NRNP 6665: PMHNP Across the Life Span I: Study Guide Forum

NRNP 6665: PMHNP Across the Life Span I: Study Guide Forum

NRNP 6665 PMHNP Across the Life Span I Study Guide Forum

PMHNP across the Life Span I: Study Guide Forum- Global Developmental Delay

Signs and symptoms according to the DSM-5-TR

  • Global Development Delay (GDD) refers to a developmental disability in children below five years.
  • Affected children have significant developmental milestone delay in two or more of the following domains:
  • Speech and language
  • Gross and fine motor
  • Cognition
  • Personal/social
  • Activities of daily living.
  • The diagnosis applies to children who fail to meet developmental targets in several areas of intellectual performance but who cannot or are too young to participate in standardized evaluations of intellectual functioning (Bélanger & Caron, 2018).

 

Differential diagnoses

The differential diagnoses for GDD are: Intellectual disability, Failure to thrive, General speech delay, Developmental language disorder, Autism spectrum disorder, Attention deficit hyperactivity disorder (ADHD), Cerebral palsy, and Muscular dystrophy (Kim et al., 2020).

Incidence

  • About 5-10% of children experience developmental delays (Bandara & Munasinghe, 2020).
  • GDD is seen in approximately 15% of children under five years.

Development and course

  • The development of symptoms in children differs according to age and severity (Bélanger & Caron, 2018).

Prognosis

  • A significant percentage of children with GDD eventually meet the diagnosis of Intellectual Disability after they attain school age (Bandara & Munasinghe, 2020).
  • Developmental delays can appear as multiple issues and result in a different prognosis for children.

Considerations related to culture

  • Treatment interventions for GDD should align with the patient’s culture.
  • The clinician should be culturally sensitive when assessing and managing a child with GDD.

Pharmacological treatments, including any side effects

  • No drug therapies are available for GDD (Bélanger & Caron, 2018).

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6665: PMHNP Across the Life Span I: Study Guide Forum

Non-pharmacological treatments

  • Occupational therapy and physical therapy- for delays in fine motor and daily living skills (Bélanger & Caron, 2018).

    NRNP 6665 PMHNP Across the Life Span I Study Guide Forum
    NRNP 6665 PMHNP Across the Life Span I Study Guide Forum
  • Use of hearing aids and correctional lenses/eyeglasses- for hearing and vision delays.
  • Dietary modification- for metabolic causes like Phenylketonuria (Bandara & Munasinghe, 2020).
  • Behavioral and educational therapies.
  • Extensive behavior modifications.
  • Parent training.
  • Speech and language intervention- for speech delays (Bandara & Munasinghe, 2020).

Diagnostics and labs

Various tests are used to diagnose GDD, including:

  • Genetic, molecular, and metabolic tests-The tests are conducted using urine or blood samples. They detect genetic types of GDD (Djordjevic et al., 2020).
  • Chromosome testing- Identify inherited problems and genetic defects that can contribute to GDD (Djordjevic et al., 2020).
  • Lead testing- Lead poisoning affects the nervous system and is associated with mental deficits.
  • Thyroid Hormone Test- Low thyroid hormone levels can cause irregular growth and development (Djordjevic et al., 2020).
  • Head CT and MRI- To assess for any injury to the CNS and the brain.

 

Comorbidities

Comorbidities in children with GDD include:

  • Intellectual disability
  • ADHD
  • Down’s syndrome
  • Fragile X syndrome
  • Prader-Willi syndrome
  • Angelman syndrome
  • Williams syndrome

Legal and ethical considerations

The clinician should consider legal and ethical factors of autonomy, confidentiality, beneficence, and nonmaleficence when dealing with clients with GDD.

  • Autonomy- Seek consent before assessing and initiating treatment. Involve the parent/guardian in making treatment decisions (Bélanger & Caron, 2018).
  • Confidentiality- Ensure patient information is kept confidential.
  • Beneficence- Prescribe treatment interventions supported by evidence to have the best outcomes.
  • Nonmaleficence- Prevent the patient from physical or psychological harm.

Pertinent patient education considerations

  • The child’s parents and family should be educated on measures to support the child with GDD, especially with activities of daily living.
  • The family should be instructed to support the child experiencing difficulty handling simple tasks like eating, brushing their teeth, dressing, or toileting (Bélanger & Caron, 2018).

 

NRNP 6665: PMHNP Across the Life Span I: Study Guide Forum References

Bandara, J. M. U. A., & Munasinghe, J. (2020). Aetiological profile of global developmental delay in children under 5 years of age: experience from a tertiary referral center. Sri Lanka Journal of Child Health, 49(4), 361-368. DOI:10.4038/sljch.v49i4.9272

Bélanger, S. A., & Caron, J. (2018). Evaluation of the child with global developmental delay and intellectual disability. Paediatrics & child health, 23(6), 403-410.

Djordjevic, D., Tsuchiya, E., Fitzpatrick, M., Sondheimer, N., & Dowling, J. J. (2020). Utility of metabolic screening in neurological presentations of infancy. Annals of Clinical and Translational Neurology, 7(7), 1132-1140. https://doi.org/10.1002/acn3.51076

Kim, S. W., Jeon, H. R., Jung, H. J., Kim, J. A., Song, J. E., & Kim, J. (2020). Clinical characteristics of developmentally delayed children based on the interdisciplinary evaluation. Scientific reports, 10(1), 1-7. https://doi.org/10.1038/s41598-020-64875-8

 

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  • I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.