Respond to this discussion post. Do not argue. Do not repeat what the writer already has. Either agree or disagree with valid points. Add points . One page with 2 citations. LEARNING OBJECTIVE is below the discussion.
In this week discussion it creates an opportunity to understand the components of psychiatric history and assessment on how important it is when it comes to collecting information from a patient that has a mental issue, that is when forming a therapeutic relationship plays out (Peterkin, 2012). It is very crucial to build a patient to provider trust and making the atmosphere to be conducive and welcoming, that we give away for the patient to be more narrative and be able to tell their medical history as a story line, an open-ended question will be more reliable in this case in other to get more and direct answers, than using a close ended question (Peterkin, 2012). The provider, however, should be mindful of their body language not trying to exhibit in any form that they are being judgmental, should allow them to express themselves by saying what is in their mind and to follow their train of thoughts (Podder, Lew , & Ghassemzadeh, 2020). According to Poddar et al (2020) mentioned it is crucial to apply SOAP during the interview, making sure the four aspects are used because in psychiatric patient the history of the patient is the subjective, and the physical exam is the objective most likely that is what psychiatric interview entails (p.3). Apparently, the reason of having a psychiatric patient interview is to build a trusting relationship that is healthy and therapeutic in other to freely collect informations that will help in formulating a differential diagnosis and create a treatment plan that will be suitable for one patient at a time (Carlat, 2017). There are three crucial components that are related to psychiatric interview and why they are very important to understand if the patient have a history of substance abuse, get to know if they have abuse alcohol or illicit drug use in the past and if so, when was the last time they had the heaviest use, the amount and this type of questions falls into the category of social history (Sadock et al., 2015). The second crucial component is gathering information about the Family because these answers the questions concerning the family history if there has been any family member affected by psychiatric illness, if there has been any substance abuse in family, any suicide in family, If the family have any type of psychiatric illness history in the family (Sadock et al., 2015). The third component is to know if this patient has had a psychiatric treatment in the past which include any psychiatric medications that the patient is currently taking, the treatment history of the patient, any past psychiatric hospitalizations, if there has been that will alert the provider to search if there has been a previous psychiatric diagnosis. The fact remains, that to better understand a new patient a psychiatric or psychological history must be taken before commencing any treatment (Durand & Barlow, 2010). The importance of these elements helps the psychiatric to determine the best strategies to be followed for the effective treatment of the patient (Carlat, 2017). Apparently, according to Kadouri et al (2007) mentioned that CGI has been widely used in clinical research and especially in clinical trials concerning psychotropic treatments, like bipolar disorder, anxiety disorder, schizophrenia, and that often a time the CGI scale is used with the same format or wording whatever the pathology is under study (p.3). Consequently, the psychometric properties explain the validity and reliability of the measurement tool. The Nurse practitioners must be able prove that a questionnaire has an excellent psychometric property which comprises of a scale that is both reliable and is valuable and be able to evaluate in an extensive manner of a psychometric properties (Sadock et al., 2015). The psychometric Clinical Global Impression scale (CGI) is usually used in the medical care and clinical research because of its face of validity and practicability and the scale enables the interviewer to get all information that will help in creating an individual care plan for the patient (Nordgaard, Sass, & Parnas, 2013). In other words, Clinical Global Impress Scale (CGIS) is a main element of a psychiatric evaluation although it is hard and complicated to sometimes but helps in as an instrument that makes a global assessment in three different measures, it helps to assess the severity of patient illness based on the patients present symptoms, secondly it helps in comparison of patient progress when compared with the baseline condition of patient on their first entrance to the clinic, in the third process is the comparison of efficacy index which is comparing the patient’s baseline condition with a ratio of current therapeutic benefit to severity of side effects (Kadouri, Corruble, & Falissard, 2007). References Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. Durand, V.M., & Barlow, D.H. (2010). Essentials of abnormal psychology (5th ed.). Belmont, CA Woodsworth. Kadouri, A., Corruble, E., & Falissard, B. (2007, Feb 06). BMC Psychiatry. The improved Clinical Global Impression Scale (iCGI): development and validation in depression: https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/1471-244X-7-7.pdf Nordgaard, J., Sass, L., & Parnas, J. (2013, Sept 23). European Archives of Psychiatry and Clinical Neuroscience. Retrieved from The psychiatric interview: validity, structure, and subjectivity: doi: 10.1007/s00406-012-0366-z Peterkin, A. (2012, Jan 05). Canada Family Physician. Practical Strategies for Practising Narrative-Based Medicine: ttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3264015/ Podder, V., Lew , V., & Ghassemzadeh, S. (2020, Sept 03). StatPearls Publishing. The Subjective, Objective, Assessment and Plan (SOAP): https://www.ncbi.nlm.nih.gov/books/NBK482263 Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Medical assessment and laboratory testing in psychiatry. Kaplan and Sadocks Concise Textbook of Clinical Psychiatry (4th ed., pp. 1621). Wolters Kluwer
LEARNING OBJECTIVE Assessment and Diagnosis of the Psychiatric Patient A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the ow of information necessary for an accurate diagnosis and appropriate treatment plan. Pamela Bjorklund, clinical psychologist Whether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a clients presentation. This week, as you explore assessment and diagnosis of patients in mental health settings, you examine assessment tools, including their psychometric properties and appropriate uses. You also familiarize yourself with the DSM-5 classification system. Reference: Bjorklund, P. (2013). Assessment and diagnosis. In K. Wheeler (Ed.), Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.) (pp. 95168). Springer Publishing Company. Learning Objectives Students will: Evaluate elements of the psychiatric interview, history, and examination Analyze psychometric properties of psychiatric rating scales Justify appropriate use of psychiatric rating scales in advanced practice nursing Learning Resources Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. Chapter 34, Writing Up the Results of the Interview Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadocks synopsis of psychiatry (11th ed.). Wolters Kluwer. Chapter 5, Examination and Diagnosis of the Psychiatric Patient Chapter 6, Classification in Psychiatry Chapter 31, Child Psychiatry (Sections 31.1 and 31.2 only) Getting Started With the DSM-5 This is not unlike what has occurred in the process of classifying mental disorders. A system that provides enough specificity to appropriately classify a large variety of mental disorders while also attempting to include all of the possible symptoms, many of which can change over time, is a daunting task when used by a variety of specialists, doctors, and other professionals with varied experience, cultures, expertise, and beliefs. The DSM has undergone many transformations since it was first published in 1952. Many of these changes occurred because the uses for the DSM changed. However, the greatest changes began with the use of extensive empirical research to guide the creation of the classification system and its continued revisions. In order to assess and diagnose patients, you must learn to use the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, usually abbreviated as the DSM-5, to render a diagnosis. In this second week of the course, you will examine how DSM-5 is organized and how clinicians use it to render diagnoses. Review the Learning Resources this week, with special emphasis on viewing the Diagnostic Criteria video. This video explains the purpose and organization of the DSM-5 classification system, the purpose of the ICD-10 coding system, their relationship to one another, and the importance to the PMHNP role. Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a clients response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy. To Prepare: Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis. Consider the elements of the psychiatric interview, history, and examination. Consider the assessment tool assigned to you by the Course Instructor. By Day 3 of Week 2 Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioners psychiatric assessment. Support your approach with evidence-based literature.
In this week discussion it creates an opportunity to understand the components of psychiatric history and assessment on how important it is when it comes to collecting information from a patient that has a mental issue, that is when forming a therapeutic relationship plays out (Peterkin, 2012). It is very crucial to build a patient to provider trust and making the atmosphere to be conducive and welcoming, that we give away for the patient to be more narrative and be able to tell their medical history as a story line, an open-ended question will be more reliable in this case in other to get more and direct answers, than using a close ended question (Peterkin, 2012). The provider, however, should be mindful of their body language not trying to exhibit in any form that they are being judgmental, should allow them to express themselves by saying what is in their mind and to follow their train of thoughts (Podder, Lew , & Ghassemzadeh, 2020). According to Poddar et al (2020) mentioned it is crucial to apply SOAP during the interview, making sure the four aspects are used because in psychiatric patient the history of the patient is the subjective, and the physical exam is the objective most likely that is what psychiatric interview entails (p.3). Apparently, the reason of having a psychiatric patient interview is to build a trusting relationship that is healthy and therapeutic in other to freely collect informations that will help in formulating a differential diagnosis and create a treatment plan that will be suitable for one patient at a time (Carlat, 2017). There are three crucial components that are related to psychiatric interview and why they are very important to understand if the patient have a history of substance abuse, get to know if they have abuse alcohol or illicit drug use in the past and if so, when was the last time they had the heaviest use, the amount and this type of questions falls into the category of social history (Sadock et al., 2015). The second crucial component is gathering information about the Family because these answers the questions concerning the family history if there has been any family member affected by psychiatric illness, if there has been any substance abuse in family, any suicide in family, If the family have any type of psychiatric illness history in the family (Sadock et al., 2015). The third component is to know if this patient has had a psychiatric treatment in the past which include any psychiatric medications that the patient is currently taking, the treatment history of the patient, any past psychiatric hospitalizations, if there has been that will alert the provider to search if there has been a previous psychiatric diagnosis. The fact remains, that to better understand a new patient a psychiatric or psychological history must be taken before commencing any treatment (Durand & Barlow, 2010). The importance of these elements helps the psychiatric to determine the best strategies to be followed for the effective treatment of the patient (Carlat, 2017). Apparently, according to Kadouri et al (2007) mentioned that CGI has been widely used in clinical research and especially in clinical trials concerning psychotropic treatments, like bipolar disorder, anxiety disorder, schizophrenia, and that often a time the CGI scale is used with the same format or wording whatever the pathology is under study (p.3). Consequently, the psychometric properties explain the validity and reliability of the measurement tool. The Nurse practitioners must be able prove that a questionnaire has an excellent psychometric property which comprises of a scale that is both reliable and is valuable and be able to evaluate in an extensive manner of a psychometric properties (Sadock et al., 2015). The psychometric Clinical Global Impression scale (CGI) is usually used in the medical care and clinical research because of its face of validity and practicability and the scale enables the interviewer to get all information that will help in creating an individual care plan for the patient (Nordgaard, Sass, & Parnas, 2013). In other words, Clinical Global Impress Scale (CGIS) is a main element of a psychiatric evaluation although it is hard and complicated to sometimes but helps in as an instrument that makes a global assessment in three different measures, it helps to assess the severity of patient illness based on the patients present symptoms, secondly it helps in comparison of patient progress when compared with the baseline condition of patient on their first entrance to the clinic, in the third process is the comparison of efficacy index which is comparing the patient’s baseline condition with a ratio of current therapeutic benefit to severity of side effects (Kadouri, Corruble, & Falissard, 2007). References Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. Durand, V.M., & Barlow, D.H. (2010). Essentials of abnormal psychology (5th ed.). Belmont, CA Woodsworth. Kadouri, A., Corruble, E., & Falissard, B. (2007, Feb 06). BMC Psychiatry. The improved Clinical Global Impression Scale (iCGI): development and validation in depression: https://bmcpsychiatry.biomedcentral.com/track/pdf/10.1186/1471-244X-7-7.pdf Nordgaard, J., Sass, L., & Parnas, J. (2013, Sept 23). European Archives of Psychiatry and Clinical Neuroscience. Retrieved from The psychiatric interview: validity, structure, and subjectivity: doi: 10.1007/s00406-012-0366-z Peterkin, A. (2012, Jan 05). Canada Family Physician. Practical Strategies for Practising Narrative-Based Medicine: ttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3264015/ Podder, V., Lew , V., & Ghassemzadeh, S. (2020, Sept 03). StatPearls Publishing. The Subjective, Objective, Assessment and Plan (SOAP): https://www.ncbi.nlm.nih.gov/books/NBK482263 Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Medical assessment and laboratory testing in psychiatry. Kaplan and Sadocks Concise Textbook of Clinical Psychiatry (4th ed., pp. 1621). Wolters Kluwer
LEARNING OBJECTIVE Assessment and Diagnosis of the Psychiatric Patient A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the ow of information necessary for an accurate diagnosis and appropriate treatment plan. Pamela Bjorklund, clinical psychologist Whether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a clients presentation. This week, as you explore assessment and diagnosis of patients in mental health settings, you examine assessment tools, including their psychometric properties and appropriate uses. You also familiarize yourself with the DSM-5 classification system. Reference: Bjorklund, P. (2013). Assessment and diagnosis. In K. Wheeler (Ed.), Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.) (pp. 95168). Springer Publishing Company. Learning Objectives Students will: Evaluate elements of the psychiatric interview, history, and examination Analyze psychometric properties of psychiatric rating scales Justify appropriate use of psychiatric rating scales in advanced practice nursing Learning Resources Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer. Chapter 34, Writing Up the Results of the Interview Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadocks synopsis of psychiatry (11th ed.). Wolters Kluwer. Chapter 5, Examination and Diagnosis of the Psychiatric Patient Chapter 6, Classification in Psychiatry Chapter 31, Child Psychiatry (Sections 31.1 and 31.2 only) Getting Started With the DSM-5 This is not unlike what has occurred in the process of classifying mental disorders. A system that provides enough specificity to appropriately classify a large variety of mental disorders while also attempting to include all of the possible symptoms, many of which can change over time, is a daunting task when used by a variety of specialists, doctors, and other professionals with varied experience, cultures, expertise, and beliefs. The DSM has undergone many transformations since it was first published in 1952. Many of these changes occurred because the uses for the DSM changed. However, the greatest changes began with the use of extensive empirical research to guide the creation of the classification system and its continued revisions. In order to assess and diagnose patients, you must learn to use the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, usually abbreviated as the DSM-5, to render a diagnosis. In this second week of the course, you will examine how DSM-5 is organized and how clinicians use it to render diagnoses. Review the Learning Resources this week, with special emphasis on viewing the Diagnostic Criteria video. This video explains the purpose and organization of the DSM-5 classification system, the purpose of the ICD-10 coding system, their relationship to one another, and the importance to the PMHNP role. Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a clients response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy. To Prepare: Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis. Consider the elements of the psychiatric interview, history, and examination. Consider the assessment tool assigned to you by the Course Instructor. By Day 3 of Week 2 Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioners psychiatric assessment. Support your approach with evidence-based literature.
