{"id":1975,"date":"2021-08-06T09:02:15","date_gmt":"2021-08-06T09:02:15","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=1975"},"modified":"2024-02-15T07:08:33","modified_gmt":"2024-02-15T07:08:33","slug":"walden-nurs6630-week-2-assessing-and-treating-pediatric-clients-with-mood-disorders","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/walden-nurs6630-week-2-assessing-and-treating-pediatric-clients-with-mood-disorders\/","title":{"rendered":"Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders"},"content":{"rendered":"
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Sample Answer for Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders Included After Question<\/strong><\/h2>\n

Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders<\/em><\/p>\n<\/header>\n

\n
\n

To prepare for this Assignment:<\/h3>\n

Review this week\u2019s Learning Resources. Consider how to
\nassess and treat pediatric clients requiring antidepressant therapy.<\/p>\n

The Assignment<\/h3>\n

Examine Case Study: An African American Child Suffering From Depression<\/a>. 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\u2019s pharmacokinetic and pharmacodynamic processes.<\/p>\n

At each decision point stop to complete the following:<\/h3>\n

Decision #1<\/h3>\n

Which decision did you select?<\/p>\n

Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/p>\n

What were you hoping to achieve by making this decision?
\nSupport your response with evidence and references to the Learning Resources.<\/p>\n

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?<\/p>\n

Decision #2<\/h3>\n

Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/p>\n

What were you hoping to achieve by making this decision?
\nSupport your response with evidence and references to the Learning Resources.<\/p>\n

\"Walden<\/a>
Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders<\/figcaption><\/figure>\n

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?<\/p>\n

Decision #3<\/h3>\n

Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/p>\n

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.<\/p>\n

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?<\/p>\n

Also include how ethical considerations might impact your treatment plan and communication with clients.<\/p>\n

\n

Symptom presentation of depression in children varies with age. Often, it is difficult to identify depression in this age group. Emotional and cognitive developments influence the symptom presentation, so do comorbidities. Prevalence of depression is about 2% in prepubertal children, which increases to 4%\u20138% in adolescents.[1<\/a>] Recent epidemiological studies show an increasing trend of depression in youth.[2<\/a>] Childhood depression is a recurrent, relapsing condition causing significant morbidity and mortality. Onset of depression in childhood often results in poor academic outcome, long-standing impairment, poor quality of life, and high risk for suicide and substance abuse.[1<\/a>] Here, I discuss the clinical presentations of childhood depression with focus on assessment and management based on evidence-based guidelines.<\/p>\n<\/div>\n

\n

Go to:<\/a><\/h3>\n

CASE VIGNETTES<\/h4>\n

Tarun*<\/a><\/sup>, a 4-year-old boy, underwent hospitalization for intractable vomiting. He was sent for psychiatric care when no physical basis of symptoms could be identified. His vomiting would become worse when he approached school so much, so that his parents stopped sending him to school. He appeared dull, listless, became jittery when offered the chair. He did not look at the crayons or balloons which were his favorite.<\/p>\n

Taslima*<\/a><\/sup>, an 11-year-old girl, had deteriorated in her studies to the extent of scoring 24 out of 100 in her session examinations. Earlier an Avid Reader, she would not even feel like looking at her books and would often get reprimanded for keeping her belongings in a disorderly manner. She would not take the phone from her mother even when offered to talk to her aunt, which she used to earlier fight for.<\/p>\n

Although the diagnostic criteria for diagnosing depression remain the same even for children and adolescents, application of these is often felt difficult as symptoms differ by age due to cognitive, emotional, and social aspects of development. Biological functions such as sleep and appetite may not be disturbed, but experience of low mood, anhedonia, and cognitive distortions is distinctly felt.[3<\/a>]<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders<\/strong><\/a><\/span><\/p>\n

A Sample Answer For the Assignment: Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders<\/strong><\/h2>\n

Title: Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders<\/strong><\/h2>\n

Assessing and Treating Patients with Bipolar Disorder<\/span><\/b>\u00a0<\/span><\/p>\n

Mental health disorders are a crucial public health concern because of its rising rates and impacts on the health of the population. Mental health problems such a bipolar disorder affect the patient\u2019s quality of life and productivity. Mental health nurse practitioners explore effective, evidence-based interventions that will promote recovery and prevent relapse among the affected populations. Often, pharmacological and non-pharmacological interventions are effective in facilitating bipolar disorder management and prevention of symptom relapse. Therefore, the purpose of this paper is to explore bipolar I disorder. It examines topics that include prevalence and neurobiology of bipolar I disorder, differences with bipolar II disorder, treatment in a special population and consideration, and monitoring drug use in the population.\u00a0<\/span>\u00a0<\/span><\/p>\n

Prevalence and Neurobiology<\/span><\/b>\u00a0<\/span><\/p>\n

The selected type of bipolar disorder for analysis in the project is bipolar I disorder. Bipolar I disorder is a mental disorder characterized by patients experiencing episodes of irritable or highly elevated mood. The mood is referred to as mania. The expansive mood may be accompanied by other symptoms such as grandiosity, decreased need for sleep, racing thoughts, talkativeness, and engaging in risk-taking behaviors. The mood swings may shift between irritability, depression, anger and mania, resulting in mixed features in the bipolar disorder (Jones et al., 2022). Bipolar I disorder affects the health, wellbeing, and functioning of the patients, hence, the need for responsive strategies to optimize outcomes.\u00a0<\/span>\u00a0<\/span><\/p>\n

Bipolar I disorder has a lifetime prevalence of 0.6%. The prevalence is distributed equally between males and females. However, males tend to experience more manic episodes with the disorder while female experience more of depressive cycling episodes. The rates of bipolar I disorder is high in the developed countries (1.4%) as compared to the low-income countries (0.7%). Separated, widowed, or divorced individuals have the highest rate of bipolar I disorder. The cumulative prevalence of the three types of bipolar disorders is 1.8%. The onset of bipolar I disorder in the USA is at the age of 20 years while it is 29 years in the European countries (Psychdb.com, 2022). The prevalence rate among adults aged 18 years and above is 2.8%, with 4.4% of this population expected to develop it at some point in their lives. Adolescents have a lifetime prevalence of 2.9% of developing bipolar I disorder, with 2.6% of them suffering from severe impairment (Psychom.net, 2021). The risk factors for developing bipolar I disorder include genetics and environment risks such as traumatic experiences, substance abuse, and maternal vital infections during the prenatal period.\u00a0<\/span>\u00a0<\/span><\/p>\n

Bipolar I disorder has neurobiological basis. First, most studies have shown that individuals with bipolar disorder, including bipolar I experience death of neurons and glial cells. Persistent exposure to stress or traumatic events affects the functioning of glial cells and neurons, precipitating the onset of symptoms. There is also the role of neurotransmitters in the development of bipolar disorder. Accordingly, patients with bipolar disorder demonstrate changes in the regulation of dopamine, serotonin, and acetylcholine neurotransmitters (Young & Juruena, 2021). Alterations in the balance as well as their receptor systems affect functions such as behavior, endocrine regulation, and sleep-wakefulness.\u00a0<\/span>\u00a0<\/span><\/p>\n

Patients with bipolar I disorder also have problems with intracellular signaling in their brains. Studies have found the existence of macroscopic changes in brain regions and circuits, which are accompanied by chemical and histopathological brain changes. Stressors promote oxidative processes, which destroy brain cells, neurons, and cause imbalance in chemicals causing symptoms of bipolar I disorder (Scaini et al., 2020). For instance, there is an increase in the activity of chemical superoxide dismutase, which can depression and manic episodes in the affected patients.\u00a0<\/span>\u00a0<\/span><\/p>\n

Differences<\/span><\/b>\u00a0<\/span><\/p>\n

A comparison is made between bipolar I and bipolar II disorder. The both types of bipolar have periods of depressive symptoms and elevated mood. The disorders also share similar symptoms during manic episode such as euphoria, insomnia, excessive talking, racing thoughts, and inflated self-esteem.\u00a0 They also have the same symptoms of depression such as low energy, sadness, decreased appetite, feelings of guilt, and isolation (Jones et al., 2022). However, they have some differences. The first one is that patients experience full manic episodes in bipolar I disorder. They experience extreme shifts in energy and mood. The symptoms are severe to affect the functioning of the patients in the social and occupational roles. The symptoms of mania and depression are less severe in bipolar II disorder. For example, hypomanic symptoms in this disorder such as elevated mood are not intense to affect the individual\u2019s functioning. The depressive symptoms in bipolar I disorder lasts at least two weeks while in bipolar II they last at least two weeks but longer than bipolar I. Patients experiencing bipolar I disorder also have at least an episode of mania while there is no mania in bipolar II disorder (Coda, 2022). There is also the experiences of delusions and hallucinations in bipolar I disorder, which are not evident in bipolar II disorder.\u00a0<\/span>\u00a0<\/span><\/p>\n

Special Population and Considerations<\/span><\/b>\u00a0<\/span><\/p>\n

Treatment of bipolar I disorder in special populations present unique challenges to mental health practitioners. The special populations include children, adolescents, pregnant mothers, post-operative adults, and the elderly. Each of this populations have unique needs that influence the selection of treatment in bipolar disorders. Children and adolescents have immature organs such as the liver and kidneys. These vital organs are involved in the metabolism and excretion of the different drugs used in treating bipolar disorders. Psychiatric mental health nurse practitioners must weigh the benefits and risks of the different options for treatment before prescribing them. Most of the treatments utilized for children and adolescents are also off-label. This places them at an increased risk of harm due to the use of drugs with unknown safety and efficacy index. The elderly patients also experience considerable functional declines that affect the options of treatment for bipolar disorders (Healthcare, 2023; Skidmore-Roth, 2022). For example, the decline in renal and hepatic functions affect the dosing of different medications for use in treating bipolar I disorder. Psychiatric mental health nurse practitioners must also assess the efficacy of the different drugs to prenatal mothers to eliminate risks of teratogenicity.\u00a0<\/span>\u00a0<\/span><\/p>\n

One of the legal consideration when treating bipolar I disorder is the psychiatric mental health nurse practitioner providing care within her scope. This includes ensuring the prescription of drugs for bipolar I disorder within her prescriptive authority. Practicing within the scope eliminates potential issues that may arise due to harm from the provided care. PMHNP should also make decisions based on ethical considerations. This includes seeking informed consent, and promoting privacy and confidentiality of the patients\u2019 data. The nurse must also ensure safety in the care process. The prescribed treatments should not predispose the special populations to any harm. The decisions made should also aim at safeguarding the rights and needs of the patients, hence, non-maleficence and benevolence. PMHNP should also adopt patient-centered interventions in bipolar I disorder management. This includes utilizing interventions that align with the values, beliefs, practices, and expectations of the patients and their families (Healthcare, 2023; Williams, 2021). The consideration of patient factors in the treatment process promotes outcomes such as enhanced adherence to the prescribed interventions.\u00a0<\/span>\u00a0<\/span><\/p>\n

FDA and or Clinical Practice Guidelines<\/span><\/b>\u00a0<\/span><\/p>\n

The Food and Drug Administration (FDA) is mandated with the responsibility of recommending drugs for use in treating conditions in different populations. The FDA has approved olanzapine-fluoxetine combination for treatment of bipolar disorder with depressive symptoms. The other approved drugs for acute treatment of bipolar depression include quetiapine and lurasidone. The FDA has also approved Risperdal, quetiapine, and aripiprazole for use in children and adolescents experiencing any stage of bipolar disorder. Lithium is approved for use in adolescents aged 12 and above years (Skidmore-Roth, 2022). Olanzapine recommendations is used for adolescents aged 13 years and above. The FDA also recommends lithium and aripiprazole use in children and adolescents to prevent symptom relapse. The FDA has also approved caplyta for treating bipolar disorder in the elderly population. The FDA approved treatment for mixed bipolar disorder entails the use of quetiapine and combination of fluoxetine and olanzapine (Citrome, 2020; Wang & Osser, 2020). Healthcare providers may also consider antipsychotics such as aripiprazole, asenapine, risperidone, and ziprasidone for maintenance treatment, as they are FDA approved.\u00a0<\/span>\u00a0<\/span><\/p>\n

Side Effects, FDA Warnings and Monitoring<\/span><\/b>\u00a0<\/span><\/p>\n

Safety and quality should be upheld when treating patients with bipolar disorder. As a result, patients should be monitored closely for side effects and adverse reactions to the above treatments. The healthcare providers should monitor patients prescribed Risperdal, quetiapine, and aripiprazole for side effects that include weight gain, dizziness, akathisia, tiredness, nausea, night tremors, and decreased libido. They should also assess for increased appetite, drowsiness, and heartburn. Rare side effects that must be reported include seizures, parkinsonian side effects such as tremors and muscle stiffness, changes in ECG, and neuroleptic malignant syndrome (Healthcare, 2023; Williams, 2021). The signs to monitor related to neuroleptic malignant syndrome include fainting spells, racing heart rate, fever, and muscle stiffness.\u00a0<\/span>\u00a0<\/span><\/p>\n

Patients prescribed lithium should be monitored for side effects that include drowsiness, bradycardia, fainting, confusion, and weight gain. The additional side effects include diarrhea, seizures, blurred vision, tinnitus, and vomiting. Patients prescribed fluoxetine should be monitored for side effects such as weight gain, decreased libido, and insomnia. The use of antidepressants such as fluoxetine carriers the risk of suicidal thoughts, attempts, or plans. Patients and family members should be educated about the importance of monitoring mood and sudden surge in the patient\u2019s energy. Such observations are clues to potential intent of self-harm by the patient. Weight gain in already obese or overweight patients should also be considered an issue of concern (Skidmore-Roth, 2022). Patients should be referred to a nutritionist for dietary recommendations and be educated about the importance of healthy lifestyles and behaviors such as engaging in active physical activity.\u00a0<\/span>\u00a0<\/span><\/p>\n

Proper Prescription<\/span><\/b>\u00a0<\/span><\/p>\n

Name: Mr. V<\/span>\u00a0<\/span><\/p>\n

Age: 35<\/span>\u00a0<\/span><\/p>\n

Diagnosis: Bipolar I disorder<\/span>\u00a0<\/span><\/p>\n

Treatment: po risperidone 2 mg od 1\/12<\/span>\u00a0<\/span><\/p>\n

Refills: none<\/span>\u00a0<\/span><\/p>\n

Signature:\u00a0<\/span>\u00a0<\/span><\/p>\n

Name: AA<\/span>\u00a0<\/span><\/p>\n

Age: 15<\/span>\u00a0<\/span><\/p>\n

Diagnosis: Bipolar I disorder<\/span>\u00a0<\/span><\/p>\n

Treatment: po Lithium 300mg od 1\/12<\/span>\u00a0<\/span><\/p>\n

Refills: none<\/span>\u00a0<\/span><\/p>\n

Signature:\u00a0<\/span>\u00a0<\/span><\/p>\n

Name: Mrs. W<\/span>\u00a0<\/span><\/p>\n

Age: 25<\/span>\u00a0<\/span><\/p>\n

Diagnosis: Bipolar I disorder<\/span>\u00a0<\/span><\/p>\n

Treatment: po risperidone 3mg od 1\/12<\/span>\u00a0<\/span><\/p>\n

Refills: none<\/span>\u00a0<\/span><\/p>\n

Signature:\u00a0<\/span>\u00a0<\/span><\/p>\n

Conclusion<\/span><\/b>\u00a0<\/span><\/p>\n

In summary, bipolar I disorder is a type of a mental health disorder associated with severe mania and hypomania. It affects negatively patient\u2019s health, wellbeing, and functioning. Bipolar I disorder is severe than bipolar II. The FDA has approved several drugs for use in bipolar disorder. Psychiatric mental health nurse practitioners should monitor patients for side and adverse reactions to the prescribed treatments.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

References<\/span><\/b>\u00a0<\/span><\/p>\n

Citrome, L. (2020). Food and Drug Administration\u2013Approved Treatments for Acute Bipolar Depression: What We Have and What We Need. <\/span>Journal of Clinical Psychopharmacology<\/span><\/i>, <\/span>40<\/span><\/i>(4), 334. https:\/\/doi.org\/10.1097\/JCP.0000000000001227<\/span>\u00a0<\/span><\/p>\n

Coda, F. (2022). <\/span>2023 Foundations of Psychiatric-Mental Health Nursing<\/span><\/i>. Amazon Digital Services LLC – Kdp.<\/span>\u00a0<\/span><\/p>\n

Healthcare, S. (2023). <\/span>Pharmacology, Nutrition, Paediatric Nursing\u20142023<\/span><\/i>. Svastham Healthcare.<\/span>\u00a0<\/span><\/p>\n

Jones, D. J. S., Jones, J. S., & Beauvais, D. A. M. (2022). <\/span>Psychiatric Mental Health Nursing: An Interpersonal Approach<\/span><\/i>. Jones & Bartlett Learning.<\/span>\u00a0<\/span><\/p>\n

Psychdb.com. (2022, January 16). <\/span>Bipolar I Disorder<\/span><\/i>. PsychDB. https:\/\/www.psychdb.com\/bipolar\/bipolar-i<\/span>\u00a0<\/span><\/p>\n

Psychom.net. (2021, July 14). <\/span>Prevalence of Bipolar 1 Disorder<\/span><\/i>. https:\/\/pro.psycom.net\/assessment-diagnosis-adherence\/bipolar-disorder\/bipolar-disorder-prevalence-and-risks<\/span>\u00a0<\/span><\/p>\n

Scaini, G., Valvassori, S. S., Diaz, A. P., Lima, C. N., Benevenuto, D., Fries, G. R., & Quevedo, J. (2020). Neurobiology of bipolar disorders: A review of genetic components, signaling pathways, biochemical changes, and neuroimaging findings. <\/span>Brazilian Journal of Psychiatry<\/span><\/i>, <\/span>42<\/span><\/i>, 536\u2013551. https:\/\/doi.org\/10.1590\/1516-4446-2019-0732<\/span>\u00a0<\/span><\/p>\n

Skidmore-Roth, L. (2022). <\/span>Mosby\u2019s 2023 Nursing Drug Reference\u2014E-Book<\/span><\/i>. Elsevier Health Sciences.<\/span>\u00a0<\/span><\/p>\n

Wang, D., & Osser, D. N. (2020). The Psychopharmacology Algorithm Project at the Harvard South Shore Program: An update on bipolar depression. <\/span>Bipolar Disorders<\/span><\/i>, <\/span>22<\/span><\/i>(5), 472\u2013489. https:\/\/doi.org\/10.1111\/bdi.12860<\/span>\u00a0<\/span><\/p>\n

Williams, L. (2021). <\/span>Nursing 2022: Drug Handbook<\/span><\/i>. Independently Published.<\/span>\u00a0<\/span><\/p>\n

Young, A. H., & Juruena, M. F. (2021). The Neurobiology of Bipolar Disorder. <\/span>Current Topics in Behavioral Neurosciences<\/span><\/i>, <\/span>48<\/span><\/i>, 1\u201320. https:\/\/doi.org\/10.1007\/7854_2020_179<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

<\/h3>\n

Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders <\/em>Grading Rubric<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

100%<\/strong><\/p>\n

16 points<\/strong><\/td>\n

Very good or high level of performance<\/strong><\/p>\n

88%<\/strong><\/p>\n

14 points<\/strong><\/td>\n

Acceptable level of performance<\/strong><\/p>\n

81%<\/strong><\/p>\n

13 points<\/strong><\/td>\n

Inadequate demonstration of expectations<\/strong><\/p>\n

68%<\/strong><\/p>\n

11 points<\/strong><\/td>\n

Deficient level of performance<\/strong><\/p>\n

56%<\/strong><\/p>\n

9 points<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Failing level<\/strong><\/p>\n

of performance<\/strong><\/p>\n

55% or less<\/strong><\/p>\n

0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n

\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge<\/strong><\/p>\n

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n
    \n
  • Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n<\/td>\n<\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue <\/strong><\/p>\n

Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n

Responses are substantive and relate to the topic.<\/strong><\/td>\n

Demonstrated all <\/strong>of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 3 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\nDemonstrated 2 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 1 or less of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA <\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/p>\n

Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n

The following was present:<\/p>\n
    \n
  • 0-3 errors in APA format<\/li>\n<\/ul>\n

    AND<\/p>\n

      \n
    • Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND<\/p>\n

        \n
      • Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 4-6 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 7-9 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 10- 12 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 13 – 15 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n

        AND\/OR<\/p>\n

          \n
        • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Deducted<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Participation<\/strong><\/p>\n

Requirements <\/strong><\/td>\n

Demonstrated the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
    \n
  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\nDemonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n
    \n
  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Sample Answer for Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders Included After Question Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders To prepare for this Assignment: Review this week\u2019s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy. The Assignment Examine Case […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1975","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nWalden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"Walden nurs6630 week 2 Assessing and Treating Pediatric Clients With Mood Disorders-An African American Child Suffering From Depression\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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