Assessing and Treating Patients with ADHD Essay

Assessing and Treating Patients with ADHD Essay

Assessing And Treating Patients With ADHD

Introduction

Attention deficit hyperactivity disorder ADHD is a common neurodevelopmental disorder in children. It affects the child’s ability to function due to inattentiveness, hyperactivity, and impulsivity. Its onset is usually not later than the age of 12 years. This disorder causes clinically significant distress and impaired social and academic functioning. According to the DSM-5 of the American psychiatric association, ADHD is categorized into three; predominantly inattentive, hyperactive or impulsive, and combined (Mao, et al, 2020). Inattentive children have difficulties in paying attention. They perform careless mistakes, do not seem to listen, have difficulties organizing tasks and activities, dislike tasks, are often forgetful in daily activities, and are easily distracted by extraneous stimuli. Hyperactive or impulsive children fidget or tap hands, runabout, or climb a lot in inappropriate situations. They are uncomfortable being still for extended hours and talk excessively. They cannot wait for their turn in group situations, and they blurt out answers before the questions are complete. Pharmacotherapy is the mainstay treatment modality for a patient with ADHD. It is categorized into two groups; stimulants and non-stimulants. Stimulants are the mainstay of treatment and are effective for 70% of all the patients. Assessing and Treating Patients with ADHD Essay

Case Overview

This case study describes a kaite, 8-year-old Caucasian female referred to the PNP for comprehensive psychiatric evaluation and treatment. According to the conners’ teachers rating scale by her teacher, showed that she has symptoms suggestive of ADHD. It indicated that she was inattentive, she was easily distracted, forgot already learned consent, she was poor spelling, reading, and arithmetic. Her attention span was short and she only paid attention to the things she was interested in. MSE evaluation revealed that she is appropriately developed for her age, had appropriate dressing for the weather, her speech was clear, coherent, and logical. She was well oriented to time, place, and person. She did not seem to have a paranoid and delusional thought process. She was well mannered and in a happy mood. Her concentration and attention were intact with appropriate insight. She denied visual and auditory hallucinations, homicidal and suicidal ideation. The appropriate diagnosis is ADHD with a predominantly inattentive presentation.

Decision One

Decision Selected

Begin Ritalin (methylphenidate) chewable tablets10mg orally in the morning

Reason For Selecting This Decision

Ritalin (methylphenidate) is a drug that belongs to the group of stimulants. It is FDA-approved in the management of attention deficit hyperactivity disorder in children. It blocks the reuptake of two neurotransmitters, dopamine, and norepinephrine by presynaptic neurons. This increases the concentration of dopamine and norepinephrine in the synaptic cleft creating a classical stimulant effect in the central nervous system (Pearson, et al, 2020). Therefore, it increases the ability to pay attention, stay focused on activities, and control behavioral problems. It also helps children in organizing tasks and listening skills.

Intuniv extended-release 1 mg orally at bedtime is another option that is used in the management of ADHD. It is a selective alpha2-adrenergic receptor antagonist that causes reduced sympathetic outflow, vasomotor tone, and heart rate. As a result, behavioral inhibition is affected. The drug is not suitable for this child because it is less effective compared to Ritalin and has unpleasant adverse effects; drowsiness, somnolence, and fatigue (Jain, U. 2017). Beginning Wellbutrin 150mg orally daily is another option, but Wellbutrin is an off label drug used in the management of ADHD in adults. It has adverse effects such as suicidal ideation, constipation, and tachycardia (Bornstein, et al, 2020). Suicidal ideation is a major adverse effect that has a negative impact therapeutically. Assessing and Treating Patients with ADHD Essay

Expected Outcome

After prescribing Ritalin, the psychiatric nurse practitioner expects positive outcomes in the next visit. She expects that the child will have improved concentration abilities, will follow rules, and will have a good relationship with the parents, students, and teachers. This is because Ritalin acts by inhibiting the transport of dopamine and norepinephrine that increases their concentration producing a classical stimulant effect.

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Ethical Considerations

The ethical principles applied in this situation are informed consent and beneficence. The psychiatric nurse practitioner must seek fully informed consent before initiating treatment. The child being a minor, the nurse is ought to disclose the patient’s information to get consent from the parents (Mann, et al, 2021). It is the obligation of a nurse to accord the best medical care to this psychiatric patient.

Decision Two

Decision Selected

Change to Ritalin LA 20mg orally daily in the morning

Reason For Selecting This Decision

After the previous visit the child returns to the clinic four weeks later in the company of her parents. The parents got the report from the teacher that the child had an overall improvement in concentration and academic performance during the morning hours. However, the child hardly concentrates in the afternoon. The child also reports that she has noted a faster heart rate since the initiation of the medicine. Therefore, the nurse changed Ritalin to a long-acting and increased the dose to improve the concentration span of the child (Pearson, et al, 2020).  Tachycardia is a common adverse effect experienced by all patients on ritanil. When it worsens the patient is referred to the cardiologist for evaluation and treatment.

Maintaining the same dose of the drug would not help achieve the desired therapeutic goal. Changing from retail to Adderall XR 15 mg orally is also an alternative that will help to manage ADHD. However, the drug will not be effective for this patient because it worsens tachycardia when started at a higher dose. The recommended start dose is 10mg and is gradually increased weekly to achieve the desired goals.

Expected Outcomes

After changing to a long-acting drug and increasing the dose to 20mg, the PMHNP is expected to improve attention span in the child especially in the afternoon. Her relationship with parents, teachers will improve and her academic performance will improve. This is because Ritalin LA 20mg blocks the reuptake of dopamine and norepinephrine for approximately 8 hours.

Ethical Considerations

The psychiatric nurse practitioner should apply ethical principles of beneficence and non-maleficence. This is achieved by the use of clinical knowledge on the best tolerable drug to reduce patient’s suffering. The nurse should protect the child from harm by giving effective medicine with minimum adverse effects (Mann, et al, 2021).

Decision 3

Decision Selected

Maintain the current dosage of Ritalin LA and reevaluate in 4 weeks

Reason For Selecting This Decision

After 4 weeks, Katie returned to the clinic accompanied by her parents with reports of well-controlled symptoms. She reports improvement in academic performance and interaction with other people. She can concentrate for long hours and no longer complains of increased heart rate. This outcome is initiated by the long-acting Ritalin. Increasing Ritalin to 30mg weekly is not recommended for this patient. According to the American psychiatric association, the preferred pharmacological management of children is maintaining the lowest dose of the stimulants to achieve the expected goals (Pearson, et al, 2020). Also, there is no indication to improve the dosage because the desired therapeutic goal has been achieved.

Obtaining an EKG for this child at the moment is not necessary. This is because the pulse rate is normal at 92/min. EKG is ordered for all children diagnosed with ADHD before commencing stimulant medication. Children with persistent tachycardia are advised to visit the cardiologist.

The Expected Outcome

The expected outcome after maintaining the dose of the drug is a significant improvement on the symptoms of ADHD; inattentiveness, forgetting easily, easy distractions, and poor performance.

Ethical Consideration

The nurse should to the patient’s needs and preferences on whether to continue with the treatment, therefore, respecting the principle of autonomy (Mann, et al, 2021). Assessing and Treating Patients with ADHD Essay

Conclusion

Attention deficit hyperactivity disorder ADHD is a common neurodevelopmental disorder in children. It affects the child’s ability to function due to inappropriate levels of inattentiveness, hyperactivity, and impulsivity. Ritalin (methylphenidate) is a drug that belongs to the group of stimulants. It is FDA-approved in the management of attention deficit hyperactivity disorder in children. Intuniv extended-release 1 mg orally at bedtime is another option that is used in the management of ADHD. The drug is not suitable for this child because it is less effective compared to Ritalin and has unpleasant adverse effects; drowsiness, somnolence, and fatigue. wellbutrin 150mg orally daily is another option, but Wellbutrin is an off label drug used in the management of ADHD in adults. It has adverse effects such as suicidal ideation, hence threatening therapeutic goals. Ritalin LA 20mg is a long-acting and increased dose to improve the concentration span of the child. Ethical principles guide nursing practice. They should be put into consideration when initiating treatment and during patient follow-up.

BACKGROUND

Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.

The parents give you a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.

Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.

SUBJECTIVE

Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”

Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.

MENTAL STATUS EXAM

The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Assessing and Treating Patients with ADHD Essay

Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation

RESOURCES

• Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.

Decision Point One

Select what you should do:

Begin Wellbutrin (bupropion) XL 150 mg orally daily

Begin Intuniv extended release 1 mg orally at BEDTIME

Begin Ritalin (methylphenidate) chewable tablets 10 mg orally in the MORNING

RUBRIC

RUBRIC

1.) Introduction to the case (1 page)

Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

9 (9%) – 10 (10%)

The response accurately, clearly, and fully summarizes in detail the case for the Assignment.

The response accurately and clearly explains in detail the specific patient factors that impact decision making when prescribing medication for this patient.

2.) Decision #1 (1–2 pages)

• Which decision did you select?
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Assessing and Treating Patients with ADHD Essay

18 (18%) – 20 (20%)

The response accurately and clearly explains in detail the decision selected.

The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected.

The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients.

Examples provided fully support the decisions and responses provided.

3.) Decision #2 (1–2 pages)

• Which decision did you select?
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

18 (18%) – 20 (20%)

The response accurately and clearly explains in detail the decision selected.

The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected.

The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients.

Examples provided fully support the decisions and responses provided.

4.) Decision #3 (1–2 pages)

• Which decision did you select?
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

18 (18%) – 20 (20%)

The response accurately and clearly explains in detail the decision selected.

The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected.

The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response.

The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients.

Examples provided fully support the decisions and responses provided.

5.) Conclusion (1 page)

• Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

14 (14%) – 15 (15%)

The response accurately and clearly summarizes in detail the recommendations on the treatment options selected for this patient.

The response accurately and clearly explains a justification for the recommendations provided, including clinically relevant resources that fully support the recommendations provided.

6.) Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

7.) Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

8.) Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

APA form please and all references must be within 5yrs.

DO NOT Miss THE  background on disease state PLEASE

Week 9: Therapy for Patients With ADHD/ODD Diego, a 9-year-old third grader, had always been an energetic child with a short attention span. For years, his mother attributed his behaviors to him being “all boy” and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for Diego, resulting in disruptive behaviors at home and school. After being evaluated by his healthcare provider, Diego was diagnosed with and treated for attention deficit hyperactivity disorder (ADHD). ADHD is a prevalent disorder for patients across the lifespan, as more than 6 million children (CDC, n.d.) have been diagnosed with the disorder. Further, consider that about 60% of children with ADHD in the United States become adults with ADHD (ADAA, n.d.). Like Diego, individuals of all ages find that symptoms of ADHD can make life challenging. However, when properly diagnosed and treated, patients often respond well to therapies and have positive health outcomes. This week, as you study ADHD therapies, you examine the assessment and treatment of patients with ADHD. You also explore ethical and legal implications of these therapies. References: Centers for Disease Control and Prevention. (n.d.). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html Anxiety and Depression Association of America. (n.d.). Adult ADHD (Attention Deficit Hyperactive Disorder). https://adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/adult-adhd Learning Objectives Students will: Assess patient factors and history to develop personalized therapy plans for patients with ADHD Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring therapy for ADHD Synthesize knowledge of providing care to patients presenting for ADHD Analyze ethical and legal implications related to prescribing therapy for patients with ADHD Identify concepts related to psychopharmacologic treatments and therapy for patients across the lifespan Learning Resources Required Readings (click to expand/reduce) Prince, J. B., Wilens, T. E., Spencer, T. J., & Biederman, J. (2016). Stimulants and other medications for ADHD. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 99–112). Elsevier. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596 Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. https://doi.org/10.2165/11599630-000000000-00000 Martin, L. (2020). A 5-question quiz on ADHD. Psychiatric Times. https://www.psychiatrictimes.com/view/5-question-quiz-adhd Medication Resources (click to expand/reduce) IBM Corporation. (2020). IBM Micromedex. https://www.micromedexsolutions.com/micromedex2/librarian/deeplinkaccess?

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source=deepLink&institution=SZMC%5ESZMC%5ET43537 Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page, as this information will be helpful for your review in preparation for your Assignments. armodafinil amphetamine (d) amphetamine (d,l) atomoxetine bupropion chlorpromazine clonidine guanfacine haloperidol lisdexamfetamine methylphenidate (d) methylphenidate (d,l) modafinil reboxetine Required Media (click to expand/reduce) Case Study: A Young Caucasian Girl with ADHD Note: This case study will serve as the foundation for this week’s Assignment. Assignment: Assessing and Treating Patients With ADHD Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD. To prepare for this Assignment: Review this week’s Learning Resources, including the Medication Resources indicated for this week. Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD. The Assignment: 5 pages Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. CASE STUDY Attention Deficit Hyperactivity Disorder A Young Girl With ADHD A Young Girl With ADHD BACKGROUND Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. The parents give you a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father. SUBJECTIVE Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time. MENTAL STATUS EXAM The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation RESOURCES § Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291. Decision Point One Select what you should do: Begin Wellbutrin (bupropion) XL 150 mg orally daily Begin Intuniv extended release 1 mg orally at BEDTIME Begin Ritalin (methylphenidate) chewable tablets 10 mg orally in the MORNING Introduction to the case (1 page) Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page) Which decision did you select? Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #2 (1 page) Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page) Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Conclusion (1 page) Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature. Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature. Reminder : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting. RUBRIC 1.) Introduction to the case (1 page) Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. 9 (9%) – 10 (10%) The response accurately, clearly, and fully summarizes in detail the case for the Assignment. The response accurately and clearly explains in detail the specific patient factors that impact decision making when prescribing medication for this patient. 2.) Decision #1 (1–2 pages) • Which decision did you select? • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. 18 (18%) – 20 (20%) The response accurately and clearly explains in detail the decision selected. The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected. The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients. Examples provided fully support the decisions and responses provided. 3.) Decision #2 (1–2 pages) • Which decision did you select? • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. 18 (18%) – 20 (20%) The response accurately and clearly explains in detail the decision selected. The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected. The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients. Examples provided fully support the decisions and responses provided. 4.) Decision #3 (1–2 pages) • Which decision did you select? • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. 18 (18%) – 20 (20%) The response accurately and clearly explains in detail the decision selected. The response accurately and clearly explains in detail why the decision was selected, with specific clinically relevant resources that fully support the decision selected. The response accurately and clearly explains in detail why the other two responses were not selected, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail the outcome the student was hoping to achieve with the selected decision, with specific clinically relevant resources that fully support the response. The response accurately and clearly explains in detail how ethical considerations impact the treatment plan and communication with patients. Examples provided fully support the decisions and responses provided. 5.) Conclusion (1 page) • Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature. 14 (14%) – 15 (15%) The response accurately and clearly summarizes in detail the recommendations on the treatment options selected for this patient. The response accurately and clearly explains a justification for the recommendations provided, including clinically relevant resources that fully support the recommendations provided. 6.) Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 7.) Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 8.) Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. APA form please and all references must be within 5yrs.

References

Bornstein, K., Montrief, T., & Parris, M. A. (2020). Reply to: Treatment of Bupropion Toxicity with Lipid Emulsion. Journal of pediatric intensive care, 9(02), 153-153.

Jain, U. (2017). The use of guanfacine (Intuniv XR) in the treatment of disruptive mood dysregulation disorder–Clinical experience from telepsychiatry. European Psychiatry, 41(S1), S442-S442.

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