WK 5 ASSIGNMENT 6665C-Patient Education for Children and Adolescents
Patient Education for Children and Adolescents
Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.
For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES:-
REQUIRED READING:-
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.
Chapter 3, “Common Clinical Concerns”
Chapter 7, “A Brief Version of DSM-5″
Chapter 8, “A stepwise approach to Differential Diagnosis”
Chapter 10, “Selected DSM-5 Assessment Measures”
Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.
Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guideLinks to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
Chapter 60, “Anxiety Disorders”
Chapter 61, “Obsessive Compulsive Disorder”
Chapter 62, “Bipolar Disorder in Childhood”
Chapter 63, “Depressive Disorders in Childhood and Adolescence”
REQUIRED MEDIA:-
Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorderLinks to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.
Mood Disorders Association of BC. (2014, November 20). Children in depressionLinks to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.
Psych Hub Education. (2020, January 7). LGBTQ youthLinks to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4
MEDICATION REVIEW:-
Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.
Bipolar depression Bipolar disorder
lurasidone (age 10–17)
olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17)
asenapine (for mania or mixed episodes, age 10–17)
lithium (for mania, age 12–17)
olanzapine (age 13–17)
quetiapine (age 10–17)
risperidone (age 10–17)
Generalized anxiety disorder Depression
duloxetine (age 7–17) escitalopram (age 12–17)
fluoxetine (age 8–17)
Obsessive-compulsive disorder
clomipramine (age 10–17)
fluoxetine (age 7–17)
fluvoxamine (age 8–17)
sertraline (age 6–17)
To Prepare
By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
ASSIGNED :-
Students with first name first initial of I though S – Please complete your assignment Bipolar Disorder Depressed.
Research signs and symptoms for your diagnosis, pharmacological treatments, non pharmacological treatments, and appropriate community resources and referrals.
The Assignment
In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, non pharmacological treatments, and appropriate community resources and referrals.
Although you are not required to respond to colleagues, collegial discussion is welcome.
Submit your Assignment.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
Rubric
NRNP_6665_Week5_Assignment_Rubric
NRNP_6665_Week5_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIn a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.
30 to >26.0 pts
Excellent
The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.
26 to >23.0 pts
Good
The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.
23 to >20.0 pts
Fair
The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.
20 to >0 pts
Poor
The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
30 pts
This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.
30 to >26.0 pts
Excellent
The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.
26 to >23.0 pts
Good
The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.
23 to >20.0 pts
Fair
The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.
20 to >0 pts
Poor
The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
30 pts
This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.
25 to >22.0 pts
Excellent
The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.
22 to >19.0 pts
Good
The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.
19 to >17.0 pts
Fair
The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.
17 to >0 pts
Poor
The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.
25 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 to >4.0 pts
Excellent
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 to >3.5 pts
Good
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
3.5 to >3.0 pts
Fair
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
3 to >0 pts
Poor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 4.0 pts
Excellent
Uses correct grammar, spelling, and punctuation with no errors
4 to >3.5 pts
Good
Contains one or two grammar, spelling, and punctuation errors
3.5 to >3.0 pts
Fair
Contains several (three or four) grammar, spelling, and punctuation errors
3 to >0 pts
Poor
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.
5 to >4.0 pts
Excellent
Uses correct APA format with no errors
4 to >3.5 pts
Good
Contains one or two APA format errors
3.5 to >3.0 pts
Fair
Contains several (three or four) APA format errors
3 to >0 pts
Poor
Contains many (five or more) APA format errors
5 pts
Total Points: 100
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