Power Point

Please provide a speak over PowerPoint presentation on the utilization of one of the following nonpharmacological psychotherapy approach for the diagnosis and treatment of a behavioral disorder of your choice based on the reading of the course material. 

Nonpharmacological Psychotherapy Options

  • Cognitive Behavioral Therapy
  • Interpersonal Psychotherapy
  • Group Therapy
  • Family Therapy 
  • Dialectic Behavioral Therapy & Complex Trauma

Please include the following slides in your presentation (you can use the sample provided)

  • Title slide
  • Intro slide 
  • Case scenario summary slide (patient name, diagnosis, background)
  • Mental status assessment slide (perception, thought process, content of thought, judgment, insight, cognition)
  • Selected therapy slide (Please include a description and the goals of the therapy of your choice) 
  • Selected therapy slide (Why did you select this therapy for your specific case study? )
  • Expected outcomes (Include the outcomes that you expect your patient to accomplish)
  • Conclusion slide
  • Reference slide

**Please upload your presentation in the Microsoft Office One Drive and share the link in Moodle. (See Moodle link sharing document).

*** You can use any tool to record your voice over the Powerpoint. In case you need you can see the tutorial provided for speak over presentation in Moodle with Screenpal (free tool) (https://screenpal.com/screen-recorder)

by Sunday, 11:59 p.m. Eastern Time. Include three scholarly sources references.

Course Outcomes Relates to the Assignment

  1. Translate major theories from nursing and other disciplines to psychiatric practice.
  2. Integrate foundational and advanced specialty knowledge into clinical reasoning.
  3. Recognized the dynamic nature of advanced practice psychiatry nursing.
  4. Identify the tenets, benefits, and phases of group therapy.
  5. Understand the evolution and the assumption of family therapy.
  6. Understand the role of the psychiatric mental health advanced nurse practitioner as it relates with the scope of psychopathology.
  7. Defining the semiology, diagnostic, and treatment of behavioral and mental disorders.
  8. Understand, comparing various personality disorders, chronic and acute psychiatric decompensation presentations.  
  9. Use of nonpharmacological interventions in the process of differential diagnosis and disease management. 

pn1 written m 10

 

Your written assignment for this module is a worksheet that describes the following:

  • The difference between hypothermia and hyperthermia and the impact to the patient?
  • Patient education for client and family in order to avoid extreme temperature variations?

You should be using complete sentences to answer the questions. Ensure

Psych 2

 What is the role of the Nurse Practitioner in the use of psychotropic medications? What is so important the knowledge of these class of medications? 

DIscussion asignment

 

Discussion nursing assigment 

Screening is the administration of measures or tests to distinguish individuals who may have a condition from those who probably do not have it.  Discuss the advantages and disadvantages of screening.  

  Word limit 500 words 

 provide citations and references (in APA, 7th ed. format) 

Replies week 9MSN 5550

  Reply  with a reflection of their response.  

1.Gordon’s functional health patterns are a mechanism adopted by nurses to assess a patient’s overall health status so as to develop individualized care plans since it researches the individual’s patterns of living and functioning (Salvador, 2022). Its component patterns include (Morgan, 2021), Cognition and perception, identity and relationships, sexuality and reproduction, resilience and stress management, ethics and values, and the way one views and handles their own health all play a part.

In contrast between two toddlers of different ages (Morgan, 2021), the conclusions were a toddler of twelve months was picky with the food that he consumed as he could not consume solid foods, still had occasional accidents, could not sit very well, and took several naps in a day, was able to understand and use simple words and phrases, was beginning to develop a sense of self, was shy around strangers, had no perception of his sexuality or gender identity, had difficulty coping with stress and change and had no sense of value and oblivious of any beliefs. While that of two years ate a wider variety of foods, was potty trained, was able to sit for long, stand run, and play with others, took one nap per day, was able to understand and use complex concepts, such as time and space, had a better understanding of self and is developed a unique personality and interests. Was independent, aware of his sex and gender, coping with stress and exchange to some extent, and developed some values and beliefs.

It is without a doubt that such patterns change or evolve with time as the toddler develops and therefore there will always be the need for a nurse to ensure appropriate help is given.

2. Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon’s functional health patterns. Describe and apply the components of Gordon’s functional health patterns as it applies to toddlers.

Toddlers of different ages have different growth and functional health patterns according to Gordon’s functional health patterns. On health perception- and health management, a one-year-old child is starting to develop their perception of health, but does not have a well-developed perception of health and ways of improving it (Dannyelle et al., 2023). The child depends on their parents for nutrition, health check-ups, and other health maintenance. On the other hand, a three-year-old toddler has a better understanding of health and control of their bodies; for instance, they can express themselves when sick and make simple health decisions such as wearing warm clothes when feeling cold. On nutrition-metabolic, both one year and three years child have increased appetites and require a balanced diet to support their growth and development (Dannyelle et al., 2023). A year-old toddler is still transitioning to solid foods and relies on breastmilk for proper nutrition. On the other hand, a three-year-old toddler has a more diverse diet that includes a variety of food groups. The child starts making food choices land, preferring some foods to others. 

On elimination, both toddlers are learning to control their bladder and bowel movements; a year-old is still toilet training, while a 3-year-old kid is well trained and can communicate when they want to relieve themselves. On the activity and exercise development functions, a year-old child is learning to crawl, stand, and take their first steps while a child on normal developmental patterns has mastered such skills of standing and even walking and playing with others; they also run, jump, and climb (Dannyelle et al., 2023). The toddler also enjoys participating in organized physical activities like dancing or playing. 

On cognitive-perceptual functions, toddlers have different cognitive and perception abilities; in normal cases, a year-old child has started to understand simple words and can follow simple instructions. The child has, however not fully developed cognitive functions to enable them to fully follow instructions or behave as grown-up children (Vriesman et al., 2020). At 3, the toddler has developed a more advanced vocabulary and can understand and follow more complex instructions. The child is always able to identify shapes, colors, and objects. For test and sleep health functional health patterns, a year-old child requires a lot of sleep for proper growth and development; they may require 12-14 hours of sleep, including naps. On the other hand, a three years old child has gradually reduced their sleeping duration, and they may require about 10 hours of sleep each day and no longer take daytime naps (Vriesman et al., 2020). Concerning Self-perception, a one-year-old child has started to develop a sense of self. They may recognize themselves in the mirror and have a basic understanding of their identity. Three years old, on the other hand, have a more developed sense of self and can express their likes, dislikes, and feelings.

Concerning roles and relationships, both children are learning how to interact with others and establish relationships. A year-old child may be dependent on his parents; they may also show separation anxiety. At three years old, a child is more independent and can interact with peers and build friendships. On coping-Stress Tolerance, both toddlers have not developed good stress coping strategies; they may become fussy or cry when overwhelmed with pressure and stress (Vriesman et al., 2020). However, three a old may show some tolerance to stress and humiliation by parents and strangers. They are generally better at managing their emotions and can express them verbally. On value-belief, both toddlers are in the process of developing their values and beliefs. At one year old, a year’s child is beginning to understand basic moral concepts like sharing and manners. On the other hand, a three-year-old toddler has a better understanding of right and wrong and may have established some personal beliefs.

6051 DQ1

Due Wednesday 8/30

Week 9- 5550

Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon’s functional health patterns. Describe and apply the components of Gordon’s functional health patterns as it applies to toddlers.  

Word limit 500 words. Please make sure to provide citations and references (in APA, 7th ed. format) for your work.  

Buddhism


Buddhism Written Report

If preferred: 

Download Report Instructions


Download Download Report Instructions

Background Information:
When studying the different religions of the world we tend of focus on the distinctions between these religions and understanding what makes them unique, however it is important to note that although these religions are distinct and unique in their own way, there are common themes and structures that can be applied to them. Some of the common elements present in the different religions that we will be studying this semester are:

·
Sacred Scriptures and Sacred Writings

· Divinely inspired writings that contain origins of the religion, essential beliefs, and major teachings. Some religions also revere writings of prominent figures throughout their history who have contributed to expounding the theology of the religion (ex: writings of the Christian saints) 

·
Beliefs and Practices

· Tenets of the religion that unify its community of believers on a variety of topics ranging from their relationship with the divine, soteriology, creation, eschatology, anthropology, etc. 

·
Prayer and Worship

· Liturgical practices that believers of the faith participate in throughout their daily lives. Some liturgical practices and rituals of prayer are performed in conjunction with the celebration of religious festivals at particular times of the week (ex: Sabbath) or times of the year (ex: Christmas) 

·  
Morality – Code of Ethics

· Guiding principles that adherents of the faith abide by throughout their lives informed by the theology of the religion 

·
History

· Understanding how the religion was established and the advances of the religion throughout human history that shape the global image of the religion today while also recognizing changes in theology that have occurred throughout history due to major historical events  

 

Instructions:

In your reading of Chapter 5 – 
Encouraging Buddhism: The Middle Path to Liberation you have gained a better understanding of what the religion of Buddhism is all about from the context of its history, beliefs and practices, code of ethics, etc. You will now use the information gleaned in the chapter to expand upon particular elements of Buddhism enumerated below: 

1.
Buddhist Symbols and Names (1 page)

A. Identify a common Buddhist symbol and explain its significance.

I. Consider the following:

1. History/Origins of the symbol

2. Important religious figure(s) associated with the symbol and their involvement with it

3. How is the symbol utilized by Buddhists today?

A. Is it used during prayer/worship?

B. Is it worm as an outward sign of faith?

B. Distinguish between the terms 'Buddhism' and 'The Buddha' as it relates to the religion itself.

2.
Life of the Siddhartha Gautama (1 page)

A. Discuss who Siddhartha Gautama was and the impact that he had on Buddhism.

B. Describe 3 key events from Siddhartha Gautama's life.

C. Address how these events are commemorated by Buddhists today.

3.
Beliefs and Practices (3 pages)
Throughout his life, Siddhartha Gautama did not record any of his teachings, but he is known for his influential sermons and the discussions that he had with his fellow monks. These sermons were transmitted orally for centuries before they were finally committed to writing by several different Buddhist groups. One of the most famous of 
The Buddha’s discourses is his first discourse titled 
Setting in Motion the Wheel of Dhamma and in this discourse he outlines two ideas that would become the foundation of all Buddhist thought: 

The Four Noble Truths
 and 

The Noble Eightfold Path.
 

1.

A. Interpret the meaning of 
each of the Four Noble Truths 
(1.5 pages)

I. All life is suffering.

II. The Cause of Suffering is desire.

III. To end desire is to end suffering.

IV. to end desire, one must follow the Noble Eightfold Path.

B. Articulate the significance of each of the aspects of The Noble Eightfold Path listed below and demonstrate how Buddhists believe that following these practical techniques will help them to achieve nirvana 
(1.5 pages)

I. Right Understanding

II. Right Thought (Intention)

III. Right Speech

IV. Right Conduct

V. Right Livelihood

VI. Right Effort

VII. Right Mindfulness

VIII. Right Concentration (Contemplation)

 

Submission Instructions:

· When completing this written report, the following guidelines must be followed. Failure to do so will result in points being deducted from your grade.

· This report must be typed in 12 pt. Times New Roman font & double-spaced.

· Each section of the report must include a section title on a separate line (ex: Buddhists Symbols, Beliefs and Practices, etc.)

· Each section must incorporate at least 2 references from wither the course text (
World RELG4: Introduction to World Religions) or one of the databases/encyclopedias available through St. Thomas University Library with an appropriate citation.

· The paper should be formatted per current CMOS and adhere to the page length requirements outlined above.

· Your paper will be assessed through Turnitin.

NB: No direct citations

Types of Shock

It is very important to differentiate between the different types of shock since treatment may depend on this. Complete the Comparison Table on the different types of shock. 

Assessment Description

Describe the contemporary issue and explain what external stressors are associated with this issue.

  1. Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
  2. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.