know if you'd like a template filled out or help listing exclusion reasons.
**_Creating a Search Strategy_**
After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/47535/pages/module-4-lecture-materials-and-resources), discuss the following:
·
1. Create and upload a
**literature flow diagram using the** [**PRISMA templateLinks to an external site.**](https://www.prisma-statement.org/prisma-2020-flow-diagram)
2. Describe the process used to narrow down the search results to the final number of articles selected for your PICO question.
3. Full points for the main issues section of the rubric will be given for including the reasons for the exclusions in your initial post
4. Inclusion of all the final articles
**is required** in the reference section
**Submission Instructions:**
. Your initial post, question 2, should be at least 250 words, formatted and cited in the current APA style.
. Provide support for your work from at least five academic sources, less than 5 years old. Visit
[Purdue OwlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for specific examples on how to create in-text citations and cite references using the current APA format.
. Students will use this PICO question when creating the abstract and academic poster.
. Students may not duplicate the PICO question of another student at St. Thomas University.
. Your initial post is worth 8 points.
. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points. (1 point per response)
. All replies must be constructive and use literature where possible
· our assignment will be graded according to the grading rubric.
| | | | | | |
| — | — | — | — | — | — |
| **Discussion Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Identification of Main Issues, Problems, and Concepts | **Distinguished – 4 points** Post is substantively accurate. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. Provides exceptional and thought-provoking analysis that directly addresses details and/or examples of the main topic. | **Excellent – 3 points** Post is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses not as clear as they could be. | **Fair – 1-2 points** Demonstrates limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given. | **Poor – 0 points** Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear. | 4 points |
| APA Formatting Guidelines | **Distinguished – 2 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Excellent – 1 point** The reference page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Fair – 0.5 points** The reference page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Poor – 0 points** The reference page contains no current scholarly academic resources, only internet web pages, or no reference page. Lack of APA guidelines for references provided or in-text citations. | 2 points |
| Writing Mechanics | **Distinguished – 2 points** Rules of grammar, usage, and punctuation are followed; spelling is correct. | **Excellent – 1 point** Few grammatical errors, but sentences could be clearer and more precise. | **Fair – 0.5 points** The paper contains a few grammatical, punctuation, and spelling errors. | **Poor – 0 points** The paper contains numerous grammatical, punctuation, and spelling errors. | 2 points |
| Response to Posts of Peers | **Distinguished – 2 points** Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each. | **Fair – 1 point** Constructively responded to one other post and either extended, expanded, or provided a rebuttal. | **Poor – 0 points** Provided no response to a peer's post. | 2 points |
| **Total Points** | **10** |
## image1.png
**## Module3Discussion.docx**
6
**Module 3 Discussion**
Student’s Name
Institutional Affiliation
Professor’s Name
Course Name
Due Date
**Inclusion/Exclusion Criteria and Literature Search for PICO Question**
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
This PICO question required a systematic search and selection of evidence-based research. Identification of inclusion and exclusion criteria, database selection, search keywords, and Boolean operators, and filters to reduce results to relevant and high-quality sources were required. This study sought Level 1 and 2 evidence from U.S.-based research on Cognitive Behavioral Therapy (CBT) and Psychodynamic Psychotherapy for adults with Histrionic Personality Disorder (HPD).
**Inclusion and Exclusion Criteria and Search Strategy**
The inclusion and exclusion criteria helped narrow the search to ensure the literature evaluated met the PICO question. The following table lists database searches:
| | | | | |
| — | — | — | — | — |
| **Database Searched** | **Search Terms / Keywords** | **Boolean Operators Used** | **Limits / Filters Applied** | **Number of Results Found** |
| PubMed | “Histrionic Personality Disorder” AND “Cognitive Behavioral Therapy” AND “emotional regulation” | AND | English; last 5 years; human subjects; adults (18+); United States only | 34 |
| PsycINFO | “Histrionic Personality Disorder” OR “Cluster B disorders” AND “CBT” AND “psychodynamic psychotherapy” | OR, AND | Peer-reviewed; last 5 years; U.S.-based studies; English; adults; outpatient setting | 27 |
| CINAHL | “Cognitive Behavioral Therapy” AND “Psychodynamic” AND “emotional regulation” AND “Histrionic” | AND | Adults; academic journals; English; United States; published in past 5 years | 19 |
| Cochrane Library | “Histrionic Personality Disorder” AND “CBT” OR “psychodynamic therapy” | AND, OR | U.S. studies; systematic reviews; randomized controlled trials; last 5 years | 6 |
The inclusion criteria were as follows:
· Studies published within the last 5 years (to ensure current relevance)
· Peer-reviewed articles from U.S.-based journals or with authors affiliated with U.S. institutions
· English-language studies
· Human subjects aged 18 and older (adults)
· Research conducted in outpatient psychiatric settings
· Studies that directly compare Cognitive Behavioral Therapy and Psychodynamic Psychotherapy or evaluate either intervention’s impact on emotional regulation in patients with Histrionic Personality Disorder
· Level 1 (randomized controlled trials, systematic reviews/meta-analyses) or Level 2 (quasi-experimental, cohort studies) research according to the hierarchy of evidence
The exclusion criteria included:
· Non-U.S.-based research
· Studies conducted in inpatient, forensic, or residential settings
· Articles not available in full text
· Studies involving minors or mixed-age samples without subgroup analysis for adults
· Non-peer-reviewed sources such as editorials, opinion pieces, dissertations, or commentaries
· Research addressing personality disorders other than HPD unless HPD was distinctly analyzed as a subgroup
**Database Search Process and Rationale**
The first database reviewed was PubMed, a trusted medical resource. Search terms included “Histrionic Personality Disorder,” “Cognitive Behavioral Therapy,” and “emotional regulation.” All PICO question attributes were captured by "AND" operators. Filters limited results to English-language, adult, human, and five-year research. The initial search yielded 34 items. U.S. samples and research relevance were filtered from this pool.
PsycINFO was utilized next since it focuses on psychological and behavioral sciences relevant to HPD and psychotherapy. "Cluster B disorders" and "histrionic personality disorder" were included to maintain specificity. Included were "CBT," "psychodynamic psychotherapy," and "emotional regulation." The Boolean operators "OR" and "AND" were used to extend the search ("HPD OR Cluster B" and "CBT AND psychodynamic psychotherapy"). U.S. research, peer-reviewed publications, and adult outpatient populations were screened. Many of the 27 papers retrieved in this search offered crucial HPD or population treatment information.
Our third database search was CINAHL. Nursing and allied health publications provided a unique perspective. Search terms included “Cognitive Behavioral Therapy,” “Psychodynamic,” “emotional regulation,” and “Histrionic.” “AND” operators covered all key themes. English, U.S. research, academic publications, and adult outpatient care were few. The search yielded 19 results. After reviewing the abstracts, we excluded publications that contained HPD-free or Cluster B data without subgroup findings. The Cochrane Library was searched for RCTs and systematic reviews. Cochrane includes global research, but filters and human selection confine it to U.S.-based or written studies. Search terms included “Histrionic Personality Disorder,” “CBT,” and “psychodynamic therapy.” The analysis included Level 1 evidence and formal reviews that utilized Boolean operators "AND" and "OR," along with specific filters. Two high-quality systematic reviews met the inclusion criteria and synthesized the literature, but only six findings were discovered.
**Reflections on the Process**
The exhaustive search required regular refinement to avoid irrelevant or non-U.S. research. Histrionic Personality Disorder is understudied compared to Cluster B illnesses like Borderline or Narcissistic Personality Disorder, making it hard to locate studies (French & Shrestha, 2020; Lilliengren, 2023). To address this, the term “Cluster B” was used as an inclusive search term; however, studies without HPD disaggregation were excluded unless they provided relevant patient data (Chapman et al., 2024). Another issue was that CBT and psychodynamic treatment overlapped in personality disorder research (Leichsenring et al., 2024). If the methodology enabled comparison or emotional regulation effects were characterized and attributed to one modality, CBT and psychodynamic therapy were included (Kaluzeviciute‐Moreton & Lloyd, 2024). Studies were examined utilizing the hierarchy of evidence throughout the search (Voytenko & Huprich, 2025). Following randomized controlled trials, quasi-experimental and prospective cohort research were conducted. Level 1 evidence included comprehensive reviews of several high-quality U.S. studies.
**References**
Chapman, J., Jamil, R. T., & Fleisher, C. (2024).
_Borderline personality disorder_. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK430883/
French, J. H., & Shrestha, S. (2020).
_Histrionic personality disorder_. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK542325/
Kaluzeviciute‐Moreton, G., & Lloyd, C. (2024). “Meeting the client where they are rather than where i’m at”: A qualitative survey exploring CBT and psychodynamic therapist perceptions of psychotherapy integration.
_British Journal of Psychotherapy_,
_40_(2). https://doi.org/10.1111/bjp.12894
Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., Salzer, S., Spitzer, C., & Steinert, C. (2024). Borderline personality disorder: A comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies.
_World Psychiatry_,
_23_(1), 4–25. https://doi.org/10.1002/wps.21156
Lilliengren, P. (2023). A comprehensive overview of randomized controlled trials of psychodynamic psychotherapies.
_Psychoanalytic Psychotherapy_,
_37_(2), 117–140. https://doi.org/10.1080/02668734.2023.2197617
Voytenko, V. L., & Huprich, S. K. (2025). Treatment-resistant depression and personality disorders: An update on conceptualization, assessment, and evidence-based psychodynamic approaches.
_Psychoanalytic Psychology_,
_42_(1), 1–8. https://doi.org/10.1037/pap0000521
**## Nur670Module4Discussioninstructions.docx**
All Discussions are based on this pico question
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
Module 4 Discussion
[https://www.prisma-statement.org/prisma-2020-flow-diagram](https://www.prisma-statement.org/prisma-2020-flow-diagram)
How to create a PRISMA flow diagram
Dear Students,
To assist you in creating your literature diagram, please utilize the following resource:
[PRISMA Flow Diagram GuideLinks to an external site.](https://guides.lib.unc.edu/prisma). This guide provides step-by-step instructions and templates to help you accurately structure and document your literature review process.
A PRISMA diagram visually maps the flow of information through the different phases of a systematic or literature review. To ensure credibility and academic integrity, your diagram must reflect
**real numbers** based on your database searches, screening, and selection, not estimates or placeholders.
**Quick Guide: Creating a PRISMA Diagram with Actual Numbers**
A PRISMA diagram maps how studies are identified, screened, and selected for your literature review. Use
**real, not estimated** numbers. Follow these key steps:
**1. Search and Record**
· Use multiple databases (e.g., PubMed, CINAHL, PsycINFO).
· Document: search date, keywords, Boolean operators, filters.
· Total records retrieved (e.g., PubMed: 320, CINAHL: 290).
**2. Remove Duplicates**
· Use citation managers (e.g., Zotero, EndNote) to de-duplicate.
· Record how many were removed.
**3. Screening (Title/Abstract)**
· Note how many records were screened and excluded at this level.
**4. Full-Text Review**
· Report how many full-text articles were assessed.
· Exclude with reasons (e.g., wrong population, not peer-reviewed).
**5. Final Inclusion**
· Report number of studies included in:
· Qualitative synthesis
· Quantitative synthesis (if applicable)
**Tips**
· Avoid placeholders—use exact numbers.
· Keep detailed records in case you’re asked to verify.
· All the PRISMA components and the
[official PRISMA templateLinks to an external site.](https://www.prisma-statement.org/prisma-2020-flow-diagram) must be used to receive the full points in the main issues category for this assignment.
Let me know if you'd like a template filled out or help listing exclusion reasons.
**_Creating a Search Strategy_**
After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/47535/pages/module-4-lecture-materials-and-resources), discuss the following:
·
1. Create and upload a
**literature flow diagram using the** [**PRISMA templateLinks to an external site.**](https://www.prisma-statement.org/prisma-2020-flow-diagram)
2. Describe the process used to narrow down the search results to the final number of articles selected for your PICO question.
3. Full points for the main issues section of the rubric will be given for including the reasons for the exclusions in your initial post
4. Inclusion of all the final articles
**is required** in the reference section
**Submission Instructions:**
. Your initial post, question 2, should be at least 250 words, formatted and cited in the current APA style.
. Provide support for your work from at least five academic sources, less than 5 years old. Visit
[Purdue OwlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for specific examples on how to create in-text citations and cite references using the current APA format.
. Students will use this PICO question when creating the abstract and academic poster.
. Students may not duplicate the PICO question of another student at St. Thomas University.
. Your initial post is worth 8 points.
. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points. (1 point per response)
. All replies must be constructive and use literature where possible
· our assignment will be graded according to the grading rubric.
| | | | | | |
| — | — | — | — | — | — |
| **Discussion Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Identification of Main Issues, Problems, and Concepts | **Distinguished – 4 points** Post is substantively accurate. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. Provides exceptional and thought-provoking analysis that directly addresses details and/or examples of the main topic. | **Excellent – 3 points** Post is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses not as clear as they could be. | **Fair – 1-2 points** Demonstrates limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given. | **Poor – 0 points** Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear. | 4 points |
| APA Formatting Guidelines | **Distinguished – 2 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Excellent – 1 point** The reference page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Fair – 0.5 points** The reference page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Poor – 0 points** The reference page contains no current scholarly academic resources, only internet web pages, or no reference page. Lack of APA guidelines for references provided or in-text citations. | 2 points |
| Writing Mechanics | **Distinguished – 2 points** Rules of grammar, usage, and punctuation are followed; spelling is correct. | **Excellent – 1 point** Few grammatical errors, but sentences could be clearer and more precise. | **Fair – 0.5 points** The paper contains a few grammatical, punctuation, and spelling errors. | **Poor – 0 points** The paper contains numerous grammatical, punctuation, and spelling errors. | 2 points |
| Response to Posts of Peers | **Distinguished – 2 points** Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each. | **Fair – 1 point** Constructively responded to one other post and either extended, expanded, or provided a rebuttal. | **Poor – 0 points** Provided no response to a peer's post. | 2 points |
| **Total Points** | **10** |
## image1.png
**## Module3Discussion.docx**
6
**Module 3 Discussion**
Student’s Name
Institutional Affiliation
Professor’s Name
Course Name
Due Date
**Inclusion/Exclusion Criteria and Literature Search for PICO Question**
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
This PICO question required a systematic search and selection of evidence-based research. Identification of inclusion and exclusion criteria, database selection, search keywords, and Boolean operators, and filters to reduce results to relevant and high-quality sources were required. This study sought Level 1 and 2 evidence from U.S.-based research on Cognitive Behavioral Therapy (CBT) and Psychodynamic Psychotherapy for adults with Histrionic Personality Disorder (HPD).
**Inclusion and Exclusion Criteria and Search Strategy**
The inclusion and exclusion criteria helped narrow the search to ensure the literature evaluated met the PICO question. The following table lists database searches:
| | | | | |
| — | — | — | — | — |
| **Database Searched** | **Search Terms / Keywords** | **Boolean Operators Used** | **Limits / Filters Applied** | **Number of Results Found** |
| PubMed | “Histrionic Personality Disorder” AND “Cognitive Behavioral Therapy” AND “emotional regulation” | AND | English; last 5 years; human subjects; adults (18+); United States only | 34 |
| PsycINFO | “Histrionic Personality Disorder” OR “Cluster B disorders” AND “CBT” AND “psychodynamic psychotherapy” | OR, AND | Peer-reviewed; last 5 years; U.S.-based studies; English; adults; outpatient setting | 27 |
| CINAHL | “Cognitive Behavioral Therapy” AND “Psychodynamic” AND “emotional regulation” AND “Histrionic” | AND | Adults; academic journals; English; United States; published in past 5 years | 19 |
| Cochrane Library | “Histrionic Personality Disorder” AND “CBT” OR “psychodynamic therapy” | AND, OR | U.S. studies; systematic reviews; randomized controlled trials; last 5 years | 6 |
The inclusion criteria were as follows:
· Studies published within the last 5 years (to ensure current relevance)
· Peer-reviewed articles from U.S.-based journals or with authors affiliated with U.S. institutions
· English-language studies
· Human subjects aged 18 and older (adults)
· Research conducted in outpatient psychiatric settings
· Studies that directly compare Cognitive Behavioral Therapy and Psychodynamic Psychotherapy or evaluate either intervention’s impact on emotional regulation in patients with Histrionic Personality Disorder
· Level 1 (randomized controlled trials, systematic reviews/meta-analyses) or Level 2 (quasi-experimental, cohort studies) research according to the hierarchy of evidence
The exclusion criteria included:
· Non-U.S.-based research
· Studies conducted in inpatient, forensic, or residential settings
· Articles not available in full text
· Studies involving minors or mixed-age samples without subgroup analysis for adults
· Non-peer-reviewed sources such as editorials, opinion pieces, dissertations, or commentaries
· Research addressing personality disorders other than HPD unless HPD was distinctly analyzed as a subgroup
**Database Search Process and Rationale**
The first database reviewed was PubMed, a trusted medical resource. Search terms included “Histrionic Personality Disorder,” “Cognitive Behavioral Therapy,” and “emotional regulation.” All PICO question attributes were captured by "AND" operators. Filters limited results to English-language, adult, human, and five-year research. The initial search yielded 34 items. U.S. samples and research relevance were filtered from this pool.
PsycINFO was utilized next since it focuses on psychological and behavioral sciences relevant to HPD and psychotherapy. "Cluster B disorders" and "histrionic personality disorder" were included to maintain specificity. Included were "CBT," "psychodynamic psychotherapy," and "emotional regulation." The Boolean operators "OR" and "AND" were used to extend the search ("HPD OR Cluster B" and "CBT AND psychodynamic psychotherapy"). U.S. research, peer-reviewed publications, and adult outpatient populations were screened. Many of the 27 papers retrieved in this search offered crucial HPD or population treatment information.
Our third database search was CINAHL. Nursing and allied health publications provided a unique perspective. Search terms included “Cognitive Behavioral Therapy,” “Psychodynamic,” “emotional regulation,” and “Histrionic.” “AND” operators covered all key themes. English, U.S. research, academic publications, and adult outpatient care were few. The search yielded 19 results. After reviewing the abstracts, we excluded publications that contained HPD-free or Cluster B data without subgroup findings. The Cochrane Library was searched for RCTs and systematic reviews. Cochrane includes global research, but filters and human selection confine it to U.S.-based or written studies. Search terms included “Histrionic Personality Disorder,” “CBT,” and “psychodynamic therapy.” The analysis included Level 1 evidence and formal reviews that utilized Boolean operators "AND" and "OR," along with specific filters. Two high-quality systematic reviews met the inclusion criteria and synthesized the literature, but only six findings were discovered.
**Reflections on the Process**
The exhaustive search required regular refinement to avoid irrelevant or non-U.S. research. Histrionic Personality Disorder is understudied compared to Cluster B illnesses like Borderline or Narcissistic Personality Disorder, making it hard to locate studies (French & Shrestha, 2020; Lilliengren, 2023). To address this, the term “Cluster B” was used as an inclusive search term; however, studies without HPD disaggregation were excluded unless they provided relevant patient data (Chapman et al., 2024). Another issue was that CBT and psychodynamic treatment overlapped in personality disorder research (Leichsenring et al., 2024). If the methodology enabled comparison or emotional regulation effects were characterized and attributed to one modality, CBT and psychodynamic therapy were included (Kaluzeviciute‐Moreton & Lloyd, 2024). Studies were examined utilizing the hierarchy of evidence throughout the search (Voytenko & Huprich, 2025). Following randomized controlled trials, quasi-experimental and prospective cohort research were conducted. Level 1 evidence included comprehensive reviews of several high-quality U.S. studies.
**References**
Chapman, J., Jamil, R. T., & Fleisher, C. (2024).
_Borderline personality disorder_. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK430883/
French, J. H., & Shrestha, S. (2020).
_Histrionic personality disorder_. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK542325/
Kaluzeviciute‐Moreton, G., & Lloyd, C. (2024). “Meeting the client where they are rather than where i’m at”: A qualitative survey exploring CBT and psychodynamic therapist perceptions of psychotherapy integration.
_British Journal of Psychotherapy_,
_40_(2). https://doi.org/10.1111/bjp.12894
Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., Salzer, S., Spitzer, C., & Steinert, C. (2024). Borderline personality disorder: A comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies.
_World Psychiatry_,
_23_(1), 4–25. https://doi.org/10.1002/wps.21156
Lilliengren, P. (2023). A comprehensive overview of randomized controlled trials of psychodynamic psychotherapies.
_Psychoanalytic Psychotherapy_,
_37_(2), 117–140. https://doi.org/10.1080/02668734.2023.2197617
Voytenko, V. L., & Huprich, S. K. (2025). Treatment-resistant depression and personality disorders: An update on conceptualization, assessment, and evidence-based psychodynamic approaches.
_Psychoanalytic Psychology_,
_42_(1), 1–8. https://doi.org/10.1037/pap0000521
**## Nur670Module4Discussioninstructions.docx**
All Discussions are based on this pico question
**PICO Question**:
_In adults diagnosed with Histrionic Personality Disorder receiving outpatient psychiatric care, how does Cognitive Behavioral Therapy, compared to Psychodynamic Psychotherapy affect emotional regulation?_
Module 4 Discussion
[https://www.prisma-statement.org/prisma-2020-flow-diagram](https://www.prisma-statement.org/prisma-2020-flow-diagram)
How to create a PRISMA flow diagram
Dear Students,
To assist you in creating your literature diagram, please utilize the following resource:
[PRISMA Flow Diagram GuideLinks to an external site.](https://guides.lib.unc.edu/prisma). This guide provides step-by-step instructions and templates to help you accurately structure and document your literature review process.
A PRISMA diagram visually maps the flow of information through the different phases of a systematic or literature review. To ensure credibility and academic integrity, your diagram must reflect
**real numbers** based on your database searches, screening, and selection, not estimates or placeholders.
**Quick Guide: Creating a PRISMA Diagram with Actual Numbers**
A PRISMA diagram maps how studies are identified, screened, and selected for your literature review. Use
**real, not estimated** numbers. Follow these key steps:
**1. Search and Record**
· Use multiple databases (e.g., PubMed, CINAHL, PsycINFO).
· Document: search date, keywords, Boolean operators, filters.
· Total records retrieved (e.g., PubMed: 320, CINAHL: 290).
**2. Remove Duplicates**
· Use citation managers (e.g., Zotero, EndNote) to de-duplicate.
· Record how many were removed.
**3. Screening (Title/Abstract)**
· Note how many records were screened and excluded at this level.
**4. Full-Text Review**
· Report how many full-text articles were assessed.
· Exclude with reasons (e.g., wrong population, not peer-reviewed).
**5. Final Inclusion**
· Report number of studies included in:
· Qualitative synthesis
· Quantitative synthesis (if applicable)
**Tips**
· Avoid placeholders—use exact numbers.
· Keep detailed records in case you’re asked to verify.
· All the PRISMA components and the
[official PRISMA templateLinks to an external site.](https://www.prisma-statement.org/prisma-2020-flow-diagram) must be used to receive the full points in the main issues category for this assignment.
Let me know if you'd like a template filled out or help listing exclusion reasons.
**_Creating a Search Strategy_**
After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/47535/pages/module-4-lecture-materials-and-resources), discuss the following:
·
1. Create and upload a
**literature flow diagram using the** [**PRISMA templateLinks to an external site.**](https://www.prisma-statement.org/prisma-2020-flow-diagram)
2. Describe the process used to narrow down the search results to the final number of articles selected for your PICO question.
3. Full points for the main issues section of the rubric will be given for including the reasons for the exclusions in your initial post
4. Inclusion of all the final articles
**is required** in the reference section
**Submission Instructions:**
. Your initial post, question 2, should be at least 250 words, formatted and cited in the current APA style.
. Provide support for your work from at least five academic sources, less than 5 years old. Visit
[Purdue OwlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for specific examples on how to create in-text citations and cite references using the current APA format.
. Students will use this PICO question when creating the abstract and academic poster.
. Students may not duplicate the PICO question of another student at St. Thomas University.
. Your initial post is worth 8 points.
. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points. (1 point per response)
. All replies must be constructive and use literature where possible
· our assignment will be graded according to the grading rubric.
| | | | | | |
| — | — | — | — | — | — |
| **Discussion Rubric** |
| **Criteria** | **Ratings** | **Points** |
| Identification of Main Issues, Problems, and Concepts | **Distinguished – 4 points** Post is substantively accurate. Identifies and demonstrates a sophisticated understanding of the issues, problems, and concepts surrounding the assignment. Provides exceptional and thought-provoking analysis that directly addresses details and/or examples of the main topic. | **Excellent – 3 points** Post is mostly related to the topic. Demonstrates understanding of most of the issues, problems, and concepts surrounding the assignment. It provides some supporting details and/or examples. Analyses not as clear as they could be. | **Fair – 1-2 points** Demonstrates limited understanding of most of the issues, problems, and concepts surrounding the assignment. No details and/or examples are given. | **Poor – 0 points** Post is off-topic, incorrect and/or irrelevant to the issues, problems, and concepts surrounding the assignment. Analyses are not well organized or clear. | 4 points |
| APA Formatting Guidelines | **Distinguished – 2 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Excellent – 1 point** The reference page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Fair – 0.5 points** The reference page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. | **Poor – 0 points** The reference page contains no current scholarly academic resources, only internet web pages, or no reference page. Lack of APA guidelines for references provided or in-text citations. | 2 points |
| Writing Mechanics | **Distinguished – 2 points** Rules of grammar, usage, and punctuation are followed; spelling is correct. | **Excellent – 1 point** Few grammatical errors, but sentences could be clearer and more precise. | **Fair – 0.5 points** The paper contains a few grammatical, punctuation, and spelling errors. | **Poor – 0 points** The paper contains numerous grammatical, punctuation, and spelling errors. | 2 points |
| Response to Posts of Peers | **Distinguished – 2 points** Constructively responded to two other posts and either extended, expanded, or provided a rebuttal to each. | **Fair – 1 point** Constructively responded to one other post and either extended, expanded, or provided a rebuttal. | **Poor – 0 points** Provided no response to a peer's post. | 2 points |
| **Total Points** | **10** |
## image1.png
– 1
– 2
Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** Advanced practice nurses apply continuous quality improvement (CQI) processes to improve client-centered outcomes. Select one of the following client-…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.
**General Instructions**
Advanced practice nurses apply continuous quality improvement (CQI) processes to improve client-centered outcomes. Select one of the following client-centered care initiatives that you would like to improve in your practice area: client clinical outcomes, client satisfaction, care coordination during care transitions, or specialty consultations for clients.
**Include the following sections**:
1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
– Identify the selected client-centered care initiative and describe its application to your future practice.
– Select one CQI framework that can be applied to the selected initiative. Explain each step of the framework.
– Describe how the framework can improve client-centered care for the selected initiative.
– Describe how you would involve interprofessional team members in the CQI process.
2. **Integration of Evidence**: Integrate relevant scholarly sources as defined by [program expectationsLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/Shared%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FStudentResourceCenter%2FShared%20Documents%2FProgram%20Page%20Documents%2FNP%2FNP%20Program%20Expectations%20for%20Scholarly%20Resources%2012%2D2023%2Epdf&parent=%2Fsites%2FStudentResourceCenter%2FShared%20Documents%2FProgram%20Page%20Documents%2FNP):
– Cite a scholarly source in the initial post.
– Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
3. **Reference Citation**: Use current APA format to format citations and references and is free of errors. All citations within the last 5 years.
\*\* Include AI and Similarity report**
Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **General Instructions** Include the following sections: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. – Describe…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
**General Instructions**
Include the following sections:
1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
– Describe one source of big data that you are likely to use in your future advanced practice nursing role.
– Identify the types of information that can be obtained from this source.
– Examine three ways data from this source can be used to impact client care.
– Discuss the role of the advanced practice nurse in data stewardship.
2. **Engagement in Meaningful Dialogue**: Engage peers by asking questions, and offering new insights, applications, perspectives, information, or implications for practice:
– Respond to at least one peer.
– Respond to a second peer post.
– Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.
3. **Professionalism in Communication**: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
4. **Wednesday Participation Requirement**: Provide a substantive response to the collaboration café topic (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
5. **Total Participation Requirement**: Provide at least three substantive posts (one to the initial question or topic and two to student peers) on two different days during the week.