NRNP 6665 Week 8 Assignment Study Guide Essay

NRNP 6665 Week 8 Assignment Study Guide Essay

NRNP 6665 Week 8 Assignment Study Guide

What is Intellectual disability?  Intellectual disability (ID) is a term used to define sub-average intelligence and impaired adaptive functioning occurring in the developmental period, below 18 years.

Signs and symptoms according to the DSM-5

The DSM-V diagnostic criterion for ID is:

1. Onset during developmental period (Kadiyala, 2020).
2. Deficits in intellectual functions.

• Deficits in adaptive functioning (Kadiyala, 2020).
  

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What are the differential diagnoses of Intellectual Disability?

What is the incidence of Intellectual Disability?

• ID has an overall general population incidence of about 1%.
• The prevalence rate varies by age. Incidence for severe intellectual disability is about 6 per 1,000 (Patel et al., 2020).

Development and course:

• ID begins during the developmental period from conception through age 18 years.
• It can be genetic or due to a disorder that interferes with brain development (Patel et al., 2020).
• Most individuals do not develop obvious symptoms until preschool.

How is the prognosis of Intellectual Disability?

• Mild ID- Relatively normal life expectancy.
• Most persons with ID can support themselves, live independently, and be successfully employed with appropriate support.
• Life expectancy may be shortened, depending on the specific comorbidity (Patel et al., 2020).

What are the considerations related to culture, gender, or age for ID?

Assessment and treatment interventions should be appropriate for the patient’s age and gender.

Clinicians should assess and understand the patient’s culture to provide culturally competent care (Hamers et al., 2018).

Which are the pharmacological treatments for Intellectual Disability?

• No specific pharmacologic treatment is available for cognitive impairment in a child/adult with ID (Hamers et al., 2018).
• Medications given target particular comorbid psychiatric condition or behavioral disturbances.

Which non-pharmacological treatments are used in ID?

There are no specific non-pharmacological treatments for ID. Various types of non-pharmacological interventions have been studied including cognitive behavioral therapy (CBT), behavioral therapy, social problem-solving skills, exercise intervention, and bright light therapy (Hamers et al., 2018).

Which diagnostics and lab studies are used in diagnosing ID?

Diagnosis of ID includes: Prenatal screening, Developmental screening, Formal intellectual and skills testing, Imaging tests, Genetic and other laboratory tests (Patel et al., 2020).

Which comorbidities co-exist with ID?

Comorbidities of ID include anxiety disorders, depression, cerebral palsy, epilepsy, Down syndrome, attention deficit hyperactivity disorder (ADHD), autism, and other emotional and behavioral disorders (Keyes, 2019).

What are the legal and ethical considerations when treating a patient with ID?

Legal principles that should be considered when assessing and treating patients with ID include Autonomy, Beneficence, Nonmaleficence, and Confidentiality of patient information (Roll, 2018).

 

What are the pertinent patient education considerations in ID?

Patient education for ID patients should focus on supporting a healthy lifestyle through physical activity and a healthy diet (Roll, 2018). Pain occurs often in these patients and they should be educated on non-pharmacological and pharmacological approaches they can take to relieve pain. Besides, patient should be educated on the available community support services where they can access educational support, vocational training, social support, rehabilitation services, financial, and legal help (Roll, 2018).

References

Hamers, P. C. M., Festen, D. A. M., & Hermans, H. (2018). Non‐pharmacological interventions for adults with intellectual disabilities and depression: a systematic review. Journal of Intellectual Disability Research, 62(8), 684-700. https://doi.org/10.1111/jir.12502

Kadiyala, P. K. (2020). Mnemonics for diagnostic criteria of DSM V mental disorders: a scoping review. General psychiatry, 33(3), e100109. https://doi.org/10.1136/gpsych-2019-100109

Keyes, K. (2019). Psychiatric comorbidity and intellectual disability. European Journal of Public Health, 29(Supplement_4), ckz185-380. https://doi.org/10.1093/eurpub/ckz185.380

Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational pediatrics, 9(Suppl 1), S23–S35. https://doi.org/10.21037/tp.2020.02.02

Roll, A. E. (2018). Health promotion for people with intellectual disabilities–A concept analysis. Scandinavian journal of caring sciences, 32(1), 422-429. https://doi.org/10.1111/scs.12448

Week 8: Neurodevelopmental Disorders
I can’t believe I am sitting here talking to this lady. Mom thinks I am nuts just because I will not do what she asks. She doesn’t care about me. She only cares about my little brother and that man that keeps coming around. I don’t care about her. That is why I throw things and won’t do what she asks. I don’t care about anyone. Those kids at school who used to be my friends don’t know anything. I am so much smarter than they are.
—Jacob, age 11

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There are many mental disorders that occur early in the life course. The DSM-5 describes neurodevelopmental disorders such as intellectual disability and delay, autism spectrum disorder, language and speech disorders, ADHD and specific learning disorder (e.g., dyslexia, difficulty mastering mathematical reasoning). Diagnosis of these various conditions can rarely be made in a single office visit and often requires a comprehensive approach involving multiple stakeholders, including the child, his or her parents, teachers, other significant figures in the child’s life, and medical and mental health professionals, such as psychologists who can conduct comprehensive neuropsychological testing.
The PMHNP must coordinate and integrate several sources of information to arrive at an accurate diagnosis of these disorders. Early and accurate diagnosis is essential to developing an effective treatment plan, which will have the potential to minimize the impact of these disorders on the child’s developmental trajectory. When one considers appropriate diagnosis from this perspective, the importance of diagnostic accuracy becomes quite apparent.

This week, you begin exploring disorders that occur early in the life course and use this knowledge to create a study guide for a neurodevelopmental disorder.

Learning Objectives
Students will:

Analyze signs and symptoms of neurodevelopmental disorders
Analyze the pathophysiology of neurodevelopmental disorders
Analyze diagnosis and treatment methods for neurodevelopmental disorders
Summarize legal, ethical, and patient education factors related to neurodevelopmental disorders
Learning Resources
Required Readings (click to expand/reduce)

Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health. American Psychiatric Association Publishing.

Chapter 12, “Developmental Milestones”
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.

Chapter 51, “Autism Spectrum Disorder”
Chapter 55, “ADHD and Hyperkinetic Disorder”
Utah State University. (n.d.). Creating study guides. https://www.usu.edu/academic-support/test/creating_study_guides

Walden University. (2020). Success strategies: Self-paced interactive tutorials. https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

Chapter 13, “Child/Adolescent Neurodevelopmental Disorders”
Required Media (click to expand/reduce)

Dillon, K. (2019, March 23). DSM-5 neurodevelopmental disorders. [Video]. YouTube. https://www.youtube.com/watch?v=Jx4GuyX5Sgc

The National Center for Learning Disabilities. (2013, February 20). What is ADHD? [Video]. YouTube. https://youtu.be/0Wz7LdLFJVM

Osmosis. (2017, October 17). Autism – causes, symptoms, diagnosis, treatment, pathology [Video]. YouTube. https://youtu.be/x2hWVgZ8J4A

Medication Review
Irritability in autism Attention-deficit/hyperactivity disorder
aripiprazole
risperidone
amphetamine IR, XR, and ER
dextroamphetamine
atomoxetine

clonidine hydrocholoride ER
Dexmethylphenidate IR and XR
guanfacine hydrocholride ER
lisdexamfetamine
methylphenidate
methylphenidate hydrocholoride IR and ER, transdermal

Assignment: Study Guide Forum
Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

Photo Credit: Getty Images/iStockphoto

To Prepare
Your Instructor will assign you to a specific neurodevelopmental disorder from the DSM-5.
Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.
The Assignment
Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the DSM-5 but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

Signs and symptoms according to the DSM-5
Differential diagnoses
Incidence
Development and course
Prognosis
Considerations related to culture, gender, age
Pharmacological treatments, including any side effects
Nonpharmacological treatments
Diagnostics and labs
Comorbidities
Legal and ethical considerations
Pertinent patient education considerations
By Day 7 of Week 8
Submit your Assignment to the forum as an attachment. Although no responses are required, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study.

Submission and Grading Information
Grading Criteria
To access your rubric:

Week 8 Assignment Rubric

Post by Day 7 of Week 8
To Participate in this Assignment:

Week 8 Assignment

What’s Coming Up in Week 9?
In Week 9, you will analyze clinical, ethical, and legal issues related to diagnosing and treating dissociative disorders.

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Name: NRNP_6665_Week8_Assignment_Rubric
Grid View
List View
Novice Competent Proficient New Column4
Create a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards.
27 (27%) – 30 (30%)
The response is in a well-organized and detailed outline form. Informative and well-designed visual elements are incorporated.
24 (24%) – 26 (26%)
The response is in an organized and detailed outline form. Appropriate visual elements are incorporated.
21 (21%) – 23 (23%)
The response is in outline form, with some inaccuracies or details missing. Visual elements are somewhat vague or inaccurate.
0 (0%) – 20 (20%)
The response is unorganized, not in outline form, or is missing. Visual elements are inaccurate or missing.
Content areas of importance you should address, but are not limited to, are:

• Signs and symptoms according to the DSM-5

• Differential diagnoses

• Incidence

• Development and course

• Prognosis

• Considerations related to culture, gender, age

• Pharmacological treatments, including any side effects

• Nonpharmacological treatments

• Diagnostics and labs

• Comorbidities

• Legal and ethical considerations

• Pertinent patient education considerations
45 (45%) – 50 (50%)
The response throughly addresses all required content areas.
40 (40%) – 44 (44%)
The response adequately addresses all required content areas. Minor details may be missing.
35 (35%) – 39 (39%)
The response addresses all required content areas, with some inaccuracies or vagueness. No more than one or two content areas are missing.
0 (0%) – 34 (34%)
The response vaguely or inaccurately addresses the required content areas. Or, three or more content areas are missing.
Support your guide with references to the DSM-5 and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old).
9 (9%) – 10 (10%)
The response is supported by the DSM-5 and at least three current, evidence-based resources from the literature.
8 (8%) – 8 (8%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study.
7 (7%) – 7 (7%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 6 (6%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
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
4 (4%) – 4 (4%)
Contains one or two grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains one or two APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors
0 (0%) – 3 (3%)
Contains many (five or more) APA format errors
Total Points: 100
Name: NRNP_6665_Week8_Assignment_Rubric