MENTAL HEALTH TREATMENT PLAN/ANALYSIS

Running head: MENTAL HEALTH TREATMENT PLAN/ANALYSIS 1

 

 

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Running head: MENTAL HEALTH TREATMENT PLAN/ANALYSIS

 

 

 

 

 

 

 

 

 

Mental Health Final Treatment Plan/Analysis

NR 603

 

 

 

 

 

 

 

 

 

 

Assessment: Generalized anxiety disorder (F41.1)

R.W. is 58-year-old Caucasian female with symptoms of increased anxiety for 1 week associated with shakiness, body tension and a “wound up” feeling upon awakening, impacting her work and daily life, likely complicated by many stressors, denying any specific triggers. Patient does not report symptoms of long periods of sadness, suicidal or homicidal ideation or hallucination. At this time, it is most suggestive of generalized anxiety disorder, meeting the diagnostic criteria, however underlying medical conditions are considered.

Plan:

1.Generalied anxiety disorder- Sertraline 25 mg PO daily, Dis 30, Refill: 0

Symptomatic improvement may not be seen for a few weeks, avoid abrupt discontinuation of medication, report worsening: depression, suicidal ideation, or unusual changes in behavior, avoid alcohol/caffeine, continue meditation and relaxation techniques (meditation, yoga, deep breathing and visualization techniques) engage in daily physical activity, healthy balanced diet, cognitive behavior therapy

2. Insomnia: recommend OTC melatonin

Make sleep a priority, routine sleeping patterns

Follow up in 1 week, instructed to return to office if symptoms of anxiety worsen or do do improve. If any thoughts of suicidal ideation or level of threat to self or others, then seek medical attention immediately.

Referral to psychology for cognitive behavior therapy

Analysis Pathophysiology and Pharmacology: For the primary diagnoses in the case, write a brief summary of the underlying pathophysiology and tie pharmacological treatment chosen in the reversal or control of that pathology.

The etiology of GAD is unknown. An underlying theme to several models is the dysregulation of worry. Evidence suggests that patients with GAD may experience persistent activation of areas of the brain associated with mental activity and introspective thinking following worry-inducing stimuli (Locke, Kirst, & Shultz, 2015). It is likely the result of a combination of biologic abnormalities, such as decreased metabolic rate in the basal ganglia and white matter, abnormal serotonergic and noradrenergic neurotransmission, and also psychosocial factors (Oji, & Heering, 2018). Twin studies suggest that environmental and genetic factors are likely involved.

Selective serotonin reuptake inhibitors (SSRIs) are considered first-line therapy for GAD. Psychotherapy, such as cognitive behavior therapy can be as effective as medication for GAD and has the best level of evidence. Studies suggest that combining medication and psychotherapy may be more effective for patients with moderate to severe symptoms (Locke, Kirst, & Shultz, 2015).

Additional analysis of the case: This includes national guidelines that were or should have been used to make diagnosis or treatment and review how they applied or how care was unique but based in guidelines.

The diagnosis and treatment used for this case was based on the DSM-5 diagnostic criteria for GAD:

1. Excessive anxiety and worry occurs more days than not for at least 6 month affecting events or activities. R.W. has been experiencing symptoms of anxiety for the past 2 years.

2. The individual finds it difficult to control worry. Her symptoms have been increasing for 1 week.

3. The anxiety and worry are associated with three or more of the following symptoms, restlessness, easily fatigued, difficulty concentrating or mild blanking, irritability, muscle tension, and sleep disturbances. She complains of insomnia, body tension, and irritability.

4. The anxiety, worry, or physical symptoms cause clinically significant distress or impairment in social, occupational, or other important areas of functioning. The anxiety has been impacting her daily life and work.

5. The disturbance is not attributable to the physiological effects of a substance (drug abuse or medication) or another medical condition. Denies smoking, ilicit drugs, alcohol use, other medications, hypothyroidism was ruled out.

6. The disturbance is not better explained by another medical disorder (American Psychiatric Association, 2013).

Follow-up: This means how the patient was doing when seen a second time if this applies. This would be their response to your plan of care.

During a second time visit in 1 week, I would expect for R.W. to be on the path of reporting having decreased anxiety symptoms and better sleeping patterns. Sertraline relieves anxiety symptoms and helps reduce the symptoms of depression that often accompany anxiety disorders, though it may take some weeks to start working. If insomnia and GERD symptoms are still reported then there will be a need for further evaluation. I would also expect compliance with the treatment plan taking medications as prescribed and following up with the psychologist for cognitive behavioral therapy.

Quality: Include anything that should have been considered in hindsight or changes you would make in seeing similar patients in the future with the same complaint, history, exam, or diagnosis. Add anything you learned from discussion in the class that shed new light on this patient.

I would preform a more thorough personal and family medical and mental health history in the future. I would order a CBC and CMP in addition to the TSH to rule out medical conditions. In addition to the EKG, I would order pulmonary function testing to rule out any pulmonary conditions related to her intermittent shortness of breath (Oji, & Heering, 2018). I learned that GAD is recognized when signs and symptoms of muscle tension, fatigue, sleep disturbance, poor concentration, irritability, and restlessness for four or more days a week for 6 months, cause clinically significant distress or impairment in social, occupational, or other important areas of functioning. It is not related to the use of a substance, such as an illicit drug, or medication, the presence of a medical condition, such as an acute myocardial infarction, asthma, headaches, anemia, caffeine intoxication, hypoglycemia, hyperthyroidism, substance intoxication/withdrawal, and complex partial seizures, or the presence of another mental disorder such as panic attacks, post-traumatic stress disorder, major depressive disorder, psychotic disorder, pervasive developmental disorder, social phobia, obsessive-compulsive disorder, separation-anxiety disorder (Oji, & Heering, 2018).

Coding and Billing. Any or all CPT and ICD-10 codes that should have been used (List them and name them only.

99214 Established patient moderate to high complexity

93005 EKG

Z00.01 Encounter for general adult medical examination with abnormal findings

F41.1 Generalized anxiety disorder

R00.2 Palpitations

F41.8 Other specified anxiety disorders

G47.00 Insomnia

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

American Psychiatric Association. (2013). Generalized anxiety disorder. Retrieved from https://images.pearsonclinical.com/images/assets/basc-3/basc3resources/DSM5_DiagnosticCriteria_GeneralizedAnxietyDisorder.pdf

Locke, A. M., Kirst, N., & Shultz, C. G. (2015). Diagnosis and management of generalized anxiety disorder and panic disorder. American Family Physician. Retrieved from https://www.aafp.org/afp/2015/0501/p617.html

Oji, O. D. A. F. B., & Heering, H. R. C. (2018). Generalized anxiety disorder. CINAHL Nursing Guide.

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A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart). 

Consider the following patient scenario:

A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart).

Describe the developmental markers a nurse should assess for a 9-month-old female infant. Discuss the recommendations you would give the mother. Explain why these recommendations are based on evidence-based practice.

The post A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart).  appeared first on Infinite Essays.

module 1-4

Reflections papers should focus on the assigned readings for the Modules it includes, as well as any guest artists and performances viewed. We ask you to reflect on key concepts you have learned and any challenges you are having with the material. In many modules there are assignments and key questions that we focus on. It is important to include your thoughts on these discussions, addressing your response to the questions included in Workshop discussions for each Module (questions and assignments are posted on BlackBoard for each Module). Papers are to be between 2-3 pages, double spaced (750 words) and include formal citations in APA format.

module 1 sept 14
Opening Circle: Introductions; Overview of the Living History of Indigenous
                        Dance, Music and Theatre; Student Expectations/Introductions; Introduction to Medicine Wheel and 4 Directions Teachings that will ground the course.
                      Discussions: sharing what we know to date; review course syllabus. Q & A. Discuss student presentations for next week.  Introducing the concept of finding yourself in the story- a moment in time; includes past, present and future.
Video:Buffy Ste Marie: A Multimedia Life. (60 minutes)
https://vimeo.com/139024721/f31cec4929

Self-in-Relation is an Aboriginal philosophical model of understanding the world linked to an Aboriginal worldview. Candace Brunette (based on interviews with Floyd Favel and Monique Mojica, Returning Home Through Stories).
Native Performance Culture handout
  Brunette – NATIVE PERFORMANCE CULTURE.pdf Brunette – NATIVE PERFORMANCE CULTURE.pdf – Alternative Formats

Readings:
Grandfather/ Grandmother Teachings:
Manitowabi, E. (2011). Waynabozhoo and the Great Flood. In, Simpson, L. B. (2011), Dancing on our turtles back: stories of Nishnaabeg re-creation, resurgence and a new emergence(p.p. 68-70). Arbeiter Ring Publishing.
Waynabozhoo and the Great Flood.pdf Waynabozhoo and the Great Flood.pdf – Alternative Formats

Suggested Reading:
Bell, Nicole. (2014).  Teaching by the Medicine Wheel: An Anishinaabe framework for Indigenous education.  Education Canada Magazine,
https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/

module 2 sept 21

Land Pedagogy: Oral Traditions: Creation and Re-Creation Stories Setting the Stage for Resurgence
Videos:
Combining photos & music from Walking at the Edge of Water: https://vimeo.com/74866937/374d3b5f02

                        Photo featuring Rulan Tangen & Leanne Simpson with Leannes spoken word piece, She Sang Them Home:
https://vimeo.com/348909015/71085e0172

She Sang Them Home.pdf She Sang Them Home.pdf – Alternative Formats

Item
Walking on the Edge of Water Video 2 Walking on the Edge of Water Video 2
Walking at the Edge of Water, created and produced by Rulan Tangen, Founding Artistic Director/Choreographer of Dancing Earth, Santa Fe, New Mexico. She has passionately cultivated successive generations of Indigenous contemporary performing artists, and embodies her belief in dance as a purposeful center of the continuance of life. She is recipient of 2018 Kennedy Center Citizen Artist.  https://vimeo.com/70011730

Item
Readings (please choose one) Readings (please choose one)
Attached Files:
File Marrie Mumford Naadmaagewin in DRJ 2016 (8).pdf Marrie Mumford Naadmaagewin in DRJ 2016 (8).pdf – Alternative Formats (1.466 MB)
File Leanne Simpson – Bubbling Like a Beating Heart Indigenous Poet.pdf Leanne Simpson – Bubbling Like a Beating Heart Indigenous Poet.pdf – Alternative Formats (4.86 MB)
Mumford, Marrie. (2016). Naadmaagewin The Art of Working Together in Our Communities. Dance Research Journal,48 (1), 126-141.  Please ensure you read pages 130-141.
or
Simpson, Leanne. (2014). Bubbling Like a Beating Heart. Reflections on Nishnaabeg Poetic and Narrative Consciousness. In, Indigenous Poetics,
McLeod, Neal (ed.). Waterloo: Laurier Press.

module 3 sept 28

Atanarjuat: The Fast Runner Atanarjuat: The Fast Runner
Please watch this movie.

Item
Video on the film Video on the film
Atanarjuat Made the Impossible Possible for Indigenous Filmmakers: https://youtu.be/XwoRtJqkmac

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Readings for the week Readings for the week
Attached Files:
File Norman Cohn – community filmmaking.pdf Norman Cohn – community filmmaking.pdf – Alternative Formats (1.145 MB)
File I first heard the story.pdf I first heard the story.pdf – Alternative Formats (470.821 KB)
Readings for Week:
Kunuk, Zacharias. (2002). I first heard the story of Atanarjuat from my mother. In Angilirq, P. A., & Cohn, N. Atanarjuat: The fast runner ; inspired by a traditional Inuit legend of Igloolik. (pp. 12-13) Toronto: Coach House Books.

or

Cohn, Norman. (2002). The Art of Community Based Filmmaking. In Angilirq, P. A., & Cohn, N. Atanarjuat: The fast runner: inspired by a traditional Inuit legend of Igloolik. (pp. 24-25) Toronto: Coach House Books.

Item
Second Reading and Assignment Second Reading and Assignment
Greyeyes, Michael.  (2019). Stranger in a Strange Land:  Views from an Indigenous Lens.  In, Performing Turtle Island:  Indigenous Theatre on the World Stage. Archibald-Barber, J.R., Irwin, K. and Day, M.J. (eds.).  (2019).  University of Regina Press. 

CONTRIBUTION ASSIGNMENT:  (be prepared to discuss in class)

Please conduct an internet search for Michael Greyeyes and review his lifes work to date.

module 4 oct 5

Readings Readings
Circular Duncan Campbell Scott on dancing.pdf Circular Duncan Campbell Scott on dancing.pdf – Alternative Formats

BROWNER THE HEARTBEAT Chapters 1 and 2.pdf BROWNER THE HEARTBEAT Chapters 1 and 2.pdf – Alternative Formats

MURPHY chapter one Have they the right.pdf MURPHY chapter one Have they the right.pdf – Alternative Formats

handout 4 – Embodiment of Indigenous Knowledge.pdf

Chinook Winds: Aboriginal Dance Project. The Banff Centre Press and 7thGeneration Press (1997).  Read: Department of Indian Affairs Circular by Duncan Campbell Scott.

Pow Wow :

Browner, Tara.  (2002). Chapters 1 & 2.  In, Heartbeat of the People:  Music and Dance of the Northern Pow-Wow. (be prepared to discuss these readings in class)

Reading for History:

Shea Murphy, Jacqueline.  (2007).  Chapter 1: Have they a Right?:  Nineteenth Century Indian Dance Practices and Federal Policy.  In, The People Have Never Stopped Dancing: Native American Modern Dance Histories

Handout:

Embodiment of Knowledge

human ecology

1 Discussion 1: What Is The Size Of Your Footprint?

Task: Reply to this topic
You will calculate your own ecological footprint and reflect on your behaviors that lend to negative consequences to the environment. Use this website http://www.footprintcalculator.org/ to determine your own ecological footprint and then comment on the following points in your discussion post.

What was your calculated ecological footprint?
Were you surprised?
What were some of the recommendations given for lowering your footprint?
Did your footprint results effect your mental model of human impacts on the environment?200 word essay