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NURS 6630 Week 8 Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction

NURS 6630 Week 8 Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction

Impulsivity, compulsivity, and addiction are challenging disorders for clients across the
lifespan. These disorders often manifest as negative behaviors, resulting in adverse
outcomes for clients. In your role as the psychiatric mental health nurse practitioner, you
have the opportunity to help clients address underlying causes of the disorders and
overcome these behaviors. For this Assignment, as you examine the client case study
in this week’s Learning Resources, consider how you might assess and treat clients
presenting with impulsivity, compulsivity, and addiction.
Learning Objectives
Students will:
 Assess client factors and history to develop personalized therapy plans for clients with
impulsivity, compulsivity, and addiction
 Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients
requiring therapy for impulsivity, compulsivity, and addiction
 Evaluate efficacy of treatment plans
 Analyze ethical and legal implications related to prescribing therapy for clients with impulsivity,
compulsivity, and addiction
Learning Resources
Note: To access this week’s required library resources, please click on the link to the
Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through this link provided.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and
practical applications (4th ed.). New York, NY: Cambridge University Press.

To access the following chapters, click on the Essential Psychopharmacology, 4th ed
tab on the Stahl Online website and select the appropriate chapter. Be sure to read all
sections on the left navigation bar for each chapter.
 Chapter 14, “Impulsivity, Compulsivity, and Addiction”
Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated substance use and impulsive
disorder New York, NY: Cambridge University Press.

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To access the following chapter, click on the Illustrated Guides tab and then the
Substance Use and Impulsive Disorders tab.
 Chapter 10, “Disorders of Impulsivity and Compulsivity”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge
University Press.
To access information on the following medications, click on The Prescriber’s Guide,
5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
For insomnia
For obsessive-compulsive disorder
 Citalopram
 clomipramine
 escitalopram
 fluoxetine
 fluvoxamine
 paroxetine
 sertraline
 venlafaxine
 vilazodone
For alcohol withdrawal
 chlordiazepoxide
 clonidine
 clorazepate
 diazepam
 lorazepam
 oxazepam
For bulimia nervosa and binge eating
 fluoxetine
 topiramate
 zonisamide
For alcohol abstinence
 acamprosate
 disulfiram
For alcohol dependence
 nalmefene
 naltrexone
For opioid dependence
 buprenorphine
 naltrexone

For nicotine addiction
 bupropion
 varenicline
Book Excerpt: Substance Abuse and Mental Health Services Administration. (1999).
Treatment of adolescents with substance use disorders. Treatment Improvement
Protocol Series, No. 32. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK64350/
 Chapter 1, “Substance Use Among Adolescents”
 Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”
 Chapter 7, “Youths with Distinctive Treatment Needs”
Childhood trauma linked to worse impulse control. (2016). Journal of Psychosocial
Nursing & Mental Health Services, 54(4), 15.

Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014). Pharmacological treatments in
pathological gambling. British Journal of Clinical Pharmacology, 77(2), 375-381.
doi:10.1111/j.1365-2125.2012.04457.x

Loreck, D., Brandt, N. J., & DiPaula, B. (2016). Managing opioid abuse in older adults:
Clinical considerations and challenges. Journal of Gerontological Nursing, 42(4), 10-15.
doi:http://dx.doi.org/10.3928/00989134-20160314-04

Salmon, J. M., & Forester, B. (2012). Substance abuse and co-occurring psychiatric
disorders in older adults: A clinical case and review of the relevant literature. Journal of
Dual Diagnosis, 8(1), 74-84. doi:10.1080/15504263.2012.648439

Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C., Zunta-Soares, G. B., Hatch, J.
P., & … Soares, J. C. (2014). Impulsivity in children and adolescents with mood
disorders and unaffected offspring of bipolar parents. Comprehensive Psychiatry, 55(6),
1337-1341.
Required Media
Laureate Education (2016c). Case study: A Puerto Rican woman with comorbid
addiction [Interactive media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this week’s Assignment.

To prepare for this Assignment:
 Review this week’s Learning Resources. Consider how to assess and treat adolescent clients
requiring therapy for impulsivity, compulsivity, and addiction.
The Assignment
Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. You will be
asked to make three decisions concerning the medication to prescribe to this client. Be
sure to consider factors that might impact the client’s pharmacokinetic and
pharmacodynamic processes.
At each decision point stop to complete the following:
 Decision #1
o Which decision did you select?
o Why did you select this decision? Support your response with evidence and references to the
Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with
evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results
of the decision. Why were they different?
 Decision #2
o Why did you select this decision? Support your response with evidence and references to the
Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with
evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results
of the decision. Why were they different?
 Decision #3
o Why did you select this decision? Support your response with evidence and references to the
Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with
evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results
of the decision. Why were they different?
Note: Support your rationale with a minimum of three academic resources. While you
may use the course text to support your rationale, it will not count toward the resource
requirement.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK8Assgn+last name+first
initial.(extension)” as the name.
 Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.
 Click the Week 8 Assignment link. You will also be able to “View Rubric” for grading criteria
from this area.
 Next, from the Attach File area, click on the Browse My Computer button. Find the document
you saved as “WK8Assgn+last name+first initial.(extension)” and click Open.
 If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my
paper(s) to the Global Reference Database.
 Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:

Week 8 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 8 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 8 Assignment

Making Connections

Now that you have:
 Assessed clients presenting with impulsivity, compulsivity, and addiction
 Developed personalized plans of therapy for clients with impulsivity, compulsivity, and addiction
 Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients
requiring therapy for impulsivity, compulsivity, and addiction
 Explored ethical and legal implications of prescribing therapy to clients with impulsivity,
compulsivity, and addiction
Next week, you will build on your assessment and treatment skills as you examine
clients presenting for therapy for ADHD.
To go to the next week:
Week 9
Week 9: Therapy for Clients with ADHD
Tyler, a 9-year-old third grader, had always been an energetic child with a short
attention span. For years, his mother attributed his behaviors to him being “all boy” and
assumed it would improve as he grew older. Instead, daily tasks like chores and
homework became increasingly overwhelming for Tyler, resulting in disruptive behaviors
at home and school. After being evaluated by his healthcare provider, Tyler was
diagnosed with and treated for attention deficit hyperactivity disorder (ADHD).
ADHD is a prevalent disorder for clients across the lifespan, as more than 6 million
children (CDC, 2016) and 8 million adults (ADAA, 2016) have been diagnosed with the
disorder. Like Tyler, individuals of all ages find that symptoms of ADHD can make life
challenging. However, when properly diagnosed and treated, clients often respond well
to therapies and have positive health outcomes.
This week, as you study ADHD therapies, you examine the assessment and treatment
of clients with ADHD. You also explore ethical and legal implications of these therapies.

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written 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 is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

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