Category: Nursing

  • [Solved] Nursing

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    – [\ \ IMG-20260328-WA0015.jpg](https://www.sweetstudy.com/files/img-20260328-wa0015-jpg "IMG-20260328-WA0015.jpg") – [\ \ IMG-20260328-WA0009.jpg](https://www.sweetstudy.com/files/img-20260328-wa0009-jpg "IMG-20260328-WA0009.jpg") – [\ \ IMG-20260328-WA0012.jpg](https://www.sweetstudy.com/fil…

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    IMG-20260328-WA0015.jpg](https://www.sweetstudy.com/files/img-20260328-wa0015-jpg "IMG-20260328-WA0015.jpg")
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    IMG-20260328-WA0009.jpg](https://www.sweetstudy.com/files/img-20260328-wa0009-jpg "IMG-20260328-WA0009.jpg")
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    IMG-20260328-WA0012.jpg](https://www.sweetstudy.com/files/img-20260328-wa0012-jpg "IMG-20260328-WA0012.jpg")

  • [Solved] Week 11

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    In-depth study guidance and analytical solution covering Week 11.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing Assignment3_440

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    ## **Collaboration for Improving Outcomes – Discharge Plan** ### **Instructions** The purpose of this is to gain an understanding on what goes into a discharge plan. For using the case study, you will use a discharge plan for a patient using the attached [**Discharge Plan template document**](https:…

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    ## **Collaboration for Improving Outcomes – Discharge Plan**

    ### **Instructions**

    The purpose of this is to gain an understanding on what goes into a discharge plan. For using the case study, you will use a discharge plan for a patient using the attached [**Discharge Plan template document**](https://learn.americansentinel.edu/pluginfile.php/1203183/mod_assign/intro/BSN%20440%20Discharge%20Plan%20Template.docx) **(See attachment)**. You are to use all sections of the discharge plan:  assessment, diagnosis/plan, education needs, financial worksheet, and the reflection and conclusion. Be as detailed as possible.

  • [Solved] tutor

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  • [Solved] I need help

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  • [Solved] week 4, response 2

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    see attachment 1-2 paragraphs. disagreeing/agreeing and adding to it **files (1)** – ## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf** Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a well-child…

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    see attachment

    1-2 paragraphs. disagreeing/agreeing and adding to it

    **files (1)**

    – ## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf

    **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf**

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a

    well-child exam. His mother reports that she is concerned that Mark wets his bed at

    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    What does the APRN need to know about Mark’s condition?
    There are a few questions that must be asked about Mark’s condition to get a better

    understanding about it, such as the voiding characteristics if there is urgency, dysuria,

    or dribbling. The APRN should question what time of the day Mark drinking fluids is and

    if there has been a family history of enuresis. If there is a family history, then the APRN

    should question what treatment was started and how long it took to resolve. They

    should also question how the parents are handling the current situation and what they

    have tried to treat Mark with. Mark should also be asked about sleep patterns and if

    there is anything abnormal that has happened recently.

    What are some of the possible causes for Mark’s condition?
    There are many different causes for enuresis in children. The most common cause for

    enuresis is a urinary tract infection. Another common reason is due to diabetes mellitus.

    If the patient has a high blood sugar, this will lead to more sugar being leaked into the

    patient’s urine. Therefore, the kidneys will produce more urine in order to excrete the

    excess sugar. Other reasons for enuresis can also be a structural abnormality, sleep

    apnea, psychiatric problems, or pinworms.

    What strategies should the APRN share with Mark’s mother to help him stay dry

    at night?
    A few strategies to help Mark stay dry at night include removing any guilt associated

    with enuresis, having a schedule for regular voidings, regular drinking habits, and

    having a correct voiding position (Nevéus, 2022). The focus for keeping Mark dry at

    night is behavioral modification. By getting the patient used to voiding regularly during

    the day, he will than have a better chance of avoiding enuresis. Furthermore, the patient

    should be treated for any underlying condition before correcting enuresis, such as

    urinary dysfunction or constipation. Drug therapy, such as desmopressin, can also be

    used but only has a short term success rate and can cause many side effects in

    children.

    References
    Maaks, D.L. G., Starr, N., & Gaylord, N. (2019). Burns' Pediatric Primary Care (7th ed.).

    Elsevier – Evolve. https://online.vitalsource.com/books/9780323581967Links to an

    external site.

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    Nevéus, T. (2022). Problems with enuresis management—A personal view. Frontiers in

    pediatrics, 10, 1044302. https://doi.org/10.3389/fped.2022.1044302Links to an external

    site.

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf**

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a

    well-child exam. His mother reports that she is concerned that Mark wets his bed at

    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    What does the APRN need to know about Mark’s condition?
    There are a few questions that must be asked about Mark’s condition to get a better

    understanding about it, such as the voiding characteristics if there is urgency, dysuria,

    or dribbling. The APRN should question what time of the day Mark drinking fluids is and

    if there has been a family history of enuresis. If there is a family history, then the APRN

    should question what treatment was started and how long it took to resolve. They

    should also question how the parents are handling the current situation and what they

    have tried to treat Mark with. Mark should also be asked about sleep patterns and if

    there is anything abnormal that has happened recently.

    What are some of the possible causes for Mark’s condition?
    There are many different causes for enuresis in children. The most common cause for

    enuresis is a urinary tract infection. Another common reason is due to diabetes mellitus.

    If the patient has a high blood sugar, this will lead to more sugar being leaked into the

    patient’s urine. Therefore, the kidneys will produce more urine in order to excrete the

    excess sugar. Other reasons for enuresis can also be a structural abnormality, sleep

    apnea, psychiatric problems, or pinworms.

    What strategies should the APRN share with Mark’s mother to help him stay dry

    at night?
    A few strategies to help Mark stay dry at night include removing any guilt associated

    with enuresis, having a schedule for regular voidings, regular drinking habits, and

    having a correct voiding position (Nevéus, 2022). The focus for keeping Mark dry at

    night is behavioral modification. By getting the patient used to voiding regularly during

    the day, he will than have a better chance of avoiding enuresis. Furthermore, the patient

    should be treated for any underlying condition before correcting enuresis, such as

    urinary dysfunction or constipation. Drug therapy, such as desmopressin, can also be

    used but only has a short term success rate and can cause many side effects in

    children.

    References
    Maaks, D.L. G., Starr, N., & Gaylord, N. (2019). Burns' Pediatric Primary Care (7th ed.).

    Elsevier – Evolve. https://online.vitalsource.com/books/9780323581967Links to an

    external site.

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    Nevéus, T. (2022). Problems with enuresis management—A personal view. Frontiers in

    pediatrics, 10, 1044302. https://doi.org/10.3389/fped.2022.1044302Links to an external

    site.

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

  • [Solved] Psych

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    _**Case Study: Kel**_ * * * | | | | — | — | | **Purpose:** | Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research. | | **Scenario:** | _Kel is a 42-year-old certified public a…

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    _**Case Study: Kel**_

    * * *

    | | |
    | — | — |
    | **Purpose:** | Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research. |
    | **Scenario:** | _Kel is a 42-year-old certified public accountant (CPA) who dreams each year that she will board a cruise ship the day after Tax Day and go somewhere, anywhere, except Portsmouth, Virginia. Each year the dream, like the ocean, ebbs and flows, but this year she is not even going to think about such a “ridiculous idea.” In fact, she does not even have the energy to dream; getting out of bed and preparing to go to work is simply too labor intensive._<br>_Each evening Kel retires to bed with a lack of energy to complete her normal tasks such as readying her clothes for work and making a lunch. She lacks the energy to shop in the evening; consequently, she eats mostly crackers and canned soup. She is not hungry, and her scale reflects this. She has lost 15 pounds over the last 2 months. She does not attend to her makeup or clothes; she finds both too taxing. The clothes she selects are drab and not ironed. At work she makes no effort to talk with her co-workers and does not initiate new contacts with clients. The normal work of filing taxes and writing reports, which she used to enjoy, are overwhelming, and she feels too disorganized to complete them. Telephone calls and e-mail messages from friends are ignored. Attendance at work is spotty._<br>_Sue, her sister, becomes alarmed with Kel’s unanswered telephone calls and e-mails. Worried, she decides to visit her sister at home. She finds the apartment unclean and in disarray. Kel is unkempt, disheveled, and looks sad. Her voice is monotone and flat. Kel tells Sue that she feels “sad and hopeless. Nothing is ever going to change. I am a bad person and I can’t even do my work right. Although I sleep for many hours, I am still tired all the time.” Sue is alarmed at the changes in her sister and arranges for Kel to visit a health care worker at the medical clinic._ |
    | **Questions:** | Remember to answer these questions from your textbooks and NP guidelines. At all times, explain your answers. <br>1. Describe the presenting problems.<br>2. Generate a primary and differential diagnosis using the DSM5 and ICD 10 codes.<br>3. Formulate and prioritize a treatment plan. <br>4. Identify and discuss appropriate screening instruments for a patient who has suicidal ideation. |

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

  • [Solved] Week 5 discussion

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    1. Select and review five research articles related to the practice issue and proposed intervention of your PICOT question developed in Week 2. These articles may include quantitative, qualitative, or mixed methods studies (original research), systematic reviews, meta-analyses, or meta-syntheses (sy…

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    1. Select and review five research articles related to the practice issue and proposed intervention of your PICOT question developed in Week 2. These articles may include quantitative, qualitative, or mixed methods studies (original research), systematic reviews, meta-analyses, or meta-syntheses (synthesis), or clinical practice guidelines (CPGs).  The three categories of Original Research, Synthesis and CPGs must be represented.
    2. Download the [Week 5 Literature Summary Template](https://chamberlain.instructure.com/courses/198106/files/40011948?wrap=1 "NR585NP_Phase_6_Week_5_Literature_Summary_Template_0724.docx") to complete the assignment. Use of the template is required. A 10% deduction will be applied if the template is not used. See the rubric. Save the template and include your name in the file name.
    3. Select the correct table for each of the five articles and complete the Literature Summary Template with one table for each selected article.
    4. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.

    – [\
    \
    NR585NP_Phase_6_Week_5_Literature_Summary_Template_0724.docx](https://www.sweetstudy.com/files/nr585np-phase-6-week-5-literature-summary-template-0724-docx-10523619 "NR585NP_Phase_6_Week_5_Literature_Summary_Template_0724.docx")

  • [Solved] Assigment .Apa seven . All instructions attached.

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    **files (1)** – ## CaseStudy2.docx **## CaseStudy2.docx** **Case Study 2** Completion requirements **Opened:** Monday, March 23, 2026, 2:00 AM **Due:** Sunday, March 29, 2026, 1:59 AM **Case Study 2: Antibiotic Stewardship in a Pediatric Patient with Pneumonia** **Objective: Explore appropriate anti…

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    **files (1)**

    – ## CaseStudy2.docx

    **## CaseStudy2.docx**

    **Case Study 2**

    Completion requirements

    **Opened:** Monday, March 23, 2026, 2:00 AM

    **Due:** Sunday, March 29, 2026, 1:59 AM

    **Case Study 2: Antibiotic Stewardship in a Pediatric Patient with Pneumonia**

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.**

    **Patient Profile**:

    · Age: 6

    · Gender: Female

    · Weight: 44 lbs (20 kg)

    · Medical History: Recurrent ear infections, no known drug allergies

    · Current Medications: None

    · Diagnosis: Community-Acquired Pneumonia (CAP)

    **Instructions for Students**:

    1.
    **Identify** the most likely pathogens causing pneumonia in this age group and discuss antibiotic options.

    2.
    **Select** an appropriate antibiotic regimen, including dosing, route, and frequency, based on guidelines for pediatric CAP.

    3.
    **Evaluate** the risk of antibiotic resistance and the importance of antibiotic stewardship in this case.

    4.
    **Monitor**: Define what clinical signs/symptoms and laboratory findings should be monitored to ensure the therapy is effective.

    5.
    **Adjust**: Outline any considerations if the patient fails to respond to first-line therapy or develops adverse effects.

    6.
    **Counsel**: Provide key teaching points for parents on the correct use of antibiotics, potential side effects, and the importance of completing the prescribed course.

    7.
    **Rubric**

    8. Completion requirements

    9.
    **Rubric for Case Study Assessment**

    | | | | | |
    | — | — | — | — | — |
    | **Criteria** | **Excellent (4)** | **Good (3)** | **Fair (2)** | **Poor (1)** |
    | **Understanding of Pharmacology** | Demonstrates in-depth understanding of drug mechanisms, actions, and interactions. | Demonstrates good understanding but may miss minor details. | Demonstrates some understanding but misses key elements or shows confusion. | Little or no understanding of pharmacology concepts relevant to the case. |
    | **Clinical Application** | Provides comprehensive and accurate recommendations for pharmacotherapy and patient management. | Provides appropriate recommendations, but may lack some detail or justification. | Recommendations are incomplete or not fully justified by clinical evidence. | Recommendations are inappropriate or poorly justified. |
    | **Critical Thinking** | Thoroughly analyzes case-specific risks (e.g., comorbidities, age) and anticipates future treatment challenges. | Analyzes risks well, with minor omissions. | Shows limited analysis of risks or doesn’t anticipate future challenges well. | Fails to analyze risks or address critical issues in the case. |
    | **Problem Solving** | Proposes innovative, evidence-based solutions to manage patient care effectively. | Proposes effective solutions but lacks creativity or innovation. | Solutions are basic or lack supporting evidence. | Fails to propose effective solutions or shows poor problem-solving skills. |
    | **Clarity and Organization** | Communicates ideas clearly, with well-organized and logically flowing responses. | Communicates ideas clearly but with minor organizational issues. | Communicates ideas but with some confusion or organizational issues. | Poorly organized and difficult to follow. |
    | **References and Evidence** | Uses multiple high-quality sources and evidence to support responses. | Uses appropriate sources and evidence, but some are outdated or not the strongest available. | Uses minimal or weak evidence to support answers. | Lacks evidence or uses irrelevant sources. |

    10.

    Top of Form

    Bottom of Form

    **## CaseStudy2.docx**

    **Case Study 2**

    Completion requirements

    **Opened:** Monday, March 23, 2026, 2:00 AM

    **Due:** Sunday, March 29, 2026, 1:59 AM

    **Case Study 2: Antibiotic Stewardship in a Pediatric Patient with Pneumonia**

    **Objective: Explore appropriate antibiotic selection, dosing, and resistance concerns in pediatric care.**

    **Patient Profile**:

    · Age: 6

    · Gender: Female

    · Weight: 44 lbs (20 kg)

    · Medical History: Recurrent ear infections, no known drug allergies

    · Current Medications: None

    · Diagnosis: Community-Acquired Pneumonia (CAP)

    **Instructions for Students**:

    1.
    **Identify** the most likely pathogens causing pneumonia in this age group and discuss antibiotic options.

    2.
    **Select** an appropriate antibiotic regimen, including dosing, route, and frequency, based on guidelines for pediatric CAP.

    3.
    **Evaluate** the risk of antibiotic resistance and the importance of antibiotic stewardship in this case.

    4.
    **Monitor**: Define what clinical signs/symptoms and laboratory findings should be monitored to ensure the therapy is effective.

    5.
    **Adjust**: Outline any considerations if the patient fails to respond to first-line therapy or develops adverse effects.

    6.
    **Counsel**: Provide key teaching points for parents on the correct use of antibiotics, potential side effects, and the importance of completing the prescribed course.

    7.
    **Rubric**

    8. Completion requirements

    9.
    **Rubric for Case Study Assessment**

    | | | | | |
    | — | — | — | — | — |
    | **Criteria** | **Excellent (4)** | **Good (3)** | **Fair (2)** | **Poor (1)** |
    | **Understanding of Pharmacology** | Demonstrates in-depth understanding of drug mechanisms, actions, and interactions. | Demonstrates good understanding but may miss minor details. | Demonstrates some understanding but misses key elements or shows confusion. | Little or no understanding of pharmacology concepts relevant to the case. |
    | **Clinical Application** | Provides comprehensive and accurate recommendations for pharmacotherapy and patient management. | Provides appropriate recommendations, but may lack some detail or justification. | Recommendations are incomplete or not fully justified by clinical evidence. | Recommendations are inappropriate or poorly justified. |
    | **Critical Thinking** | Thoroughly analyzes case-specific risks (e.g., comorbidities, age) and anticipates future treatment challenges. | Analyzes risks well, with minor omissions. | Shows limited analysis of risks or doesn’t anticipate future challenges well. | Fails to analyze risks or address critical issues in the case. |
    | **Problem Solving** | Proposes innovative, evidence-based solutions to manage patient care effectively. | Proposes effective solutions but lacks creativity or innovation. | Solutions are basic or lack supporting evidence. | Fails to propose effective solutions or shows poor problem-solving skills. |
    | **Clarity and Organization** | Communicates ideas clearly, with well-organized and logically flowing responses. | Communicates ideas clearly but with minor organizational issues. | Communicates ideas but with some confusion or organizational issues. | Poorly organized and difficult to follow. |
    | **References and Evidence** | Uses multiple high-quality sources and evidence to support responses. | Uses appropriate sources and evidence, but some are outdated or not the strongest available. | Uses minimal or weak evidence to support answers. | Lacks evidence or uses irrelevant sources. |

    10.

    Top of Form

    Bottom of Form

  • [Solved] Nursing unit 4 assignment

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    see attached **files (2)** – ## 672unit4assignment.docx – NU672_Grading_Rubrics2.docx **## 672unit4assignment.docx** Psychoanalytic Approaches and Developmental Theories Various psychological approaches and developmental theories influence the psychiatric mental health nurse practitioner’s (PMHNP’…

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    Assignment Prompt & Instructions

    see attached

    **files (2)**

    – ## 672unit4assignment.docx

    – NU672_Grading_Rubrics2.docx

    **## 672unit4assignment.docx**

    Psychoanalytic Approaches and Developmental Theories

    Various psychological approaches and developmental theories influence the psychiatric mental health nurse practitioner’s (PMHNP’s) practice, patient care, and patient outcomes. A variety of approaches have been tested and validated for specific conditions and behaviors. Also, depending on the psychosocial and physical influences, patients may respond in different ways to various psychoanalytic, behavioral, and cognitive approaches at different points of their lives. While the PMHNP often uses motivational interviewing techniques, the PMHNP needs to be familiar with multiple therapies to support patients toward healing.

    This assignment provides an opportunity to review, compare, and contrast different approaches and theories to better familiarize yourself with opportunities to help patients in practice.

    | |
    | — |
    | Adlerian Therapy |
    | Choice Theory / Reality Therapy |
    | Existential Therapy |
    | Family Systems Therapy |
    | Feminist Therapy |
    | Gestalt Therapy |
    | Postmodern Approaches |
    | Person-Centered Therapy |

    For this assignment, you will prepare a PowerPoint ® presentation with voiceover using Kaltura. You will address behavioral therapy, cognitive-behavioral therapy, and psychoanalytic therapy as well as one additional therapy of your choice from the table above. Alternatively, your additional therapy of choice could reflect a deeper dive into a derivative of behavioral therapy (e.g., exposure therapy); a derivative of cognitive-behavioral therapy (e.g., dialectical behavioral therapy [DBT]; or a derivative of psychoanalytic therapy (e.g., attachment theory). The presentation should include the following slides:

    | |
    | — |
    | Slide 1: Title Slide |
    | Slide 2: Introduction |
    | Slides 3–5: Behavioral Therapy |
    | Slides 6–8: Cognitive-Behavioral Therapy |
    | Slides 9–11: Psychoanalytic/Psychodynamic Therapy |
    | Slides 12–14: Therapy or Theory of Choice |
    | Slide 15: Summary |
    | Slide 16: References |

    For
    **_each_** therapy type, you will have
    **three slides** that address the following three topics:

    1. History and evolution of the theory/therapy

    2. Therapeutic goals of the therapy

    3. Therapeutic techniques and procedures

    **Assignment Requirements**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar checks to minimize errors.

    Your assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA formatting and citation style.

    **NU672_Grading_Rubrics2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu672-grading-rubrics2-docx)

    **NU672_Grading_Rubrics2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu672-grading-rubrics2-docx)

    **## 672unit4assignment.docx**

    Psychoanalytic Approaches and Developmental Theories

    Various psychological approaches and developmental theories influence the psychiatric mental health nurse practitioner’s (PMHNP’s) practice, patient care, and patient outcomes. A variety of approaches have been tested and validated for specific conditions and behaviors. Also, depending on the psychosocial and physical influences, patients may respond in different ways to various psychoanalytic, behavioral, and cognitive approaches at different points of their lives. While the PMHNP often uses motivational interviewing techniques, the PMHNP needs to be familiar with multiple therapies to support patients toward healing.

    This assignment provides an opportunity to review, compare, and contrast different approaches and theories to better familiarize yourself with opportunities to help patients in practice.

    | |
    | — |
    | Adlerian Therapy |
    | Choice Theory / Reality Therapy |
    | Existential Therapy |
    | Family Systems Therapy |
    | Feminist Therapy |
    | Gestalt Therapy |
    | Postmodern Approaches |
    | Person-Centered Therapy |

    For this assignment, you will prepare a PowerPoint ® presentation with voiceover using Kaltura. You will address behavioral therapy, cognitive-behavioral therapy, and psychoanalytic therapy as well as one additional therapy of your choice from the table above. Alternatively, your additional therapy of choice could reflect a deeper dive into a derivative of behavioral therapy (e.g., exposure therapy); a derivative of cognitive-behavioral therapy (e.g., dialectical behavioral therapy [DBT]; or a derivative of psychoanalytic therapy (e.g., attachment theory). The presentation should include the following slides:

    | |
    | — |
    | Slide 1: Title Slide |
    | Slide 2: Introduction |
    | Slides 3–5: Behavioral Therapy |
    | Slides 6–8: Cognitive-Behavioral Therapy |
    | Slides 9–11: Psychoanalytic/Psychodynamic Therapy |
    | Slides 12–14: Therapy or Theory of Choice |
    | Slide 15: Summary |
    | Slide 16: References |

    For
    **_each_** therapy type, you will have
    **three slides** that address the following three topics:

    1. History and evolution of the theory/therapy

    2. Therapeutic goals of the therapy

    3. Therapeutic techniques and procedures

    **Assignment Requirements**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar checks to minimize errors.

    Your assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA formatting and citation style.

    **NU672_Grading_Rubrics2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu672-grading-rubrics2-docx)

    **## 672unit4assignment.docx**

    Psychoanalytic Approaches and Developmental Theories

    Various psychological approaches and developmental theories influence the psychiatric mental health nurse practitioner’s (PMHNP’s) practice, patient care, and patient outcomes. A variety of approaches have been tested and validated for specific conditions and behaviors. Also, depending on the psychosocial and physical influences, patients may respond in different ways to various psychoanalytic, behavioral, and cognitive approaches at different points of their lives. While the PMHNP often uses motivational interviewing techniques, the PMHNP needs to be familiar with multiple therapies to support patients toward healing.

    This assignment provides an opportunity to review, compare, and contrast different approaches and theories to better familiarize yourself with opportunities to help patients in practice.

    | |
    | — |
    | Adlerian Therapy |
    | Choice Theory / Reality Therapy |
    | Existential Therapy |
    | Family Systems Therapy |
    | Feminist Therapy |
    | Gestalt Therapy |
    | Postmodern Approaches |
    | Person-Centered Therapy |

    For this assignment, you will prepare a PowerPoint ® presentation with voiceover using Kaltura. You will address behavioral therapy, cognitive-behavioral therapy, and psychoanalytic therapy as well as one additional therapy of your choice from the table above. Alternatively, your additional therapy of choice could reflect a deeper dive into a derivative of behavioral therapy (e.g., exposure therapy); a derivative of cognitive-behavioral therapy (e.g., dialectical behavioral therapy [DBT]; or a derivative of psychoanalytic therapy (e.g., attachment theory). The presentation should include the following slides:

    | |
    | — |
    | Slide 1: Title Slide |
    | Slide 2: Introduction |
    | Slides 3–5: Behavioral Therapy |
    | Slides 6–8: Cognitive-Behavioral Therapy |
    | Slides 9–11: Psychoanalytic/Psychodynamic Therapy |
    | Slides 12–14: Therapy or Theory of Choice |
    | Slide 15: Summary |
    | Slide 16: References |

    For
    **_each_** therapy type, you will have
    **three slides** that address the following three topics:

    1. History and evolution of the theory/therapy

    2. Therapeutic goals of the therapy

    3. Therapeutic techniques and procedures

    **Assignment Requirements**

    Before finalizing your work, you should:

    · be sure to read the assignment description carefully (as displayed above);

    · consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

    · utilize spelling and grammar checks to minimize errors.

    Your assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and

    · use APA formatting and citation style.

    **NU672_Grading_Rubrics2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu672-grading-rubrics2-docx)