Sample Answer for NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC Included After Question<\/strong><\/h2>\nNeurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer\u2019s, Parkinson\u2019s, or Huntington\u2019s; infection; or stroke, among others.<\/p>\n
For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder<\/a>.<\/p>\nTo Prepare:<\/h2>\n\n- Review this week\u2019s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders<\/a>.<\/li>\n
- Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.<\/li>\n
- By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the \u201cCase History Reports\u201d document, keeping the requirements of the evaluation template in mind.<\/li>\n
- Consider what history would be necessary to collect from this patient.<\/li>\n
- Consider what interview questions you would need to ask this patient.<\/li>\n
- Identify at least three possible differential diagnoses for the patient.<\/li>\n<\/ul>\n
By Day 7 of Week 10<\/h2>\n
Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n\n- Subjective:\u00a0<\/strong>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?<\/li>\n
- Objective:\u00a0<\/strong>What observations did you make during the psychiatric assessment?<\/li>\n
- Assessment:<\/strong>\u00a0Discuss the patient\u2019s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/li>\n
- Reflection notes:<\/strong>\u00a0What would you do differently with this client if you could conduct the session over?\u202fAlso include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/li>\n<\/ul>\n
A Sample Answer For the Assignment: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/h2>\nTitle: <\/strong>\u00a0<\/strong>NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/h2>\nSubjective:<\/strong><\/h2>\nBiodata<\/strong><\/p>\nName S.H.<\/p>\n
Sex: 11years<\/p>\n
Informant: Mother<\/p>\n
CC<\/strong> (chief complaint): \u201c`My daughter has trouble paying attention and usually misplaces things\u201d<\/p>\nHPI<\/strong>:<\/p>\nThe mother reports that her daughter usually complains that the daughter has trouble paying attention both at school and at home. In school when instructions are given on assignments, she usually forgets about the assignments or even loses the list of assignments that she writes down. She therefore seldom completes her assignment, repeatedly makes careless mistakes in the assignment and her school performance have continuously been deteriorating. Even at home, she misplaces her items including her bracelet and at school, she loses her books and pencils. She is also finding it hard to sit still in the classroom and may not read a book for more than five minutes even when the book is interesting. Her troubles began when she was in kindergarten and have persisted ever since. She however reportedly enjoys playing video games and playing with Conley, her dog pet. The child has never been on care for any chronic illness and there is no history of trauma to the head preceding the complaints. She has also been experiencing difficulty in falling asleep and her sleep lasts only for 6 hours although it was lasting for 8-10hours before the onset of symptoms.<\/p>\n
Past Psychiatric History<\/strong>:<\/h2>\n\n- G<\/strong>eneral Statement: this is the first time this child is visiting a psychiatrist. The mother is worried because of her inability to concentrate and forgetfulness.<\/li>\n
- C<\/strong>aregivers (if applicable): the mother and the father<\/li>\n
- H<\/strong>ospitalizations: no history of hospital admissions or management for chronic illnesses<\/li>\n
- M<\/strong>edication trials: has never been on psychiatric medications<\/li>\n
- P<\/strong>sychotherapy or P<\/strong>revious Psychiatric Diagnosis: no prior psychiatric diagnosis and has never undergone psychotherapy.<\/li>\n<\/ul>\n
Substance Current Use and History: <\/strong>No history of substance use<\/p>\nFamily Psychiatric\/Substance Use History: <\/strong>the father takes a bottle of Vodka a week but has no history of taking other illicit drugs or cigarettes. The mother denies a history of using alcohol, cigarette, or other illicit drugs of abuse.<\/p>\nPsychosocial History: <\/strong>she is the third born in a family of 4. She only has brothers who are aged 20, 15, and 8 years but have no chronic illnesses. The father, 52years old is a high school teacher and the mother 47years old is a housewife; with no chronic illnesses. She lives with all her siblings and her parents who love her dearly and provides for her needs including emotional assurance. There is no family history of chronic illness or malignancy. No family history of psychiatric illnesses.<\/p>\nMedical History: <\/strong><\/h2>\n\n- Current Medications<\/strong>: Not currently taking any medications<\/li>\n
- Allergies<\/strong>: NKFDA<\/li>\n<\/ul>\n
\n- Reproductive Hx<\/strong>: she has not had her menarche and she is sexually inactive<\/li>\n<\/ul>\n
ROS<\/strong>:<\/h2>\n\n- GENERAL: no weight changes, no fever<\/li>\n
- HEENT: no runny nose, no headache, no ear pain, no reduced vision, no red eye or eye pain<\/li>\n
- SKIN: there are no skin ulcers or skin color changes<\/li>\n
- CARDIOVASCULAR: no leg swelling, no orthopnea, no awareness of heartbeat<\/li>\n
- RESPIRATORY: denies wheezing, chest pain, or difficulty in breathing<\/li>\n
- GASTROINTESTINAL: reduced appetite but no pain in the abdomen, nausea, vomiting, or diarrhea<\/li>\n
- GENITOURINARY: no pain during urination, no hematuria, no abnormal discharges per vaginal, and denies menses<\/li>\n
- NEUROLOGICAL: reduced sleep and difficulty in falling asleep, occasionally loses temper, and has forgetfulness but denies seizures, loss of consciousness, or headache.<\/li>\n
- MUSCULOSKELETAL: denies muscle pain, joint swelling, or changes in gait<\/li>\n
- HEMATOLOGIC: denies ease of bruising, paleness, and easy fatigability<\/li>\n
- LYMPHATICS: no lymph node enlargement<\/li>\n
- ENDOCRINOLOGIC: no polyuria, polydipsia, heat intolerance, or cold intolerance<\/li>\n<\/ul>\n
Objective:<\/strong><\/h2>\nPhysical exam:<\/strong> BP- 91\/48, RR- 18, P- 55, Temp- 98.7F, HT- 51 in, WT- 50 lbs.,<\/p>\nGeneral- <\/strong>Young girl sitting in the bed without respiratory distress or pain, not pale, no jaundice, no cyanosis, no lymphadenopathy, or lower limb edema. There are no neck swellings<\/p>\nPsychiatric- <\/strong>she has a congruent mood, and responds appropriately and courteously to the question, however unable to concentrate for long. Plays with the bracelet but cooperates with the examiner.<\/p>\nDiagnostic results<\/strong>:<\/h2>\nLaboratory tests were ordered to assess for lead metal poisoning which may be for behavioral changes and reduced intelligence which are similar to the patient\u2019s complaints. With lead poisoning, the neurodevelopmental status of the child would be affected and they would be more likely to experience reduced performance and even antisocial behavior (Sachdeva et al., 2018).<\/p>\n
A complete blood count was also ordered to rule out infections that may present with forgetfulness and inability to pay attention in addition to other patient symptoms. It would also help to identify anemia that is usually experienced by patients with Attention Deficit Hyperactivity Disorder (ADHD) (Wang et al., 2018).<\/p>\n
Swanson, Nolan, and Pelham version IV scale teacher form or SNAP-IV to help in screening for ADHD using the 90-question questionnaire (Wang et al., 2018).<\/p>\n
Assessment:<\/strong><\/h2>\nMental Status Examination:<\/h3>\n
The patient 11year old appears appropriate for her age and is well-groomed appropriate for the weather and of good hygiene. Her hair is well kept. She cooperates with the examiner but does not maintain appropriate direct eye contact with the examiner. Her speech rate is good although the volume is appropriate with questions asked and well-articulated. No flight of ideas or circumstantiality was identified. On inspection of her face, there are no abnormal movements although she is fidgeting and plays with her bracelet most of the time. Her mood is stable and congruent, affect is normal with no flat or overreactions. She has no delusions, or intrusive thoughts although she reports occasional daydreaming.<\/p>\n
She is conscious, oriented\u00d74. There is a gross abnormality in attention and concentration. She was unable to concentrate fully and was playing with the bracelet most of the time and admiring the pictures on the wall. Most of the time, the examiner repeated the questions to draw an answer from her. Her remote memory was equally poor as she couldn\u2019t remember most of the questions that had been asked during the examination as was inquired upon by the examiner. Her intellect is good, she has good as she recognized that she had a problem although her judgment was poor as evidenced by the zoo incident.<\/p>\n
Diagnosis Considerations:<\/strong><\/h2>\nS.H. is an 11years old child who presents with the complaint of inattention and misplacing things. In the course of the interview, the mother reveals that her teachers are also complaining about her inability to complete class assignments which has led to the deterioration of her class performance. Other signs and symptoms include difficulty in sitting still for long, impatience in turn-taking during conversations, poor memory, sleep difficulty, and trouble concentrating for long. In giving her a diagnosis, the DSM-V is applied to assess the symptoms, duration of illness, and other associated factors. The diagnosis that is most consistent with her symptoms is severe ADHD with the combined presentation because her symptoms that have been presenting for more than six months meet criteria 1 (inattention) and criteria 2 (hyperactivity-impulsivity). The reduced performance is therefore considered a result of inattention thus meeting criteria 1 (American Psychiatric Association, 2013).<\/p>\n
Other diagnoses that have been considered include oppositional defiant disorder in which the patient’s symptoms are regarded to be resulting from personal defiance. However according to the American Psychiatric Association ( 2013, this diagnosis should only be made when the patient’s symptoms meet the diagnostic criteria of oppositional defiant disorder with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness which S.H did not present with. Another diagnosis that was also considered to explain her difficulty in paying attention and reduced class performance is Autism spectrum disorder. However, this diagnosis was also unlikely because its diagnostic criteria according to American Psychiatric Association ( 2013) require at least 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements which S.H did not present with.<\/p>\n
Differential Diagnoses:<\/strong><\/h2>\nSevere ADHD with combined presentation<\/strong> (314.01[F90.2]): <\/strong>the presents with symptoms that meet criteria 1 and 2 for diagnosis of ADHD. She makes careless mistakes in classwork, reports difficulty in concentrating in reading for more than 5 minutes, is easily distracted during the examination, loses things at school and home, and reports being forgetful (American Psychiatric Association, 2013). These symptoms that have lasted for more than 6months have affected her school performance and are consistent with features of inattention. The other presentations such as fidgeting, leaving seats, and inappropriate actions at the zoo are however features of impulsivity and hyperactivity (B\u00e9langer et al., 2018). This diagnosis is therefore most probable and is characterized as severe due to numerous signs and symptoms that the patient presented with (American Psychiatric Association, 2013).<\/p>\nOppositional defiant disorder (ODD) (F91.3): <\/strong>The patient\u2019s difficulty in completing class assignments may be due to the personal defiance that is consistent with Oppositional defiant disorder diagnosis. However ODD is usually associated with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness that S.H did not present with (American Psychiatric Association, 2013). Further, this diagnosis of ODD is less probable as it does not explain the forgetfulness and impulsivity reported by the patient.<\/p>\nAutism spectrum disorder <\/strong>(ASD) (299.00 [F84.0]): <\/strong>ASD might have presented with learning disabilities that S.H could report as failure to complete assignments. However, ASD diagnosis is only made when patient with 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements (American Psychiatric Association, 2013). S.H has no problem with communication, engages in playgroups, has no stereotyped movements and only occasionally becomes aggressive thus inconsistent with ASD (Hodges et al., 2020). It is therefore unlikely diagnosis.<\/p>\nReflections:<\/strong><\/h2>\nThe S.H case has enlightened me on how ADHD may present. Although most healthcare practitioners and even parents expect that patients with ADHD would present with an inability to sit for a longer time or difficulty in paying attention, it is worth noting that sometimes the patients present with the complications of ADHD. For instance, the young girl in the case study presented because of the careless mistakes in the exams that had led to the reduced accomplishment of class assignments as well as deterioration in overall performance. It is, therefore, necessary to highlight to the patient that the patient did not have an intellectual disability but rather could not pay attention which has affected their performance. It should therefore be emphasized that treatment of ADHD may result in better patient performance.<\/p>\n
I have also learned of the mimics of ADHD such as lead poisoning that may present with similar manifestations as ADHD. A patient who presents with the symptoms, therefore, requires thorough investigation to rule out such poisoning. Further, the patient assessment should identify complications of ADHD such as malnutrition and anemia that may be addressed separately to promote the patient’s wellbeing.<\/p>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC References <\/strong><\/h2>\nAmerican Psychiatric Association. (2013).\u00a0Diagnostic and statistical manual of mental disorders (DSM-5 (R))<\/em>\u00a0(5th ed.). American Psychiatric Association Publishing.<\/p>\nB\u00e9langer, S. A., Andrews, D., Gray, C., & Korczak, D. (2018). ADHD in children and youth: Part 1-Etiology, diagnosis, and comorbidity.\u00a0Paediatrics & Child Health<\/em>,\u00a023<\/em>(7), 447\u2013453. https:\/\/doi.org\/10.1093\/pch\/pxy109<\/a><\/p>\nHodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation.\u00a0Translational Pediatrics<\/em>,\u00a09<\/em>(Suppl 1), S55\u2013S65. https:\/\/doi.org\/10.21037\/tp.2019.09.09<\/a><\/p>\nSachdeva, C., Thakur, K., Sharma, A., & Sharma, K. K. (2018). Lead: Tiny but mighty poison.\u00a0Indian Journal of Clinical Biochemistry: IJCB<\/em>,\u00a033<\/em>(2), 132\u2013146. https:\/\/doi.org\/10.1007\/s12291-017-0680-3<\/a><\/p>\nWang, L.-J., Yu, Y.-H., Fu, M.-L., Yeh, W.-T., Hsu, J.-L., Yang, Y.-H., Chen, W. J., Chiang, B.-L., & Pan, W.-H. (2018). Attention deficit\u2013hyperactivity disorder is associated with allergic symptoms and low levels of hemoglobin and serotonin.\u00a0Scientific Reports<\/em>,\u00a08<\/em>(1). https:\/\/doi.org\/10.1038\/s41598-018-28702-5<\/a><\/p>\nPhoto Credit: Getty Images<\/em><\/p>\nNeurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer\u2019s, Parkinson\u2019s, or Huntington\u2019s; infection; or stroke, among others.<\/p>\n
For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder<\/a>.<\/p>\nTo Prepare:<\/h3>\n\n- Review this week\u2019s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders<\/a>.<\/li>\n
- Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.<\/li>\n
- By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the \u201cCase History Reports\u201d document, keeping the requirements of the evaluation template in mind.<\/li>\n
- Consider what history would be necessary to collect from this patient.<\/li>\n
- Consider what interview questions you would need to ask this patient.<\/li>\n
- Identify at least three possible differential diagnoses for the patient.<\/li>\n<\/ul>\n
By Day 7 of Week 10<\/h3>\n
Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n\n- Subjective:\u00a0<\/strong>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?<\/li>\n
- Objective:\u00a0<\/strong>What observations did you make during the psychiatric assessment?<\/li>\n
- Assessment:<\/strong>\u00a0Discuss the patient\u2019s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/li>\n
- Reflection notes:<\/strong>\u00a0What would you do differently with this client if you could conduct the session over?\u202fAlso include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/li>\n<\/ul>\n
Submission and Grading Information<\/h3>\n![\"NRNP](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NRNP-6635-WEEK-10-Assignment-Assessing-and-Diagnosing-Patients-With-Neurocognitive-and-Neurodevelopmental-Disorders-INSTRUCTIONS-PLUS-RUBRIC-300x141.png\")
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/figcaption><\/figure>\nTo submit your completed Assignment for review and grading, do the following:<\/strong><\/h4>\n\n- Please save your Assignment using the naming convention \u201cWK10Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n
- Click the\u00a0Week 10 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n
- Click the\u00a0Week 10 Assignment\u00a0<\/strong>link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n
- Next, from the Attach File area, click on the\u00a0Browse My Computer<\/strong>\u00a0button. Find the document you saved as \u201cWK10Assgn+last name+first initial.(extension)\u201d and click\u00a0Open<\/strong>.<\/li>\n
- If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n
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Week 10 Assignment Rubric<\/p>\n
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To check your Assignment draft for authenticity:<\/p>\n
Submit your Week 10 Assignment draft and review the originality report.<\/p>\n
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Week 10 Assignment<\/p>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC Rubric Detail<\/strong><\/h2>\n <\/p>\n
Select\u00a0Grid View\u00a0or\u00a0List View\u00a0to change the rubric’s layout.<\/em><\/p>\nName:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n\n- Grid View<\/strong><\/a><\/li>\n
- List View<\/a><\/li>\n<\/ul>\n
\n\n\n\u00a0<\/strong><\/td>\nExcellent<\/strong><\/td>\nGood<\/strong><\/td>\nFair<\/strong><\/td>\nPoor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.<\/strong><\/p>\nIn the Subjective section, provide:<\/strong>
\n<\/strong>\u2022 Chief complaint<\/strong>
\n<\/strong>\u2022 History of present illness (HPI)<\/strong>
\n<\/strong>\u2022 Past psychiatric history<\/strong>
\n<\/strong>\u2022 Medication trials and current medications<\/strong>
\n<\/strong>\u2022 Psychotherapy or previous psychiatric diagnosis<\/strong>
\n<\/strong>\u2022 Pertinent substance use, family psychiatric\/substance use, social, and medical history<\/strong>
\n<\/strong>\u2022 Allergies<\/strong>
\n<\/strong>\u2022 ROS<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\nThe response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n
16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\nThe response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n
14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nThe response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.<\/td>\n
0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.<\/td>\n<\/tr>\n
\nIn the Objective section, provide:<\/strong>
\n<\/strong>\u2022 Physical exam documentation of systems pertinent to the chief complaint, HPI, and history<\/strong>
\n<\/strong>\u2022 Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\nThe response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.<\/td>\n
16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\nThe response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.<\/td>\n
14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nDocumentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.<\/td>\n
0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.<\/td>\n<\/tr>\n
\nIn the Assessment section, provide:<\/strong>
\n<\/strong>\u2022 Results of the mental status examination, presented in paragraph form.<\/strong>
\n<\/strong>\u2022 At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/strong><\/td>\n23\u00a0(23%)\u00a0– 25\u00a0(25%)<\/p>\nThe response thoroughly and accurately documents the results of the mental status exam.<\/p>\n
Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.<\/td>\n
20\u00a0(20%)\u00a0– 22\u00a0(22%)<\/p>\nThe response accurately documents the results of the mental status exam.<\/p>\n
Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.<\/td>\n
18\u00a0(18%)\u00a0– 19\u00a0(19%)<\/p>\nThe response documents the results of the mental status exam with some vagueness or innacuracy.<\/p>\n
Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.<\/td>\n
0\u00a0(0%)\u00a0– 17\u00a0(17%)<\/p>\nThe response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.<\/td>\n<\/tr>\n
\nReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/strong><\/td>\n9\u00a0(9%)\u00a0– 10\u00a0(10%)<\/p>\nReflections are thorough, thoughtful, and demonstrate critical thinking.<\/td>\n
8\u00a0(8%)\u00a0– 8\u00a0(8%)<\/p>\nReflections demonstrate critical thinking.<\/td>\n
7\u00a0(7%)\u00a0– 7\u00a0(7%)<\/p>\nReflections are somewhat general or do not demonstrate critical thinking.<\/td>\n
0\u00a0(0%)\u00a0– 6\u00a0(6%)<\/p>\nReflections are incomplete, inaccurate, or missing.<\/td>\n<\/tr>\n
\nProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).<\/strong><\/td>\n14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nThe response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.<\/td>\n
12\u00a0(12%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.<\/td>\n
11\u00a0(11%)\u00a0– 11\u00a0(11%)<\/p>\nThree evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.<\/td>\n
0\u00a0(0%)\u00a0– 10\u00a0(10%)<\/p>\nTwo or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.<\/td>\n<\/tr>\n
\nWritten Expression and Formatting\u2014Paragraph development and organization:<\/strong>
\n<\/strong>Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused\u2014neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity.<\/p>\n
A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.<\/td>\n
4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.<\/p>\n
Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.<\/td>\n
3.5\u00a0(3.5%)\u00a0– 3.5\u00a0(3.5%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%\u201379% of the time.<\/p>\n
Purpose, introduction, and conclusion of the assignment is vague or off topic.<\/td>\n
0\u00a0(0%)\u00a0– 3\u00a0(3%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.<\/p>\n
No purpose statement, introduction, or conclusion were provided.<\/td>\n<\/tr>\n
\nWritten Expression and Formatting\u2014English writing standards:<\/strong>
\n<\/strong>Correct grammar, mechanics, and punctuation<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\nUses correct grammar, spelling, and punctuation with no errors<\/td>\n
4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\nContains a few (one or two) grammar, spelling, and punctuation errors<\/td>\n
3\u00a0(3%)\u00a0– 3\u00a0(3%)<\/p>\nContains several (three or four) grammar, spelling, and punctuation errors<\/td>\n
0\u00a0(0%)\u00a0– 2\u00a0(2%)<\/p>\nContains many (\u2265 five) grammar, spelling, and punctuation errors that interfere with the reader\u2019s understanding<\/td>\n<\/tr>\n
\nTotal Points: 100<\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nName:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n
To Prepare:<\/h2>\n\n- Review this week\u2019s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders<\/a>.<\/li>\n
- Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.<\/li>\n
- By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the \u201cCase History Reports\u201d document, keeping the requirements of the evaluation template in mind.<\/li>\n
- Consider what history would be necessary to collect from this patient.<\/li>\n
- Consider what interview questions you would need to ask this patient.<\/li>\n
- Identify at least three possible differential diagnoses for the patient.<\/li>\n<\/ul>\n
By Day 7 of Week 10<\/h2>\n
Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n\n- Subjective:\u00a0<\/strong>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?<\/li>\n
- Objective:\u00a0<\/strong>What observations did you make during the psychiatric assessment?<\/li>\n
- Assessment:<\/strong>\u00a0Discuss the patient\u2019s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/li>\n
- Reflection notes:<\/strong>\u00a0What would you do differently with this client if you could conduct the session over?\u202fAlso include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/li>\n<\/ul>\n
A Sample Answer For the Assignment: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/h2>\nTitle: <\/strong>\u00a0<\/strong>NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/h2>\nSubjective:<\/strong><\/h2>\nBiodata<\/strong><\/p>\nName S.H.<\/p>\n
Sex: 11years<\/p>\n
Informant: Mother<\/p>\n
CC<\/strong> (chief complaint): \u201c`My daughter has trouble paying attention and usually misplaces things\u201d<\/p>\nHPI<\/strong>:<\/p>\nThe mother reports that her daughter usually complains that the daughter has trouble paying attention both at school and at home. In school when instructions are given on assignments, she usually forgets about the assignments or even loses the list of assignments that she writes down. She therefore seldom completes her assignment, repeatedly makes careless mistakes in the assignment and her school performance have continuously been deteriorating. Even at home, she misplaces her items including her bracelet and at school, she loses her books and pencils. She is also finding it hard to sit still in the classroom and may not read a book for more than five minutes even when the book is interesting. Her troubles began when she was in kindergarten and have persisted ever since. She however reportedly enjoys playing video games and playing with Conley, her dog pet. The child has never been on care for any chronic illness and there is no history of trauma to the head preceding the complaints. She has also been experiencing difficulty in falling asleep and her sleep lasts only for 6 hours although it was lasting for 8-10hours before the onset of symptoms.<\/p>\n
Past Psychiatric History<\/strong>:<\/h2>\n\n- G<\/strong>eneral Statement: this is the first time this child is visiting a psychiatrist. The mother is worried because of her inability to concentrate and forgetfulness.<\/li>\n
- C<\/strong>aregivers (if applicable): the mother and the father<\/li>\n
- H<\/strong>ospitalizations: no history of hospital admissions or management for chronic illnesses<\/li>\n
- M<\/strong>edication trials: has never been on psychiatric medications<\/li>\n
- P<\/strong>sychotherapy or P<\/strong>revious Psychiatric Diagnosis: no prior psychiatric diagnosis and has never undergone psychotherapy.<\/li>\n<\/ul>\n
Substance Current Use and History: <\/strong>No history of substance use<\/p>\nFamily Psychiatric\/Substance Use History: <\/strong>the father takes a bottle of Vodka a week but has no history of taking other illicit drugs or cigarettes. The mother denies a history of using alcohol, cigarette, or other illicit drugs of abuse.<\/p>\nPsychosocial History: <\/strong>she is the third born in a family of 4. She only has brothers who are aged 20, 15, and 8 years but have no chronic illnesses. The father, 52years old is a high school teacher and the mother 47years old is a housewife; with no chronic illnesses. She lives with all her siblings and her parents who love her dearly and provides for her needs including emotional assurance. There is no family history of chronic illness or malignancy. No family history of psychiatric illnesses.<\/p>\nMedical History: <\/strong><\/h2>\n\n- Current Medications<\/strong>: Not currently taking any medications<\/li>\n
- Allergies<\/strong>: NKFDA<\/li>\n<\/ul>\n
\n- Reproductive Hx<\/strong>: she has not had her menarche and she is sexually inactive<\/li>\n<\/ul>\n
ROS<\/strong>:<\/h2>\n\n- GENERAL: no weight changes, no fever<\/li>\n
- HEENT: no runny nose, no headache, no ear pain, no reduced vision, no red eye or eye pain<\/li>\n
- SKIN: there are no skin ulcers or skin color changes<\/li>\n
- CARDIOVASCULAR: no leg swelling, no orthopnea, no awareness of heartbeat<\/li>\n
- RESPIRATORY: denies wheezing, chest pain, or difficulty in breathing<\/li>\n
- GASTROINTESTINAL: reduced appetite but no pain in the abdomen, nausea, vomiting, or diarrhea<\/li>\n
- GENITOURINARY: no pain during urination, no hematuria, no abnormal discharges per vaginal, and denies menses<\/li>\n
- NEUROLOGICAL: reduced sleep and difficulty in falling asleep, occasionally loses temper, and has forgetfulness but denies seizures, loss of consciousness, or headache.<\/li>\n
- MUSCULOSKELETAL: denies muscle pain, joint swelling, or changes in gait<\/li>\n
- HEMATOLOGIC: denies ease of bruising, paleness, and easy fatigability<\/li>\n
- LYMPHATICS: no lymph node enlargement<\/li>\n
- ENDOCRINOLOGIC: no polyuria, polydipsia, heat intolerance, or cold intolerance<\/li>\n<\/ul>\n
Objective:<\/strong><\/h2>\nPhysical exam:<\/strong> BP- 91\/48, RR- 18, P- 55, Temp- 98.7F, HT- 51 in, WT- 50 lbs.,<\/p>\nGeneral- <\/strong>Young girl sitting in the bed without respiratory distress or pain, not pale, no jaundice, no cyanosis, no lymphadenopathy, or lower limb edema. There are no neck swellings<\/p>\nPsychiatric- <\/strong>she has a congruent mood, and responds appropriately and courteously to the question, however unable to concentrate for long. Plays with the bracelet but cooperates with the examiner.<\/p>\nDiagnostic results<\/strong>:<\/h2>\nLaboratory tests were ordered to assess for lead metal poisoning which may be for behavioral changes and reduced intelligence which are similar to the patient\u2019s complaints. With lead poisoning, the neurodevelopmental status of the child would be affected and they would be more likely to experience reduced performance and even antisocial behavior (Sachdeva et al., 2018).<\/p>\n
A complete blood count was also ordered to rule out infections that may present with forgetfulness and inability to pay attention in addition to other patient symptoms. It would also help to identify anemia that is usually experienced by patients with Attention Deficit Hyperactivity Disorder (ADHD) (Wang et al., 2018).<\/p>\n
Swanson, Nolan, and Pelham version IV scale teacher form or SNAP-IV to help in screening for ADHD using the 90-question questionnaire (Wang et al., 2018).<\/p>\n
Assessment:<\/strong><\/h2>\nMental Status Examination:<\/h3>\n
The patient 11year old appears appropriate for her age and is well-groomed appropriate for the weather and of good hygiene. Her hair is well kept. She cooperates with the examiner but does not maintain appropriate direct eye contact with the examiner. Her speech rate is good although the volume is appropriate with questions asked and well-articulated. No flight of ideas or circumstantiality was identified. On inspection of her face, there are no abnormal movements although she is fidgeting and plays with her bracelet most of the time. Her mood is stable and congruent, affect is normal with no flat or overreactions. She has no delusions, or intrusive thoughts although she reports occasional daydreaming.<\/p>\n
She is conscious, oriented\u00d74. There is a gross abnormality in attention and concentration. She was unable to concentrate fully and was playing with the bracelet most of the time and admiring the pictures on the wall. Most of the time, the examiner repeated the questions to draw an answer from her. Her remote memory was equally poor as she couldn\u2019t remember most of the questions that had been asked during the examination as was inquired upon by the examiner. Her intellect is good, she has good as she recognized that she had a problem although her judgment was poor as evidenced by the zoo incident.<\/p>\n
Diagnosis Considerations:<\/strong><\/h2>\nS.H. is an 11years old child who presents with the complaint of inattention and misplacing things. In the course of the interview, the mother reveals that her teachers are also complaining about her inability to complete class assignments which has led to the deterioration of her class performance. Other signs and symptoms include difficulty in sitting still for long, impatience in turn-taking during conversations, poor memory, sleep difficulty, and trouble concentrating for long. In giving her a diagnosis, the DSM-V is applied to assess the symptoms, duration of illness, and other associated factors. The diagnosis that is most consistent with her symptoms is severe ADHD with the combined presentation because her symptoms that have been presenting for more than six months meet criteria 1 (inattention) and criteria 2 (hyperactivity-impulsivity). The reduced performance is therefore considered a result of inattention thus meeting criteria 1 (American Psychiatric Association, 2013).<\/p>\n
Other diagnoses that have been considered include oppositional defiant disorder in which the patient’s symptoms are regarded to be resulting from personal defiance. However according to the American Psychiatric Association ( 2013, this diagnosis should only be made when the patient’s symptoms meet the diagnostic criteria of oppositional defiant disorder with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness which S.H did not present with. Another diagnosis that was also considered to explain her difficulty in paying attention and reduced class performance is Autism spectrum disorder. However, this diagnosis was also unlikely because its diagnostic criteria according to American Psychiatric Association ( 2013) require at least 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements which S.H did not present with.<\/p>\n
Differential Diagnoses:<\/strong><\/h2>\nSevere ADHD with combined presentation<\/strong> (314.01[F90.2]): <\/strong>the presents with symptoms that meet criteria 1 and 2 for diagnosis of ADHD. She makes careless mistakes in classwork, reports difficulty in concentrating in reading for more than 5 minutes, is easily distracted during the examination, loses things at school and home, and reports being forgetful (American Psychiatric Association, 2013). These symptoms that have lasted for more than 6months have affected her school performance and are consistent with features of inattention. The other presentations such as fidgeting, leaving seats, and inappropriate actions at the zoo are however features of impulsivity and hyperactivity (B\u00e9langer et al., 2018). This diagnosis is therefore most probable and is characterized as severe due to numerous signs and symptoms that the patient presented with (American Psychiatric Association, 2013).<\/p>\nOppositional defiant disorder (ODD) (F91.3): <\/strong>The patient\u2019s difficulty in completing class assignments may be due to the personal defiance that is consistent with Oppositional defiant disorder diagnosis. However ODD is usually associated with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness that S.H did not present with (American Psychiatric Association, 2013). Further, this diagnosis of ODD is less probable as it does not explain the forgetfulness and impulsivity reported by the patient.<\/p>\nAutism spectrum disorder <\/strong>(ASD) (299.00 [F84.0]): <\/strong>ASD might have presented with learning disabilities that S.H could report as failure to complete assignments. However, ASD diagnosis is only made when patient with 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements (American Psychiatric Association, 2013). S.H has no problem with communication, engages in playgroups, has no stereotyped movements and only occasionally becomes aggressive thus inconsistent with ASD (Hodges et al., 2020). It is therefore unlikely diagnosis.<\/p>\nReflections:<\/strong><\/h2>\nThe S.H case has enlightened me on how ADHD may present. Although most healthcare practitioners and even parents expect that patients with ADHD would present with an inability to sit for a longer time or difficulty in paying attention, it is worth noting that sometimes the patients present with the complications of ADHD. For instance, the young girl in the case study presented because of the careless mistakes in the exams that had led to the reduced accomplishment of class assignments as well as deterioration in overall performance. It is, therefore, necessary to highlight to the patient that the patient did not have an intellectual disability but rather could not pay attention which has affected their performance. It should therefore be emphasized that treatment of ADHD may result in better patient performance.<\/p>\n
I have also learned of the mimics of ADHD such as lead poisoning that may present with similar manifestations as ADHD. A patient who presents with the symptoms, therefore, requires thorough investigation to rule out such poisoning. Further, the patient assessment should identify complications of ADHD such as malnutrition and anemia that may be addressed separately to promote the patient’s wellbeing.<\/p>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC References <\/strong><\/h2>\nAmerican Psychiatric Association. (2013).\u00a0Diagnostic and statistical manual of mental disorders (DSM-5 (R))<\/em>\u00a0(5th ed.). American Psychiatric Association Publishing.<\/p>\nB\u00e9langer, S. A., Andrews, D., Gray, C., & Korczak, D. (2018). ADHD in children and youth: Part 1-Etiology, diagnosis, and comorbidity.\u00a0Paediatrics & Child Health<\/em>,\u00a023<\/em>(7), 447\u2013453. https:\/\/doi.org\/10.1093\/pch\/pxy109<\/a><\/p>\nHodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation.\u00a0Translational Pediatrics<\/em>,\u00a09<\/em>(Suppl 1), S55\u2013S65. https:\/\/doi.org\/10.21037\/tp.2019.09.09<\/a><\/p>\nSachdeva, C., Thakur, K., Sharma, A., & Sharma, K. K. (2018). Lead: Tiny but mighty poison.\u00a0Indian Journal of Clinical Biochemistry: IJCB<\/em>,\u00a033<\/em>(2), 132\u2013146. https:\/\/doi.org\/10.1007\/s12291-017-0680-3<\/a><\/p>\nWang, L.-J., Yu, Y.-H., Fu, M.-L., Yeh, W.-T., Hsu, J.-L., Yang, Y.-H., Chen, W. J., Chiang, B.-L., & Pan, W.-H. (2018). Attention deficit\u2013hyperactivity disorder is associated with allergic symptoms and low levels of hemoglobin and serotonin.\u00a0Scientific Reports<\/em>,\u00a08<\/em>(1). https:\/\/doi.org\/10.1038\/s41598-018-28702-5<\/a><\/p>\nPhoto Credit: Getty Images<\/em><\/p>\nNeurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer\u2019s, Parkinson\u2019s, or Huntington\u2019s; infection; or stroke, among others.<\/p>\n
For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder<\/a>.<\/p>\nTo Prepare:<\/h3>\n\n- Review this week\u2019s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders<\/a>.<\/li>\n
- Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.<\/li>\n
- By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the \u201cCase History Reports\u201d document, keeping the requirements of the evaluation template in mind.<\/li>\n
- Consider what history would be necessary to collect from this patient.<\/li>\n
- Consider what interview questions you would need to ask this patient.<\/li>\n
- Identify at least three possible differential diagnoses for the patient.<\/li>\n<\/ul>\n
By Day 7 of Week 10<\/h3>\n
Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n\n- Subjective:\u00a0<\/strong>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?<\/li>\n
- Objective:\u00a0<\/strong>What observations did you make during the psychiatric assessment?<\/li>\n
- Assessment:<\/strong>\u00a0Discuss the patient\u2019s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/li>\n
- Reflection notes:<\/strong>\u00a0What would you do differently with this client if you could conduct the session over?\u202fAlso include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/li>\n<\/ul>\n
Submission and Grading Information<\/h3>\nNRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/figcaption><\/figure>\nTo submit your completed Assignment for review and grading, do the following:<\/strong><\/h4>\n\n- Please save your Assignment using the naming convention \u201cWK10Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n
- Click the\u00a0Week 10 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n
- Click the\u00a0Week 10 Assignment\u00a0<\/strong>link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n
- Next, from the Attach File area, click on the\u00a0Browse My Computer<\/strong>\u00a0button. Find the document you saved as \u201cWK10Assgn+last name+first initial.(extension)\u201d and click\u00a0Open<\/strong>.<\/li>\n
- If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n
- Click on the\u00a0Submit<\/strong>\u00a0button to complete your submission.<\/li>\n<\/ul>\n
Grading Criteria<\/h3>\n
To access your rubric:<\/p>\n
Week 10 Assignment Rubric<\/p>\n
<\/p>\n
Check Your Assignment Draft for Authenticity<\/p>\n
To check your Assignment draft for authenticity:<\/p>\n
Submit your Week 10 Assignment draft and review the originality report.<\/p>\n
<\/p>\n
Submit Your Assignment by Day 7 of Week 10<\/p>\n
<\/p>\n
To participate in this Assignment:<\/p>\n
Week 10 Assignment<\/p>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC Rubric Detail<\/strong><\/h2>\n <\/p>\n
Select\u00a0Grid View\u00a0or\u00a0List View\u00a0to change the rubric’s layout.<\/em><\/p>\nName:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n\n- Grid View<\/strong><\/a><\/li>\n
- List View<\/a><\/li>\n<\/ul>\n
\n\n\n\u00a0<\/strong><\/td>\nExcellent<\/strong><\/td>\nGood<\/strong><\/td>\nFair<\/strong><\/td>\nPoor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.<\/strong><\/p>\nIn the Subjective section, provide:<\/strong>
\n<\/strong>\u2022 Chief complaint<\/strong>
\n<\/strong>\u2022 History of present illness (HPI)<\/strong>
\n<\/strong>\u2022 Past psychiatric history<\/strong>
\n<\/strong>\u2022 Medication trials and current medications<\/strong>
\n<\/strong>\u2022 Psychotherapy or previous psychiatric diagnosis<\/strong>
\n<\/strong>\u2022 Pertinent substance use, family psychiatric\/substance use, social, and medical history<\/strong>
\n<\/strong>\u2022 Allergies<\/strong>
\n<\/strong>\u2022 ROS<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\nThe response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n
16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\nThe response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n
14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nThe response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.<\/td>\n
0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.<\/td>\n<\/tr>\n
\nIn the Objective section, provide:<\/strong>
\n<\/strong>\u2022 Physical exam documentation of systems pertinent to the chief complaint, HPI, and history<\/strong>
\n<\/strong>\u2022 Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\nThe response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.<\/td>\n
16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\nThe response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.<\/td>\n
14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nDocumentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.<\/td>\n
0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.<\/td>\n<\/tr>\n
\nIn the Assessment section, provide:<\/strong>
\n<\/strong>\u2022 Results of the mental status examination, presented in paragraph form.<\/strong>
\n<\/strong>\u2022 At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/strong><\/td>\n23\u00a0(23%)\u00a0– 25\u00a0(25%)<\/p>\nThe response thoroughly and accurately documents the results of the mental status exam.<\/p>\n
Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.<\/td>\n
20\u00a0(20%)\u00a0– 22\u00a0(22%)<\/p>\nThe response accurately documents the results of the mental status exam.<\/p>\n
Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.<\/td>\n
18\u00a0(18%)\u00a0– 19\u00a0(19%)<\/p>\nThe response documents the results of the mental status exam with some vagueness or innacuracy.<\/p>\n
Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.<\/td>\n
0\u00a0(0%)\u00a0– 17\u00a0(17%)<\/p>\nThe response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.<\/td>\n<\/tr>\n
\nReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/strong><\/td>\n9\u00a0(9%)\u00a0– 10\u00a0(10%)<\/p>\nReflections are thorough, thoughtful, and demonstrate critical thinking.<\/td>\n
8\u00a0(8%)\u00a0– 8\u00a0(8%)<\/p>\nReflections demonstrate critical thinking.<\/td>\n
7\u00a0(7%)\u00a0– 7\u00a0(7%)<\/p>\nReflections are somewhat general or do not demonstrate critical thinking.<\/td>\n
0\u00a0(0%)\u00a0– 6\u00a0(6%)<\/p>\nReflections are incomplete, inaccurate, or missing.<\/td>\n<\/tr>\n
\nProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).<\/strong><\/td>\n14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\nThe response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.<\/td>\n
12\u00a0(12%)\u00a0– 13\u00a0(13%)<\/p>\nThe response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.<\/td>\n
11\u00a0(11%)\u00a0– 11\u00a0(11%)<\/p>\nThree evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.<\/td>\n
0\u00a0(0%)\u00a0– 10\u00a0(10%)<\/p>\nTwo or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.<\/td>\n<\/tr>\n
\nWritten Expression and Formatting\u2014Paragraph development and organization:<\/strong>
\n<\/strong>Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused\u2014neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity.<\/p>\n
A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.<\/td>\n
4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.<\/p>\n
Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.<\/td>\n
3.5\u00a0(3.5%)\u00a0– 3.5\u00a0(3.5%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%\u201379% of the time.<\/p>\n
Purpose, introduction, and conclusion of the assignment is vague or off topic.<\/td>\n
0\u00a0(0%)\u00a0– 3\u00a0(3%)<\/p>\nParagraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.<\/p>\n
No purpose statement, introduction, or conclusion were provided.<\/td>\n<\/tr>\n
\nWritten Expression and Formatting\u2014English writing standards:<\/strong>
\n<\/strong>Correct grammar, mechanics, and punctuation<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\nUses correct grammar, spelling, and punctuation with no errors<\/td>\n
4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\nContains a few (one or two) grammar, spelling, and punctuation errors<\/td>\n
3\u00a0(3%)\u00a0– 3\u00a0(3%)<\/p>\nContains several (three or four) grammar, spelling, and punctuation errors<\/td>\n
0\u00a0(0%)\u00a0– 2\u00a0(2%)<\/p>\nContains many (\u2265 five) grammar, spelling, and punctuation errors that interfere with the reader\u2019s understanding<\/td>\n<\/tr>\n
\nTotal Points: 100<\/td>\n<\/tr>\n \n<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nName:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n
By Day 7 of Week 10<\/h2>\n
Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n Biodata<\/strong><\/p>\n Name S.H.<\/p>\n Sex: 11years<\/p>\n Informant: Mother<\/p>\n CC<\/strong> (chief complaint): \u201c`My daughter has trouble paying attention and usually misplaces things\u201d<\/p>\n HPI<\/strong>:<\/p>\n The mother reports that her daughter usually complains that the daughter has trouble paying attention both at school and at home. In school when instructions are given on assignments, she usually forgets about the assignments or even loses the list of assignments that she writes down. She therefore seldom completes her assignment, repeatedly makes careless mistakes in the assignment and her school performance have continuously been deteriorating. Even at home, she misplaces her items including her bracelet and at school, she loses her books and pencils. She is also finding it hard to sit still in the classroom and may not read a book for more than five minutes even when the book is interesting. Her troubles began when she was in kindergarten and have persisted ever since. She however reportedly enjoys playing video games and playing with Conley, her dog pet. The child has never been on care for any chronic illness and there is no history of trauma to the head preceding the complaints. She has also been experiencing difficulty in falling asleep and her sleep lasts only for 6 hours although it was lasting for 8-10hours before the onset of symptoms.<\/p>\n Substance Current Use and History: <\/strong>No history of substance use<\/p>\n Family Psychiatric\/Substance Use History: <\/strong>the father takes a bottle of Vodka a week but has no history of taking other illicit drugs or cigarettes. The mother denies a history of using alcohol, cigarette, or other illicit drugs of abuse.<\/p>\n Psychosocial History: <\/strong>she is the third born in a family of 4. She only has brothers who are aged 20, 15, and 8 years but have no chronic illnesses. The father, 52years old is a high school teacher and the mother 47years old is a housewife; with no chronic illnesses. She lives with all her siblings and her parents who love her dearly and provides for her needs including emotional assurance. There is no family history of chronic illness or malignancy. No family history of psychiatric illnesses.<\/p>\n Physical exam:<\/strong> BP- 91\/48, RR- 18, P- 55, Temp- 98.7F, HT- 51 in, WT- 50 lbs.,<\/p>\n General- <\/strong>Young girl sitting in the bed without respiratory distress or pain, not pale, no jaundice, no cyanosis, no lymphadenopathy, or lower limb edema. There are no neck swellings<\/p>\n Psychiatric- <\/strong>she has a congruent mood, and responds appropriately and courteously to the question, however unable to concentrate for long. Plays with the bracelet but cooperates with the examiner.<\/p>\n Laboratory tests were ordered to assess for lead metal poisoning which may be for behavioral changes and reduced intelligence which are similar to the patient\u2019s complaints. With lead poisoning, the neurodevelopmental status of the child would be affected and they would be more likely to experience reduced performance and even antisocial behavior (Sachdeva et al., 2018).<\/p>\n A complete blood count was also ordered to rule out infections that may present with forgetfulness and inability to pay attention in addition to other patient symptoms. It would also help to identify anemia that is usually experienced by patients with Attention Deficit Hyperactivity Disorder (ADHD) (Wang et al., 2018).<\/p>\n Swanson, Nolan, and Pelham version IV scale teacher form or SNAP-IV to help in screening for ADHD using the 90-question questionnaire (Wang et al., 2018).<\/p>\n The patient 11year old appears appropriate for her age and is well-groomed appropriate for the weather and of good hygiene. Her hair is well kept. She cooperates with the examiner but does not maintain appropriate direct eye contact with the examiner. Her speech rate is good although the volume is appropriate with questions asked and well-articulated. No flight of ideas or circumstantiality was identified. On inspection of her face, there are no abnormal movements although she is fidgeting and plays with her bracelet most of the time. Her mood is stable and congruent, affect is normal with no flat or overreactions. She has no delusions, or intrusive thoughts although she reports occasional daydreaming.<\/p>\n She is conscious, oriented\u00d74. There is a gross abnormality in attention and concentration. She was unable to concentrate fully and was playing with the bracelet most of the time and admiring the pictures on the wall. Most of the time, the examiner repeated the questions to draw an answer from her. Her remote memory was equally poor as she couldn\u2019t remember most of the questions that had been asked during the examination as was inquired upon by the examiner. Her intellect is good, she has good as she recognized that she had a problem although her judgment was poor as evidenced by the zoo incident.<\/p>\n S.H. is an 11years old child who presents with the complaint of inattention and misplacing things. In the course of the interview, the mother reveals that her teachers are also complaining about her inability to complete class assignments which has led to the deterioration of her class performance. Other signs and symptoms include difficulty in sitting still for long, impatience in turn-taking during conversations, poor memory, sleep difficulty, and trouble concentrating for long. In giving her a diagnosis, the DSM-V is applied to assess the symptoms, duration of illness, and other associated factors. The diagnosis that is most consistent with her symptoms is severe ADHD with the combined presentation because her symptoms that have been presenting for more than six months meet criteria 1 (inattention) and criteria 2 (hyperactivity-impulsivity). The reduced performance is therefore considered a result of inattention thus meeting criteria 1 (American Psychiatric Association, 2013).<\/p>\n Other diagnoses that have been considered include oppositional defiant disorder in which the patient’s symptoms are regarded to be resulting from personal defiance. However according to the American Psychiatric Association ( 2013, this diagnosis should only be made when the patient’s symptoms meet the diagnostic criteria of oppositional defiant disorder with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness which S.H did not present with. Another diagnosis that was also considered to explain her difficulty in paying attention and reduced class performance is Autism spectrum disorder. However, this diagnosis was also unlikely because its diagnostic criteria according to American Psychiatric Association ( 2013) require at least 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements which S.H did not present with.<\/p>\n Severe ADHD with combined presentation<\/strong> (314.01[F90.2]): <\/strong>the presents with symptoms that meet criteria 1 and 2 for diagnosis of ADHD. She makes careless mistakes in classwork, reports difficulty in concentrating in reading for more than 5 minutes, is easily distracted during the examination, loses things at school and home, and reports being forgetful (American Psychiatric Association, 2013). These symptoms that have lasted for more than 6months have affected her school performance and are consistent with features of inattention. The other presentations such as fidgeting, leaving seats, and inappropriate actions at the zoo are however features of impulsivity and hyperactivity (B\u00e9langer et al., 2018). This diagnosis is therefore most probable and is characterized as severe due to numerous signs and symptoms that the patient presented with (American Psychiatric Association, 2013).<\/p>\n Oppositional defiant disorder (ODD) (F91.3): <\/strong>The patient\u2019s difficulty in completing class assignments may be due to the personal defiance that is consistent with Oppositional defiant disorder diagnosis. However ODD is usually associated with at least four symptoms of argumentative\/defiant behavior, angry\/irritable mood, or vindictiveness that S.H did not present with (American Psychiatric Association, 2013). Further, this diagnosis of ODD is less probable as it does not explain the forgetfulness and impulsivity reported by the patient.<\/p>\n Autism spectrum disorder <\/strong>(ASD) (299.00 [F84.0]): <\/strong>ASD might have presented with learning disabilities that S.H could report as failure to complete assignments. However, ASD diagnosis is only made when patient with 2 features of persistent deficits in social communication or 3 features consistent with stereotyped movements (American Psychiatric Association, 2013). S.H has no problem with communication, engages in playgroups, has no stereotyped movements and only occasionally becomes aggressive thus inconsistent with ASD (Hodges et al., 2020). It is therefore unlikely diagnosis.<\/p>\n The S.H case has enlightened me on how ADHD may present. Although most healthcare practitioners and even parents expect that patients with ADHD would present with an inability to sit for a longer time or difficulty in paying attention, it is worth noting that sometimes the patients present with the complications of ADHD. For instance, the young girl in the case study presented because of the careless mistakes in the exams that had led to the reduced accomplishment of class assignments as well as deterioration in overall performance. It is, therefore, necessary to highlight to the patient that the patient did not have an intellectual disability but rather could not pay attention which has affected their performance. It should therefore be emphasized that treatment of ADHD may result in better patient performance.<\/p>\n I have also learned of the mimics of ADHD such as lead poisoning that may present with similar manifestations as ADHD. A patient who presents with the symptoms, therefore, requires thorough investigation to rule out such poisoning. Further, the patient assessment should identify complications of ADHD such as malnutrition and anemia that may be addressed separately to promote the patient’s wellbeing.<\/p>\n American Psychiatric Association. (2013).\u00a0Diagnostic and statistical manual of mental disorders (DSM-5 (R))<\/em>\u00a0(5th ed.). American Psychiatric Association Publishing.<\/p>\n B\u00e9langer, S. A., Andrews, D., Gray, C., & Korczak, D. (2018). ADHD in children and youth: Part 1-Etiology, diagnosis, and comorbidity.\u00a0Paediatrics & Child Health<\/em>,\u00a023<\/em>(7), 447\u2013453. https:\/\/doi.org\/10.1093\/pch\/pxy109<\/a><\/p>\n Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation.\u00a0Translational Pediatrics<\/em>,\u00a09<\/em>(Suppl 1), S55\u2013S65. https:\/\/doi.org\/10.21037\/tp.2019.09.09<\/a><\/p>\n Sachdeva, C., Thakur, K., Sharma, A., & Sharma, K. K. (2018). Lead: Tiny but mighty poison.\u00a0Indian Journal of Clinical Biochemistry: IJCB<\/em>,\u00a033<\/em>(2), 132\u2013146. https:\/\/doi.org\/10.1007\/s12291-017-0680-3<\/a><\/p>\n Wang, L.-J., Yu, Y.-H., Fu, M.-L., Yeh, W.-T., Hsu, J.-L., Yang, Y.-H., Chen, W. J., Chiang, B.-L., & Pan, W.-H. (2018). Attention deficit\u2013hyperactivity disorder is associated with allergic symptoms and low levels of hemoglobin and serotonin.\u00a0Scientific Reports<\/em>,\u00a08<\/em>(1). https:\/\/doi.org\/10.1038\/s41598-018-28702-5<\/a><\/p>\n Photo Credit: Getty Images<\/em><\/p>\n Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer\u2019s, Parkinson\u2019s, or Huntington\u2019s; infection; or stroke, among others.<\/p>\n For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder<\/a>.<\/p>\n Complete and submit your Comprehensive Psychiatric Evaluation<\/a>, including your differential diagnosis and critical-thinking process to formulate primary diagnosis. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/a><\/span><\/p>\n To access your rubric:<\/p>\n Week 10 Assignment Rubric<\/p>\n <\/p>\n Check Your Assignment Draft for Authenticity<\/p>\n To check your Assignment draft for authenticity:<\/p>\n Submit your Week 10 Assignment draft and review the originality report.<\/p>\n <\/p>\n Submit Your Assignment by Day 7 of Week 10<\/p>\n <\/p>\n To participate in this Assignment:<\/p>\n Week 10 Assignment<\/p>\n <\/p>\n Select\u00a0Grid View\u00a0or\u00a0List View\u00a0to change the rubric’s layout.<\/em><\/p>\n Name:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n In the Subjective section, provide:<\/strong> The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.<\/td>\n The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.<\/td>\n The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.<\/td>\n<\/tr>\n The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.<\/td>\n The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.<\/td>\n Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.<\/td>\n The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.<\/td>\n<\/tr>\n The response thoroughly and accurately documents the results of the mental status exam.<\/p>\n Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.<\/td>\n The response accurately documents the results of the mental status exam.<\/p>\n Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected.<\/td>\n The response documents the results of the mental status exam with some vagueness or innacuracy.<\/p>\n Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.<\/td>\n The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.<\/td>\n<\/tr>\n Reflections are thorough, thoughtful, and demonstrate critical thinking.<\/td>\n Reflections demonstrate critical thinking.<\/td>\n Reflections are somewhat general or do not demonstrate critical thinking.<\/td>\n Reflections are incomplete, inaccurate, or missing.<\/td>\n<\/tr>\n The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.<\/td>\n The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.<\/td>\n Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.<\/td>\n Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.<\/td>\n<\/tr>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity.<\/p>\n A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.<\/td>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.<\/p>\n Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.<\/td>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%\u201379% of the time.<\/p>\n Purpose, introduction, and conclusion of the assignment is vague or off topic.<\/td>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.<\/p>\n No purpose statement, introduction, or conclusion were provided.<\/td>\n<\/tr>\n Uses correct grammar, spelling, and punctuation with no errors<\/td>\n Contains a few (one or two) grammar, spelling, and punctuation errors<\/td>\n Contains several (three or four) grammar, spelling, and punctuation errors<\/td>\n Contains many (\u2265 five) grammar, spelling, and punctuation errors that interfere with the reader\u2019s understanding<\/td>\n<\/tr>\n Name:\u00a0NRNP_6635_Week10_Assignment_Rubric<\/strong><\/p>\n
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\n\n
A Sample Answer For the Assignment: NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/strong><\/h2>\n
Title: <\/strong>\u00a0<\/strong>NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC<\/h2>\n
Subjective:<\/strong><\/h2>\n
Past Psychiatric History<\/strong>:<\/h2>\n
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Medical History: <\/strong><\/h2>\n
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ROS<\/strong>:<\/h2>\n
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Objective:<\/strong><\/h2>\n
Diagnostic results<\/strong>:<\/h2>\n
Assessment:<\/strong><\/h2>\n
Mental Status Examination:<\/h3>\n
Diagnosis Considerations:<\/strong><\/h2>\n
Differential Diagnoses:<\/strong><\/h2>\n
Reflections:<\/strong><\/h2>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC References <\/strong><\/h2>\n
To Prepare:<\/h3>\n
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By Day 7 of Week 10<\/h3>\n
\n<\/strong>Incorporate the following into your responses in the template:<\/p>\n\n
Submission and Grading Information<\/h3>\n
To submit your completed Assignment for review and grading, do the following:<\/strong><\/h4>\n
\n
Grading Criteria<\/h3>\n
NRNP 6635 WEEK 10 Assignment Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders INSTRUCTIONS PLUS RUBRIC Rubric Detail<\/strong><\/h2>\n
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\n \u00a0<\/strong><\/td>\n Excellent<\/strong><\/td>\n Good<\/strong><\/td>\n Fair<\/strong><\/td>\n Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.<\/strong><\/p>\n
\n<\/strong>\u2022 Chief complaint<\/strong>
\n<\/strong>\u2022 History of present illness (HPI)<\/strong>
\n<\/strong>\u2022 Past psychiatric history<\/strong>
\n<\/strong>\u2022 Medication trials and current medications<\/strong>
\n<\/strong>\u2022 Psychotherapy or previous psychiatric diagnosis<\/strong>
\n<\/strong>\u2022 Pertinent substance use, family psychiatric\/substance use, social, and medical history<\/strong>
\n<\/strong>\u2022 Allergies<\/strong>
\n<\/strong>\u2022 ROS<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\n 16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\n 14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\n 0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\n \n In the Objective section, provide:<\/strong>
\n<\/strong>\u2022 Physical exam documentation of systems pertinent to the chief complaint, HPI, and history<\/strong>
\n<\/strong>\u2022 Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.<\/strong><\/td>\n18\u00a0(18%)\u00a0– 20\u00a0(20%)<\/p>\n 16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\n 14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\n 0\u00a0(0%)\u00a0– 13\u00a0(13%)<\/p>\n \n In the Assessment section, provide:<\/strong>
\n<\/strong>\u2022 Results of the mental status examination, presented in paragraph form.<\/strong>
\n<\/strong>\u2022 At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.<\/strong><\/td>\n23\u00a0(23%)\u00a0– 25\u00a0(25%)<\/p>\n 20\u00a0(20%)\u00a0– 22\u00a0(22%)<\/p>\n 18\u00a0(18%)\u00a0– 19\u00a0(19%)<\/p>\n 0\u00a0(0%)\u00a0– 17\u00a0(17%)<\/p>\n \n Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal\/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).<\/strong><\/td>\n 9\u00a0(9%)\u00a0– 10\u00a0(10%)<\/p>\n 8\u00a0(8%)\u00a0– 8\u00a0(8%)<\/p>\n 7\u00a0(7%)\u00a0– 7\u00a0(7%)<\/p>\n 0\u00a0(0%)\u00a0– 6\u00a0(6%)<\/p>\n \n Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).<\/strong><\/td>\n 14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\n 12\u00a0(12%)\u00a0– 13\u00a0(13%)<\/p>\n 11\u00a0(11%)\u00a0– 11\u00a0(11%)<\/p>\n 0\u00a0(0%)\u00a0– 10\u00a0(10%)<\/p>\n \n Written Expression and Formatting\u2014Paragraph development and organization:<\/strong>
\n<\/strong>Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused\u2014neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\n 4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\n 3.5\u00a0(3.5%)\u00a0– 3.5\u00a0(3.5%)<\/p>\n 0\u00a0(0%)\u00a0– 3\u00a0(3%)<\/p>\n \n Written Expression and Formatting\u2014English writing standards:<\/strong>
\n<\/strong>Correct grammar, mechanics, and punctuation<\/strong><\/td>\n5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\n 4\u00a0(4%)\u00a0– 4\u00a0(4%)<\/p>\n 3\u00a0(3%)\u00a0– 3\u00a0(3%)<\/p>\n 0\u00a0(0%)\u00a0– 2\u00a0(2%)<\/p>\n \n Total Points: 100<\/td>\n<\/tr>\n \n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n