Focused SOAP Note On Psychiatric Patient.

Focused SOAP Note On Psychiatric Patient.

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition. Signature Assignment Paper.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

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LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Sexually Transmitted Infections

Sexually Transmitted Infections

Case Studies,

Sexually Transmitted Infections

1. Becky, age 17, has just been diagnosed with chlamydia. The doctor at the adolescent health clinic has asked the nurse to discuss chlamydia and the prevention of other STIs with Becky. The nurse collects the proper educational materials and starts reviewing them with Becky. Becky tells the nurse this isn’t the first time she has had chlamydia, but she says she isn’t concerned about the infection and knows the medication will cure it. She has had several partners in the past few months and isn’t sure who gave chlamydia to her. (Learning Objectives 2, 3, and 4)

• What techniques would you use to educate Becky about the dangers of chlamydia and other STIs?

 

• How would you discuss prevention of STIs with Becky?

 

 

Please use and list one reference from a peer reviewed journal less than 5 years old (APA format) with intext citations ( you can also use current article as a resource). You can also use the assigned book for this course.

 

Must be a minimum of 150 words

 

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Discuss on Health Promotion

Discuss on Health Promotion

As you know, many government-funded agencies and private organizations have attempted to tackle different health issues by utilizing the media to reach different populations. Discuss how you think those messages/interventions affect the target populations.  Do you think some of those interventions infringe on people’s rights,  privacy, freedom, and cultural beliefs? Give us an example of a health promotion campaign that you believe infringes on people’s rights and freedom.

Please discuss the above issues

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Use the following coupon code :
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Read the genomics case study and Alzheimer’s fact sheet.

Read the genomics case study and Alzheimer’s fact sheet.

Week 5 Book Discussion

Student’s Name

Course Title:

Course Number:

Professor’s Name:

Date

Week 5 Book Discussion

Q1. Nurses can be empathetically connected to Nordic families by actively listening to them and acknowledging their feelings. Empathetic listening can involve listening attentively to the patients and families as well as responding and reflecting on what they say. Nurses can utilize both verbal and non-verbal communication and provide appropriate feedback on what has been said. Nurses should be kind and respectful when helping patients while overlooking their personal biases and strive to provide high-quality care. They can also connect with the families by being compassionate, and non-judgmental, and providing emotional support as well as appropriate interventions to cope with the stress that arises from chronic illness experience (Svavarsdottir et al., 2006).

The family’s quality of life can be affected when family health is hindered. Family health can be hindered when one of the family members is diagnosed with a chronic illness.

The quality of life of an individual is connected to the quality of life of the people around them including parents and other family members. When compared to the parents of healthy children, the parents of patients with chronic illness report lower self-development, lower levels of daily functioning, and emotional instability (Denham et al., 2015).

To boost the families’ quality of life, nurses can recommend interventions to help them cope with the problem such as regular exercise, healthy eating, being positive, and participating in activities they enjoy which can positively impact their physical and mental health. Some of the benefits of the interventions would include avoiding depression, improving memory, and relieving anxiety (Denham et al., 2015). It would be important to involve the families in the care planning and decision-making, develop therapeutic relationships, and also recommend community resources that can be utilized to foster social relations, prevent deterioration of health and improve their quality of life.

In my experience, I have empathetically connected to families and helped boost their quality of life. On one occasion, I was caring for an elderly patient with arthritis. The patient had chronic pain in her knees. I was empathetic and actively listened to her while talking to her in a gentle tone to connect with her emotions. I involved the family when making decisions on the interventions that could be used to manage the patient’s pain. The family had several preferences. I also provided them with the various alternatives that can be utilized, including their risks and benefits. The family was in distress but when they realized that I understood their feelings and was willing to help them in the best way possible, they trusted me. I encouraged them to ask me any question they had and was always present. I encouraged the patient to talk about her experience and assured her that she will be well, which improved the patient’s compliance with the treatment plan. The family was satisfied with the care provided.

Q2. The five needs of families during a crisis experience include the need for social, emotional, psychological, and financial support, and the need for knowledge about the crisis. During a crisis experience, families require social support to improve their resilience and coping. A crisis experience can create emotional problems as the family may feel helpless, hopeless, or overwhelmed by the situation. In addition, families may require psychological support during a crisis experience due to the anxiety, disturbing thoughts, and trauma that may occur affecting the families’ mental health. Families may also need financial support to cater to the medical experiences that may arise during a health crisis experience. Lastly, families may lack the information about the crisis interfering with their ability to effectively care for the affected individual. Nurses should ensure that families are informed about the patient’s condition to help them provide better care to the patient.

Q3. After drawing the three-generation pedigree, I was able to analyze my family from both maternal and paternal sides to identify inheritable diseases. On the side of my paternal grandparents, my grandfather has been suffering from diabetes but my grandmother who is ninety years old is healthy. On the side of my maternal grandparents, my grandfather is healthy but my grandmother has heart disease. As for my parents, none of them has complained of any of these conditions but they are at risk of developing the conditions. My father could be a carrier of diabetes and my mother could be a carrier of heart disease that can be inherited from my maternal grandmother. In my case, I could develop heart disease if my mother has heart disease, be healthy, or develop both heart disease and diabetes, if my father develops heart disease and my mother becomes diabetic from inherited genes. Family history provides essential information that can be used to determine the health of the family and allow individuals to make the necessary lifestyle modifications to reduce the risk of developing genetic conditions (Bennett et al., 2008).

References

Bennett, R. L., French, K. S., Resta, R. G., & Doyle, D. L. (2008). Standardized human pedigree nomenclature: update and assessment of the recommendations of the National Society of Genetic Counselors. Journal of genetic counseling, 17(5), 424-433. https://doi.org/10.1007/s10897-008-9169-9

Denham, S., Eggenberger, S., Young, P., & Krumwiede, N. (2015). Family-focused nursing care. FA Davis.

Svavarsdottir, E. K., & Orlygsdottir, B. (2006). Health‐related quality of life in Icelandic school children. Scandinavian journal of caring sciences, 20(2), 209-215. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-6712.2006.00397.x

Family Constructions and Family Nursing Actions Grid: Still Alice                                                                

                                                                               

Possible family constructs	What do you notice about the construct in the story?	Possible nursing actions directed toward the family
Family Health Promotion	John refuses resources offered from Alice’s neurologist for support groups. Alice ends up starting up her own support group along with utilizing online support groups for other people with EOAD. Lydia teaches her mom how to meditate.	RN would encourage John to find a resource that does work for him. If he doesn’t want to attend support group, he could try the online support group route that Alice had done. RN would emphasize importance of selfcare related to caregiver burnout. Lydia could also teach her father how to meditate as a form of relaxation.
Family Change	Along with Alice’s undeniable changes throughout her disease progression, Alice’s husband, John, really had to cope with an ever-changing environment/living situation. His responsibilities changed. He had to really take care of Alice as she became more forgetful. He went to doctor appointments, went to conferences, researched Alzheimer’s treatments, started running, etc. His whole life changed along with Alice’s.	RN would provide resources for home health care or other solutions to take some of the stress off from him. RN might ask if other family members could help take some of the responsibility off his plate. RN would offer techniques and education for caring safely for Alice including any home equipment or other Alzheimer’s related resources.
Family Crisis	When first diagnosed with EOAD, Alice wanted to keep it to herself. Once she revealed her diagnosis to John and they decided to share right away with their 3 kids, Anne (eldest) panicked and immediately began to worry about her potential genetic predisposition along with her not even yet conceived children. Tom seemed like he was just in denial and having a hard time. Lydia (youngest) took the news the best and seemed kind of like the voice of reason between the siblings. Each family member reacted very differently.	RN would console patient and encourage her to share how she feels about her diagnosis. RN could help give Alice and idea of how she wants the conversation with her family to go and steps in achieving type of familial mediation. RN could provide resources for genetic testing if family is concerned. RN would offer Alzheimer’s resources as support and education for what to expect/how to plan for the future.
Family Connection	Each family member had their own special kinds of relationships that evolve throughout the book. A couple examples include, John and Alice’s marriage dynamic along with Alice and her youngest, Lydia, started off with a rather tumultuous relationship.	RN would encourage connectedness between all family members and help focus their connectedness toward caring for Alice. Encourage healthy relationships and communication between family members. Encourage John to take time for himself and their children to figure out how they want to connect with their parents during this time. (daily emails, dinner every month, etc.)
Family Vulnerability	At the beginning of the book, Alice did not want to be vulnerable and wanted to keep her diagnosis a secret but, I feel like her disease process gave her no choice but to be vulnerable eventually. Especially when she got lost in their vacation home and ended up urinating on herself. She was especially vulnerable within that moment when her husband John found her and helped her get cleaned up.	RN would offer comfort and encourage Alice to accept support and encourage open communication with John and her children. Emphasize the importance of needing support as her disease progresses and go through all possibilities of vulnerable situations that might occur (such as episodes of incontinence). Help to normalize so that Alice can feel more comfortable. Offer interventions for potentially vulnerable situations, i.e. incontinence pads/briefs.
Family Fear	Alice had fears for the future. She was afraid of the time that would inevitably be coming when she can’t even remember she has Alzheimer’s and forgets everyone. She made plans for a suicide while still able to. John had fears that it seemed like he kept inside until he’d explode. He told Alice he couldn’t stand being home with her all the time because he didn’t want to watch her decline.	RN would help Alice to devise a plan for the future while she can that doesn’t involve self-harm. RN would ensure patient safety by assessing for depressive/suicidal thoughts. Encourage John to be open about his fears for the future and provide education on support options.
Family Transitions	John wanted to take a new job in New York. At the same time, Lydia was waiting to hear back from colleges in New York and in Cambridge. The family discussed/disagreed on moving, especially with Alice’s increasingly worsening Alzheimer’s. Lydia discussed if she stayed in Cambridge, she could move in to help take care of Alice. She also offered to do the same if she ended up going to college in New York. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS	RN could provide home healthcare options for Alice in both locations. RN could help to create a schedule of care for Alice, where her children and husband take organized times with her.
Family Cultural Influences	The family had a tradition of Alice making her family recipe of white chocolate bread pudding on Christmas Eve.	RN could encourage family to make new traditions. Offer ways for family to celebrate special holidays with Alice’s disease progression i.e. everyone cooking together, looking at photo albums/creating photo memories, etc.

 

Genova, L. (2009). Still Alice: A novel. Pocket Books.

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