NURS 687 Benefits Of Group Psychoherapy Case Study

Nurs 687 L Week 4 Collaborative Learning: Psychiatric Patient Discharge Summary Note Submit a psychiatric discharge summary note in the discussion board. You must use an actual patient from your clinical, but remove all identifying information (names, places, etc.) so that it is HIPAA compliant. A Discharge Summary is created when a patient is discharged from an inpatient setting or outpatient program and the patient’s case is closed. The note is therefore a communication between the treating clinician and the next provider or agency involved. Discharge summaries are also written when the patient is deceased. You may use the format below for your note, or the format you use at your clinical site. Respond to two peers with the following: Read another student’s progress note and assume that you are a PMHNP who will see this patient in an outpatient practice for follow up. Is there anything that wasn’t clear in the note that you would like to ask your NP colleague? Also, assume the patient isn’t tolerating the medication when you see them in follow up. Identify an alternative medication that would be appropriate and why you would choose it. Due: Initial post due by Wednesday and responses are due by Sunday, 11:59 p.m. (Pacific time) Example: REASON FOR TRANSFER SUMMARY: This is a transfer summary on XX as patient will be leaving the x today and will be transitioned to X DATE OF ADMISSION: MM/DD/YYYY DATE OF DISCHARGE: MM/DD/YYYY DISCHARGE DIAGNOSES: Medical and Psychiatric REASON FOR ADMISSION: The patient was admitted with a chief complaint of ____________. The patient was brought to the hospital after his guidance counselor found a note the patient wrote, which detailed who he was giving away his possessions to if he dies. The patient told the counselor that he hears voices telling him to hurt himself and others. The patient reports over the last month these symptoms have exacerbated. The patient had a fight in school recently, which the patient blames on the voices. Three weeks ago, he got pushed into a corner at school and threatened to shoot himself and others with a gun. The patient was suspended for that remark. PSYCHIATRIC HISTORY: Keep it brief but significant PROCEDURES AND TREATMENT: 1. Individual and group psychotherapy. – BE SPECIFIC 2. Psychopharmacologic management. – BE SPECIFIC 3. Family therapy conducted by social work department with the patient and the patient’s family for the purpose of education and discharge planning. HOSPITAL COURSE: Brief discussion of hospitalization – how things went. The patient responded well to individual and group psychotherapy, milieu therapy and medication management. As stated, family therapy was conducted. – HOW DID THESE ALL GO?; Discuss all action taken on behalf of the patient, results (medication trials; responses/ diagnost ics, treatments) DISCHARGE ASSESSMENT: At the time of discharge, the patient is alert and fully oriented. Mood euthymic. Affect broad range. He denies any suicidal or homicidal ideation. IQ is at baseline. Memory intact. Insight and judgment good. ASSETS and LIABILITIES: this is strengths/weaknesses/support system/Maslow . SHORT TERM GOALS and LONG TERM GOALS: determined by staff with patient input, address each goal and progress toward that goal DISCHARGE PLAN: The patient may be discharged as he no longer poses a risk of harm towards himself or others. The patient will continue on the following medications; Ritalin LA 60 mg q.a.m., Depakote 500 mg q.a.m. and 750 mg q.h.s., Abilify 20 mg q.h.s. Depakote level on date of discharge was 110. Liver enzymes drawn were within normal limits. The patient will follow up with Dr. Doe for medication management and Dr. Smith for psychotherapy. All other discharge orders per the psychiatrist, as arranged by social work. Any other treatment recommendations Thank you for receiving this summary. Signature: current credentials, PMHNP student Week 6 Collaborative Learning: Psychiatric Therapy Note N The purpose of these assignments are to allow the student to learn how to do various types of notes that the PMHNP might be called upon to write in the course of their career. Therapy notes are meant to be brief and often follow the Data, Assessment, Plan (DAP) format. D- Data= This section should include what behaviors were observed during the therapy and anything that might be pertinent to how you want to proceed with the therapy treatments. A- Assessment= What is your assessment of the behaviors and what do they mean in relation to the therapy you are using. What do you think the client’s actions mean? Are the clients progressing toward the goals? P- Plan= Record the treatment plan for your patient. Important: Therapy notes are not a part of the regular patient chart. They should be released to patients if it is determined that the contents could be psychologically harmful. Respond to two peers with the following: Read another student’s therapy note and pretend that you are the NP who will see this patient next. Is there anything that wasn’t clear in the note that you would like to ask your NP colleague? Realize that none of us ever have enough time with our patients, but what is one thing you would have liked to ask this patient? Also, assume the patient isn’t tolerating the medication when you see them in follow up. Identify an alternative medication that would be appropriate and why you would choose it. Example: D- Met with M for 45 minutes via virtual session. Today she is reporting that she is in training at Amazon and it is going well. She reports that she is anxious about the 2 hour bus ride and that her work hours are overnight, so she is coming/ going in the dark. She is also worried about having too many badges to scan at work and afraid she will ‘mess up’. She states she was anxious about finding her way in the large building but there are markings on the floor to guide her and after a few days she is feeling more at ease. She is not wanting to return to community college now that she has found this employment that is not a seasonal job. A- Monica has made improvement in her anxiety symptoms and seems quite proud of her progress and accomplishments with the new job. We discussed her past patterns of putting pressure on herself and over thinking. She has already overcome one obstacle by navigating the large building and can use the same skills for the other stressors that cause her anxiety at this new job. P- HW: Breathing and mindfulness techniques when feeling anxious. Speaking up politely if feeling overwhelmed at new job. Talk with grandmother about not going back to college. Next session in 1 week.

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Grid View

	Excellent	Good	Fair	Poor
Main Postinga	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

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.