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Wk5 Assignment: Patient Education for Children and Adolescents

Wk5 Assignment: Patient Education for Children and Adolescents

Wk5 Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know. Wk5 Assignment: Patient Education for Children and Adolescents

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The Assignment

**TOPIC: Week 5 topic is  Premenstrual Dysphoric disorder.

 

· For this Assignment, you will pretend that you are a contributing writer to a health blog.

· You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

To Prepare

· By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.

· Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment (detailed rubric at the end of this doc.)

 

· In a 300- to 500-word blog post written for a patient and/or caregiver audience,

· explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments,

· and appropriate community resources and referrals.

Submit your Assignment.

 

 

Required Readings

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

· Chapter 3, “Common Clinical Concerns”

· Chapter 7, “A Brief Version of DSM-5″

· Chapter 8, “A stepwise approach to Differential Diagnosis”

· Chapter 10, “Selected DSM-5 Assessment Measures”

· Chapter 11, “Rating Scales and Alternative Diagnostic Systems”

 

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdf

 

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 60, “Anxiety Disorders”

· Chapter 61, “Obsessive Compulsive Disorder”

· Chapter 62, “Bipolar Disorder in Childhood”

· Chapter 63, “Depressive Disorders in Childhood and Adolescence”

 

Medication Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents. Wk5 Assignment: Patient Education for Children and Adolescents

Bipolar depression Bipolar disorder
lurasidone (age 10–17) olanzapine-fluoxetine combination (age 10–17) aripiprazole (age 10–17) asenapine  (for mania or mixed episodes, age 10–17) lithium (for mania, age 12–17) olanzapine (age 13–17) quetiapine (age 10–17) risperidone (age 10–17)
Generalized anxiety disorder Depression
duloxetine (age 7–17) escitalopram (age 12–17) fluoxetine (age 8–17)

 

Obsessive-compulsive disorder
clomipramine (age 10–17) fluoxetine (age 7–17) fluvoxamine (age 8–17) sertraline (age 6–17)

 

 

DETAILED RUBRIC

  Novice Competent Proficient New Column4
In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents. 27 (27%) – 30 (30%)

The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)

The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)

The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)

The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis. 27 (27%) – 30 (30%)

The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)

The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)

The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)

The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain appropriate community resources and referrals for the assigned diagnosis. 23 (23%) – 25 (25%)

The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

20 (20%) – 22 (22%)

The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

18 (18%) – 19 (19%)

The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 17 (17%)

The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

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.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.

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 paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, 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_Week5_Assignment_Rubric

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