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NURS 6630 Week 9 Assignment: Assessing and Treating Clients With ADHD

NURS 6630 Week 9 Assignment: Assessing and Treating Clients With ADHD

Not only do children and adults have different presentations for ADHD, but males and
females may also have vastly different clinical presentations. They may also respond to
medication therapies differently. For example, some ADHD medications may cause
children to experience stomach pain, while others can be highly addictive for adults. In
your role, as a psychiatric mental health nurse practitioner, you must perform careful
assessments and weigh the risks and benefits of medication therapies for clients across
the lifespan. For this Assignment, you consider how you might assess and treat clients
presenting with ADHD.
Learning Objectives
Students will:
 Assess client factors and history to develop personalized therapy plans for clients with ADHD
 Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients
requiring therapy for ADHD
 Evaluate efficacy of treatment plans
 Evaluate ethical and legal implications related to prescribing therapy for clients with ADHD
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: Review all materials from the Discussion.
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and
restandardization of the Conners' Teacher Rating Scale (CTRS-R): Factors, structure,
reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016d). Case study: A young Caucasian girl with ADHD
[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:

NURS 6630 Week 9 Assignment Assessing and Treating Clients With ADHD

NURS 6630 Week 9 Assignment Assessing and Treating Clients With ADHD

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS:NURS 6630 Week 9 Assignment: Assessing and Treating Clients With ADHD

 This case study will serve as the foundation for this week’s Assignment.
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD 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?
Also include how ethical considerations might impact your treatment plan and
communication with clients.
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 “WK7Assgn+last name+first
initial.(extension)” as the name.
 Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
 Click the Week 9 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 “WK7Assgn+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 9 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 9 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 9 Assignment

Making Connections

Now that you have:
 Assessed clients presenting with ADHD
 Developed personalized plans of therapy for clients with ADHD
 Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients
requiring therapy for ADHD
 Explored ethical and legal implications of prescribing therapy to clients with ADHD
Next week, you will build on your assessment and treatment skills as you examine
clients presenting for therapy for impulsivity, compulsivity, and addiction.
To go to the next week:
Week 10

Week 10: Therapy for Clients with

Dementia

In so many countries, to be old is shameful; to be mentally ill as well as old is doubly
shameful. In so many countries, people with elderly relatives who are also mentally ill
are ashamed and try to hide what they see as a disgrace on the family.
—Dr. Nori Graham, psychiatrist and honorary vice president of Alzheimer’s Disease
International
In this quote, Dr. Graham is expressing her observations and experiences in her work
with numerous international organizations. Many patients and their families experience
feelings of anxiety and shame upon receiving a diagnosis of dementia. Lynda Hogg, an
Alzheimer’s patient, shares her feelings that “some people don’t want to be associated
with someone with an illness affecting the brain” (Alzheimer’s Disease International,
2012). As a psychiatric mental health nurse practitioner providing care to clients
presenting with dementia, it is critically important to consider the impact of these
disorders on clients, caregivers, and their families. A thorough understanding of the
health implications of these disorders, as well as each client’s personal concerns, will
aid you in making effective treatment and management decisions.
This week, you explore strategies to become a social change agent for psychiatric
mental health. Then, as you examine the assessment and treatment of clients with
dementia, you also consider related ethical and legal implications.

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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