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PRAC 6665 Week 3 Assignment 1: Clinical Hour and Patient Logs

PRAC 6665 Week 3 Assignment 1: Clinical Hour and Patient Logs

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Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours

completed must be logged in Meditrek within 48 hours of completion in order to be
counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with
catalog years before Spring 2018 must complete a minimum of 576 hours of supervised
clinical experience (144 hours in each practicum course). Students with catalog years
beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical
experience (160 hours in each practicum course).
Each log entry must be linked with an individual practicum Learning Objective or a
graduate Program Objective. You should track your hours in Meditrek as they are
completed.
Your clinical hour log must include the following:
 Dates
 Course
 Clinical Faculty
 Preceptor
 Total Time (for the day)
 Notes/Comments (including the objective to which the log entry is aligned)
Patient Log
Throughout this course, you will also keep a log of patient encounters using Meditrek. You
must record at least 80 encounters with patients by the end of this practicum (40
children/adolescents and 40 adult/older adult).
The patient log must include the following:
 Date
 Course
 Clinical Faculty
 Preceptor
 Patient Number
 Client Information
 Visit Information
 Practice Management
 Diagnosis

 Treatment Plan and Notes: You must include a brief summary/synopsis of the
patient visit. This does not need to be a SOAP note, however the note needs to be
sufficient to remember your patient encounter.
By Day 7 of Week 3
Record your clinical hours and patient encounters in Meditrek.

PRAC 6665 Week 3 Assignment 1 Clinical Hour and Patient Logs

PRAC 6665 Week 3 Assignment 1 Clinical Hour and Patient Logs

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Assignment 2: Focused SOAP Note and Patient Case Presentation

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Psychiatric notes are a way to reflect on your practicum experiences and connect them to
the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the
ones required in this practicum course, are often used in clinical settings to document
patient care.
For this Assignment, you will document information about a patient that you examined
during the last three weeks, using the Focused SOAP Note Template provided. You will
then use this note to develop and record a case presentation for this patient.
To Prepare
 Review this week's Learning Resources and consider the insights they provide. Also
review the Kaltura Media Uploader resource in the left-hand navigation of the
classroom for help creating your self-recorded Kaltura video.
 Select a patient of any age (either a child or an adult) that you examined during the
last 3 weeks.
 Create a Focused SOAP Note on this patient using the template provided in the
Learning Resources. There is also a completed Focused SOAP Note Exemplar
provided to serve as a guide to assignment expectations.
Please Note:
o All SOAP notes must be signed, and each page must be initialed by your
Preceptor. Note: Electronic signatures are not accepted.
o When you submit your note, you should include the complete focused SOAP
note as a Word document and PDF/images of each page that is initialed and
signed by your Preceptor.
o You must submit your SOAP note using SafeAssign. Note: If both files are
not received by the due date, faculty will deduct points per the Walden
Grading Policy.

 Then, based on your SOAP note of this patient, develop a video case study
presentation. Take time to practice your presentation before you record.
 Include at least five scholarly resources to support your assessment, diagnosis, and
treatment planning.
 Ensure that you have the appropriate lighting and equipment to record the
presentation.
The Assignment
Record yourself presenting the complex case study for your clinical patient. In your
presentation:
 Dress professionally with a lab coat and present yourself in a professional manner.
 Display your photo ID at the start of the video when you introduce yourself.
 Ensure that you do not include any information that violates the principles of
HIPAA (i.e., don’t use the patient’s name or any other identifying information).
 Present the full complex case study. Include chief complaint; history of present
illness; any pertinent past psychiatric, substance use, medical, social, family history;
most recent mental status exam; current psychiatric diagnosis including
differentials that were ruled out; and plan for treatment and management.
 Report normal diagnostic results as the name of the test and “normal” (rather than
specific value). Abnormal results should be reported as a specific value.
 Be succinct in your presentation, and do not exceed 8 minutes. Specifically address
the following for the patient, using your SOAP note as a guide:
o Subjective: What details did the patient provide regarding their chief
complaint and symptomology to derive your differential diagnosis? What is
the duration and severity of their symptoms? How are their symptoms
impacting their functioning in life?
o Objective: What observations did you make during the psychiatric
assessment?
o Assessment: Discuss their mental status examination results. What were your
differential diagnoses? Provide a minimum of three possible diagnoses and
why you chose them. List them from highest priority to lowest priority. What
was your primary diagnosis and why? Describe how your primary diagnosis
aligns with DSM-5 diagnostic criteria and supported by the patient’s
symptoms.
o Plan: What was your plan for psychotherapy? What was your plan for
treatment and management, including alternative therapies? Include
pharmacologic and nonpharmacologic treatments, alternative therapies, and

follow-up parameters, as well as a rationale for this treatment and
management plan. Also be sure to include at least one health promotion
activity and one patient education strategy.
o Reflection notes: What would you do differently with this patient if you could
conduct the session again? If you are able to follow up with your patient,
explain whether these interventions were successful and why or why not. If
you were not able to conduct a follow up, discuss what your next intervention
would be.
By Day 7 of Week 3
Submit your Video and Focused SOAP Note Assignment. You must submit two files for the
note, including a Word document and scanned pdf/images of each page that is initialed and
signed by your Preceptor.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
 Please save your Assignment using the naming convention “WK3Assgn2+last
name+first initial.(extension)” as the name.
 Click the Week 3 Assignment 2 Rubric to review the Grading Criteria for the
Assignment.
 Click the Week 3 Assignment 2 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 “WK3Assgn2+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 3 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 3 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7 of Week 3

To participate in this Assignment:
Week 3 Assignment 2

What’s Coming Up in Week 4?

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Next week, you will continue your clinical hour and patient logs in Meditrek. The week’s
resource selections will support your knowledge of assessing and treating mood disorders.
Next Week

To go to the next week:
Week 4

Week 4: Mood Disorders Across the Lifespan
What do I have to do? When do I have to do it?

Review your Learning Resources. Days 1–7

Assignment: Clinical Hour and
Patient Logs

Record your clinical hours and patient
encounters
in Meditrek by Day 7.

Introduction

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There is a strong likelihood that you will encounter both children/adolescents and adults at
your practicum site who suffer from mood disorders. Depressive disorders, for instance,
affect up to 3 percent of children and 8 percent of adolescents (Thapar et al., 2015). This
increases in adulthood to a lifetime prevalence of up to 25% in women and 12% in men
(Wang et al., 2017). Based on your prior work, you may have more experience working
with adults. If this is the case, it is important to recognize that while mood disorders may
appear across the lifespan, even in young children, the symptoms children and adolescents
experience may be different from those present in adults. Seek out information from your
current and prior Learning Resources and from your Preceptor to help guide your
diagnosis of these disorders in different age groups.
This week, you review resources on assessing, diagnosing, and treating mood disorders
across the lifespan. You also continue to record your clinical hours and patient encounters
in Meditrek.
References:
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.).
(2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
Wang, J., Wu, X., Lai, W., Long, E., Zhang, X., Li, W., Zhu, Y., Chen, C., Zhong, X., Liu,
Z., Wang, D., & Lin, H. (2017). Prevalence of depression and depressive symptoms among
outpatients: A systematic review and meta-analysis. BMJ Open, 7(8), e017173.
https://doi.org/10.1136/bmjopen-2017-017173
Learning Objectives
Students will:
 Describe clinical hours and patient encounters

Learning Resources

Required Readings (click to expand/reduce)

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.
 Chapter 23, “Assessing Mood Disorders I: Depressive Disorders”
 Chapter 24, “Assessing Mood Disorders II: Bipolar Disorder”

Meditrek
https://edu.meditrek.com/Default.html
Note: Use this link to log into Meditrek to report your clinical hours and
patient encounters.

Stern, T. A., Fava, M., Wilens, T. E., & Rosenbaum, J. F. (2016). Massachusetts General
Hospital psychopharmacology and neurotherapeutics. Elsevier.
 Chapter 4, “Antidepressants”
 Chapter 5, “Bipolar Disorder”
 Chapter 8, “Lithium and Its Role in Psychiatry”
 Chapter 9, “Use of Antiepileptic Drugs in Psychiatry”

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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