Week 8 Discussion
Generalized anxiety disorder is characterized by excessive or unrealistic anxiety about two or more aspects of life such as work, social relationships, financial matters, etc., often accompanied by symptoms such as palpitations, shortness of breath, or dizziness. Consequently, generalized anxiety disorders (GAD) are usually accompanied by restlessness, feeling on edge, easily fatigued, difficulty concentrating, mind going blank, irritability, muscle tension, and sleep disturbance.
Regarding inhibiting factors, people with GAD are prone to ambivalence about relinquishing their worries. On the one hand, they may be motivated to reduce the distress that worries cause, yet, on the other hand, they may experience fear as an adaptive mechanism of readiness and control. ( Muir, H. J. & Antony, M. M., 2021).
While on the cardiovascular unit, a 48-year-old male, Mr. F.T., visited his family who had just had surgery, and all of a sudden, he started having chest pain and could not keep his thought process, SOB, and was restless. Therefore, the charge nurse took the patient to the ED ( Emergency Department), Where they did a cardiac workup which came back negative for MI (Myocardial Infarction). Consequently, Mr. F.T. had been referred for a psychological evaluation.
Upon psychological evaluation, the patient reports that he is currently taking care of his aging patients in his own home and has concerns about his job. Because of these issues, he drinks a few beers a night to help calm himself. Upon mental exam, the patient admits feeling
anxious with an overall broad affect. Otherwise, the exam is relatively routine, with no thoughts of suicidal ideation. The Hamilton Rating Anxiety Scale, a 14-item scale used to measure the severity of anxiety symptoms, was administered, yielding a score of 26, which is considered moderate to severe anxiety (Gang, Y. & Han, N., 2019).
Discussion: Comparing and Contrasting Pharmacologic Options for the Treatment of Generalized Anxiety Disorder
First Decision
I chose to start the patient on Buspirone 10mg PO BID, as Zoloft is not indicated for initial treatment in GAD, and Imipramine is used to treat clinical depression. Benzodiazepines are considered first-line treatment for anxiety disorders, but given none of those were an option, I chose buspirone as it is just as effective as benzos with no abuse potential (Rosenthal & Burchum, 2018). After four weeks of use, the client reports a slight decrease in symptoms but still feels very anxious. The HAM-A score decreased to 23, considered mild to moderate anxiety (Thompson, 2015). Even though Buspirone anxiolytic effects develop slowly (Rosenthal & Burchum, 2018), the patient should have seen some relief of anxiety within the first four weeks. Even though he did have a slight decrease in the HAM-A score, he still feels very anxious.
The second decision
I chose to discontinue buspirone and begin Lexapro 10mg orally daily. The patient needs to see relief, and although increasing the buspirone may improve his anxiety a little bit, it might take several more weeks to see improvement. At this point, I think it would be an excellent option to try a different medication, and Lexapro is one of the only SSRIs approved to treat GAD. Although the anxiolytic effects are slow, they can be seen in a week, are better at decreasing cognitive and psychic symptoms of anxiety and are effective even when depression is absent (Rosenthal & Burchum, 2018).
The third decision
I chose to continue the same dose of Lexapro but change the administration time to bedtime. The patient reports that he feels “great” and that his anxiety is “better,” with a decrease in his HAM-A score down to 13, which is now considered mild anxiety (Thompson, 2015). Since the patient states he feels a bit tired a few hours after taking the medication, and it would be good to change admin time to bedtime. That way, he is already sleeping during that “sleepy” and should feel refreshed when he wakes in the morning. Otherwise, if the patient is feeling good, there is no need to add any additional medications or increase the dose currently.
Impact of Pharmacotherapeutics
Since Lexapro is a Selective Serotonin Reuptake Inhibitor (SSRI), its primary mechanism of action is to block the neuronal reuptake of serotonin, a monoamine neurotransmitter (Rosenthal & Burchum, 2018). SSRIs block serotonin leading to its accumulation in the neural junction, thus allowing appropriate transmission relating to emotions and stabilizing levels of serotonin leading to anxiety (Christensen et al., 2014). Lexapro is generally well tolerated and has no potential for abuse, therefore may be more appropriate for this patient since he drinks typically every night.
References
Batterham, P. J.& Hickie, I. (2019). The effectiveness of an online e-health application compared
to attention placebo or sertraline in the treatment of generalized anxiety disorder. Internet Interventions, 1(4), 169-174
Gang, Y. & Han, N. (2019). Chart review of patients receiving valsartan-amlodipine single-pill
combination versus valsartan and amlodipine combination for blood pressure goal achievement and effects on the Hamilton anxiety rating/Hamilton depression rating scales. Medicine, 98(51), 1–8. https://doi.org/10.1097/MD.0000000000018471
Muir, H. J. & Antony, M. M. (2021). Integrating Responsive Motivational Interviewing With
Cognitive-Behavioral Therapy (CBT) for Generalized Anxiety Disorder: Direct and Indirect Effects on Interpersonal Outcomes. Journal of Psychotherapy Integration, 31(1), 54–69. https://doi.org/10.1037/int0000194
Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice
providers. St. Louis, MO: Elsevier
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category |
10 |
9 |
8 |
4 |
0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
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- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
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- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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Performance Category |
10 |
9 |
8 |
4 |
0 |
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life.
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
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- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
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- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
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- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
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Performance Category |
5 |
4 |
3 |
2 |
0 |
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
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- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
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- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty
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- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
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- Does not post to the thread
- No connections are made to the topic
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Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition |
- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
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- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
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- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
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- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
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- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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0 points lost |
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-5 points lost |
Total Participation Requirements
per discussion thread
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The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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The student does not meet the minimum requirement of two postings on two different days |
Early Participation Requirement
per discussion thread
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The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
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The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.