THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635
A Sample Answer For the Assignment: THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635
Title: THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635
THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635
The three crucial components of a psychiatric interview are Psychiatric history, Substance use and abuse history, and mental status exam (MSE). The psychiatric history is considered essential because it provides the clinician with a perspective on the history of a client’s current illness and symptoms by comparing the findings with previous disorders and treatments (Savander et al., 2021). Substance use and abuse history is important because it enables the clinician to understand the role of substances in an individual’s overall life. Besides, the information is important to identify other mental health comorbidities associated with substance abuse like attention deficit disorder, depression, anxiety disorders, and post-traumatic stress disorder.
(Savander et al., 2021). Furthermore, the MSE is crucial in the psychiatric interview owing to the lack of clinically applicable diagnostic tests for most psychiatric diagnoses. Besides, psychiatric diagnoses are usually syndromes of patient history and objective data.
The PTSD Checklist (PCL) is a 20-item self-report assessment tool that evaluates the 20 symptoms of PTSD as per the DSM-5. The PCL is a self-report rating tool that patients can fill out before a clinic session and research participants for a study (Marx et al., 2021). It is brief, taking about 5-10 minutes to complete. The tool can screen patients for PTSD, make an interim PTSD diagnosis, and monitor changes in PTSD symptoms in patients during and after treatment (Marx et al., 2021). A structured clinical interview is considered the gold standard for diagnosing PTSD. However, the PCL can be used to give a provisional PTSD diagnosis when necessary.
The PCL is helpful to a PMHNP’s psychiatric assessment since it enables the NP to screen patients for PTSD symptoms in the domains of Re-experiencing, Avoidance, Negative alterations in cognition and mood, and Hyper-arousal (Roberts et al., 2021). It also helps the PMHNP assess changes in patients’ PTSD symptoms and thus determine if the treatment strategies being used are effective. As a result, it guides in developing patients’ treatment plans based on the results from the PCL.
THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635 References
Marx, B. P., Lee, D. J., Norman, S. B., Bovin, M. J., Sloan, D. M., Weathers, F. W., … & Schnurr, P. P. (2021). Reliable and clinically significant change in the clinician-administered PTSD Scale for DSM-5 and PTSD Checklist for DSM-5 among male veterans. Psychological Assessment. https://doi.org/10.1037/pas0001098
Roberts, N. P., Kitchiner, N. J., Lewis, C. E., Downes, A. J., & Bisson, J. I. (2021). Psychometric properties of the PTSD Checklist for DSM-5 in a sample of trauma exposed mental health service users. European journal of psychotraumatology, 12(1), 1863578. https://doi.org/10.1080/20008198.2020.1863578
Savander, E. È., Hintikka, J., Wuolio, M., & Peräkylä, A. (2021). The Patients’ Practises Disclosing Subjective Experiences in the Psychiatric Intake Interview. Frontiers in psychiatry, 12, 605760. https://doi.org/10.3389/fpsyt.2021.605760
Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to
treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
- Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.
- Consider the elements of the psychiatric interview, history, and examination.
- Consider the assessment tool assigned to you by the Course Instructor.
By Day 3 of Week 2
Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.
Read a selection of your colleagues’ responses.
By Day 6 of Week 2
Respond to at least two of your colleagues on 2 different days by comparing your assessment tool to theirs.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
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Collapse Subdiscussion Grace Masioge
Grace Masioge
Dec 6, 2022 Dec 6, 2022 at 3:36am
INITIAL POST
Explain three important components of a psychiatric interview and why you consider these elements important.
Introduction
In the research according to (“The Psychiatric Interview and Mental State Examination” (n,d)), a psychiatric interview is a structured clinical conversation complemented by observation and mental state examination, supplemented by a physical examination which is the foundation of accurate psychiatric diagnosis through accurate history taking and assessment. The goal is to establish and build a therapeutic relationship with the patient of trust, and openness, in order to collect, organize, and synthesize detailed relevant information connected to the presenting problem, assess the personality of the patient, conduct a mental status examination, and assess psychopathology, write a diagnostic formulation, and list the differential diagnoses. In the research according to Savander et al (2021), the clinical goal of the psychiatric interview is to evaluate the patient’s problems and provide an evidence-based treatment grounded on the symptom-oriented diagnostic ICD-10/DSM-5 categories.
History of the present illness (HPI)
According to “The Psychiatric Interview and Mental State Examination” (n.d.) research, rapport and the agenda are established at the beginning of the interview between the patient and the provider. During HPI, circumstances leading to the current condition are accounted for. Details of the relevant events, sequence of the responses, and symptoms should be provided. Help-seeking behaviors, recent interventions, and treatments are assessed.
Family history
The family history should encompass any history of psychiatric or physical health problems including established or suspected diagnoses, and treatments received. It is important to know the family history because there are shared traits that cannot be seen containing information on health conditions that tend to run in families. These traits may increase hereditary conditions and diseases. Therefore, knowing medical history will help the healthcare provider to take action to reduce the risks.
Suicide risk assessment
According to (Centers for Disease Control and Prevention), suicidal thoughts or actions are signs of extreme distress and should not be ignored, there the purpose of the interview is to prevent suicidal actions. In the research according to Oquendo & Bernanke (2017), 800,000 people die by suicide each year, and for each suicide, as many as 20 more individuals have attempted suicide. The assessment and management of suicide risk is considered a core competency for psychiatrists, yet guidelines diverge in their recommendations and there is no universally accepted model. Risk assessment and management are best conceptualized as a process and not a single event that includes structured evaluation, intervention, and re‐assessment. Some patients suffer transient but intense suicidal thoughts, which are not captured at the time of assessment. Numerous factors contribute to suicide risk and can be divided into distal and proximal factors. Distal factors may include genetics, personality characteristics such as impulsivity and aggression, prenatal and perinatal circumstances, childhood trauma, and neurobiological disturbances. Proximal risk factors may include mental illness, physical illness, psychosocial crises, substance use, availability of lethal means, and exposure to suicidal behavior (Ryan and Oquendo 2020).
Explain the psychometric properties of the rating scale
Depression in earlier and later life stages is characterized by different factors and life events and it is a significant and common contributor to poor health, especially among older people. Geriatric Depression Scale (GDS) is a widely and frequently used scale developed specifically to assess, evaluate, and identify depression symptoms in the geriatric population (Nikmat et al., 2021). GDS is a mood-focused scale that can be used in any environment such as acute psychiatric or primary care, assisted living, or long-term care facilities. It was created for the elderly population depression testing, which helps PMHNP psychiatric assessment of affective and behavioral symptoms to rule out somatic and dementia illnesses.
When it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment
The rating scales are appropriately used during the research study and clinical practice to evaluate people with psychotic disorders, the HPI portion of the psychiatric interview/assessment, and ongoing monitoring of patient conditions. The scale is also an added tool for nurses to use in monitoring the effectiveness and outcome of both medical and nursing interventions. The PMHNP uses the scale to rank the severity of the symptoms which gives them an idea about how much the condition affects the patient and to track changes in the symptoms over time.
Conclusion
Psychiatric interview is crucial in the collection of critical information during the assessment, diagnosis, planning, treatment, and evaluation of patients with mental health conditions. The scales are designed to meet various needs including screening, diagnosis, and treatment monitoring. The geriatric population is vulnerable to depression related to age, socioeconomic status, low levels of neurotransmitters, family history of depression, and traumatic life events. According to Risal et al., (2020), GDS has been used in different cultures and it has proved to be a reliable and valid instrument for adult depression.
THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635 References
“Centers for Disease Control and Prevention.” “Risk and Protective Factors.” Www.cdc.gov, 2021, www.cdc.gov/suicide/factors/index.html
Links to an external site..
Risal et al., (2020). Nepali Version of Geriatric Depression Scale-15 – A Reliability and Validation Study. Journal of Nepal Health Research Council, 17(4), 506–511. https://doi.org/10.33314/jnhrc.v17i4.1984
Ryan and Oquendo (2020). “Suicide Risk Assessment and Prevention: Challenges and Opportunities.” FOCUS, vol. 18, no. 2, Apr. 2020, pp. 88–99, 10.1176/appi.focus.20200011.
Nikmat et al., (2021). Psychometric Properties of Geriatric Depression Scale (Malay Version) in Elderly with Cognitive Impairment. The Malaysian journal of medical sciences : MJMS, 28(3), 97–104. https://doi.org/10.21315/mjms2021.28.3.9
Oquendo & Bernanke (2017). Suicide risk assessment: tools and challenges. World Psychiatry. 2017 Feb;16(1):28-29. doi: 10.1002/wps.20396. PMID: 28127916; PMCID: PMC5269494.
Savander et al (2021). “The Patients’ Practices Disclosing Subjective Experiences in the Psychiatric Intake Interview.” Frontiers in Psychiatry, vol. 12, 10 May 2021, 10.3389/fpsyt.2021.605760.
“The Psychiatric Interview and Mental State Examination” (n,d). Clinical Gate, 24 May 2015, clinicalgate.com/the-psychiatric-interview-and-mental-state-examination/.
Dec 9, 2022 Dec 9, 2022 at 3:32pm
- Hello Grace! Thank you for this insightful post. I agree with you that psychiatric interview is the foundation of accurate psychiatric diagnosis through accurate history taking and assessment. The identified components of a psychiatric interview including history of the present illness (HPI), family history, and suicide risk assessment are critical. To obtain accurate information about these components, it is important for healthcare professionals and the patients to build therapeutic interpersonal relationships (Moreno‐Poyato et al., 2021). These relationships are fundamental element of all interactions in healthcare that foster building of positive provider-patient experiences. Therapeutic interpersonal relationships can also change and improve the experiences of patients. Usually, therapeutic relationships demonstrate friendliness, warmth, empathy, authentic interest, and willingness to foster and provide support (Hargie, 2021). In turn, it facilitates interactions and communication. Therapeutic interpersonal relationships between care providers and patients are linked to enhanced patient satisfaction, high quality of life, compliance with treatment, and lowered healthcare costs. In the case at hand, it is important to ensure effective communication during psychiatric interview to enable the patient to be an equal associate in healthcare processes.
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.
THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635 References
Hargie, O. (2021). Skilled interpersonal communication: Research, theory and practice. Routledge.
Moreno‐Poyato, A. R., Rodríguez‐Nogueira, Ó., & MiRTCIME. CAT Working Group. (2021). The association between empathy and the nurse–patient therapeutic relationship in mental health units: a cross‐sectional study. Journal of Psychiatric and Mental Health Nursing, 28(3), 335-343. https://doi.org/10.1111/jpm.12675
THE PSYCHIATRIC EVALUATION AND EVIDENCE-BASED RATING SCALES NRNP 6635 Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |