WEEK 5 CLINICAL HOUR AND PATIENT LOGS PRAC 6645

Walden University WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645                       

Whether one passes or fails an academic assignment such as the Walden University WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645                       

The introduction for the Walden University WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645                       

After the introduction, move into the main part of the WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for WEEK 5  CLINICAL HOUR AND PATIENT LOGS PRAC 6645                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Clinical Hour and Patient Logs

1. Schizoaffective disorder

Name: B.E

Age: 37 years old

Gender: Male

Diagnosis: Schizoaffective disorder

S: B.E is a 37-year-old African-American male patient who arrived with his wife at the psychiatric facility. The patient’s wife reports that her husband has a history of depression, panic disorder, PTSD, and schizoaffective disorder. He confirms that he is being treated for these problems with trazodone, benztropine, and Seroquel. His current mood has been bleak, with hints of depression as a result of his failure to take his medication on occasion. He also gets dreams about his father dying in a car accident when he is by his side. The patient confirms visual and auditory hallucinations that could put others at risk. Denies depression, flashbacks, and suicidal/homicidal ideas.

O: Although the patient appears to be in good health, he is intrusive and preoccupied. His speech is hasty, illegible, loud, and rapid. His state of mind is exuberant, with a strong sense of grandeur. His affect reflects his emotions. The patients thought the process was slightly impeded. He has auditory and visual hallucinations. His short-term memory is perfect, but his long-term memory is severely impaired. His attention span is adequate, and his cognitive performance is average. His instincts and judgment are significantly impaired. Denies having ever had suicidal thoughts or attempted suicide.

A: The patient has been depressed and gloomy for the preceding three months. According to the DSM-V diagnostic criteria, he also has auditory and visual hallucinations, which support this diagnosis.

P: Involve the patient in realistic activities such as card games, writing, sketching, rudimentary arts and crafts, or listening to music. It is advised that CBT sessions focus on real-life plans, concerns, relationships, and coping abilities.

• Alcohol Use Disorder

Name: C.K

Age: 25 years

Gender: Male

Diagnosis: Alcohol use disorder

S: C.K., a 25-year-old man, came in today for a normal check-up. The patient was diagnosed with alcohol use disorder five months ago and has been getting pharmaceutical and psychotherapy treatments. The client described being diagnosed with the disease as a result of several symptoms related to alcohol abuse. The client had complained about excessive drinking for three years. He was unable to control his binge drinking despite his best efforts, such as abstaining from alcohol. He was worried that his binge drinking was becoming difficult to control. The withdrawal symptoms, according to the patient, made it impossible for him to stop consuming alcohol. He also mentioned that alcohol negatively impacts his social and professional effectiveness. His family’s financial situation has also suffered.

As a result, he was willing to attempt any treatment that might help him overcome his addiction. As a result, he was diagnosed with alcoholism and began treatment.

O: The patient is appropriately attired for the occasion. His sense of self, people, and events was unaffected. He possessed no abnormal habits, such as tics. His mental content was comprehensive. He denied having recently experienced any illusions, delusions, or hallucinations. He also denied any suicidal ideas, plans, or intentions. His speech was typical in terms of tone, tempo, content, and loudness.

A: Alcohol consumption disorder symptoms are gradually improving. He fits the prerequisites for this diagnosis, according to the DSM-V diagnostic criteria.

P: Suggest to the patient that he or she try group cognitive behavioral treatment. Substance abuse support group sessions can also be beneficial to the patient. When the patient is ready, consider rehabilitation.

• Major Depression

Name: T.M

Age: 49 years

Gender: Male

Diagnosis: Major Depression

S: T.M., a 49-year-old patient, was referred to the facility by his family doctor. The doctor thought his situation was not medical and referred him for further psychiatric assessment. The client admitted that he felt like life was meaningless and that he wanted to commit suicide. His sense of failure to give his family the finest life possible led to his melancholy. Further inquiry revealed that the person’s feelings of hopelessness persisted throughout the day on the majority of days. On the vast majority of days, he was also depressed. He added that he had trouble going to sleep. He no longer has a large appetite, which leaves him generally low on energy. He added that he had trouble going to sleep. Also, he acknowledged having suicidal ideas without making any plans. He claimed that in the previous month, his capacity for judgment and concentration had drastically declined. The symptoms weren’t brought on by disease, medication, or drug addiction. He was given a major depression diagnosis as a result, and therapy was started.

O: The patient had an unkempt appearance for the situation. His voice was softer and his speech was slower. He said he was in a bad mood. The client disputed any delusions, distortions, or hallucinations. He maintained eye contact the entire assessment. His intellectual outlook was futuristic. But, he made no indication of a plan or attempt.

A: Major depressive disorder is the patient’s diagnosis supported by the DSM-V diagnostic criteria.

P: Encouraging clients to express their feelings and think of alternative ways to deal with their frustration and rage. Interpersonal therapy and CBT are two suitable psychotherapeutic modalities for this patient.

• Attention Deficit Hypersensitivity Disorder (ADHD)

Name: G.T

Age: 10 years old

Gender: Male

Diagnosis: ADHD

S: G.T. is a 10-year-old white boy patient who was admitted to the psychiatry unit for a mental checkup and treatment monitoring. Her father joined the patient and shared that his ADHD was getting worse. At home, he commits careless errors and frequently overlooks doing his schoolwork. Because of his extreme forgetfulness, his father occasionally needs to send him a letter to remind him to complete his assignments. Her instructor says that the patient has been daydreaming a lot and is constantly alone, unable to communicate with other kids, which has affected his academic performance. He hasn’t played since kicking his friend during a soccer match. He has never attempted suicide or engaged in self-harm. He consumes a diet that is balanced and gets enough sleep at night.

O: During the mental examination, the psychiatrist found that the patient suffers from depression and has been bullied since the first day of school. He has impulsive, hyperactive, and inattentive characteristics that started soon after he started preschool. Positive signs include forgetfulness, a short attention span, repeated careless errors, an inability to follow instructions, excessive fidgeting, and interruption of discussions.

A: The patient’s primary care physician gave the patient’s instructor instructions to fill out an ADHD questionnaire based on the patient’s symptoms. A similar questionnaire was completed by the patient’s father, who received favorable results for ADHD. The diagnostic criteria from the DSM-V were also applied in cases when the patient met the requirements for an ADHD diagnosis.

P: Consider psychotherapy as an alternative to drugs. The child can become less impulsive, hyperactive, and inattentive with behavioral treatment.

• Separation Anxiety Disorder (SAD)

Name: H.W.

Age: 9 years old

Gender: Male

Diagnosis: separation anxiety disorder

S: Nine-year-old H.W. and his mother visited the psychiatric facility for a mental health evaluation. According to the patient’s mother, he has always been anxious and worried about little things, such as if she would pass away or pick him up from school. The patient’s heightened anxiety has no clear source. The patient’s mother continues by saying that he typically prefers his younger brother to him. He tends to be stubborn and tosses things around the house, which puts him in danger at school. Because of his frequent nightmares, he struggles to fall asleep at night. He routinely asks for permission to leave school because he has headaches or stomachaches. His mother also notes that the patient has lost three pounds in the last three days and won’t eat. The patient also occasionally wets the bed, even though his doctor gave him DDVAP, which seems to be of no effect.

O: The patient seemed to be doing well. Person, place, and time orientations are all present. When maintaining eye contact, the patient cooperates and answers questions genuinely. The patient is standing and appears to be active. Responds to fluent speech and talk clearly. When he stares at his mother, he becomes depressed and distracted all of the time. His short and long-term memory are both intact. Denies the possibility of causing harm to oneself or others. Suicidal ideation, hallucinations, or delirium are denied.

A: The patient was separated from his father when he was only six years old. In addition, the patient has frequent nightmares, a chronic aversion to sleeping alone or in the dark, frequent emotional suffering away from home, and physiological symptoms such as headache, stomach pain, or headache when separated from a critical family member. He satisfies the diagnostic criteria for SAD.

P: Suggest cognitive behavioral therapy (CBT) to help the child address and manage separation and uncertainty issues.

• Binge Eating Disorder

Name: P.L

Age: 16 years old

Gender: Female

Diagnosis: Binge Eating Disorder

S: P.L., a 16-year-old Asian female who visited the clinic, has a history of binge eating issues. She talked about her failed attempts to treat this disease. The patient affirms past therapy techniques while still in junior high school after a serious sexual assault episode. She recalled telling the doctor about her eating disorder, but he disregarded it and instead focused on her unpleasant experience. She has put on weight since the binge diagnosis was made, and she feels humiliated by her issue. She currently takes statins and follows a strict diet to manage her hyperlipidemia and obesity. She denies having a history of any psychological disorders or drug sensitivity.

O: The patient’s vital signs were normal besides an elevated blood pressure of 149/90 mmHg and a BMI of 30, though. The results of a physical examination are negative. A psychiatric evaluation reveals that the patient feels unworthy, is depressed, and has low self-esteem.

A: The patient has a binge eating disorder and is receiving ineffective treatment, according to both her subjective and objective evidence. She is obese as well.

P: To help patients replace negative habits with positive ones and stop bingeing episodes, practitioners may employ dialectical behavior therapy, interpersonal psychotherapy, or cognitive behavioral therapy (CBT).

• Insomnia

Name: D.K

Age: 33 years old

Gender: Female

Diagnosis: Insomnia

S: D.K., a 33-year-old female, has been concerned about a lack of enough sleep for the past year. She reports that falling and staying asleep is tough for her. She further mentioned that the sleeping difficulties were followed by other symptoms such as nightly awakenings and trouble settling asleep again. Sleep issues were found to cause significant distress as well as impairments in the client’s social, educational, vocational, and behavioral functioning. There were no explanations provided for the lack of quality sleep, such as substance abuse, prescription drug use, or a medical condition. As a result, she was diagnosed with insomnia and began counseling.

O: The client is appropriately clothed for the clinical visit. She was conscious of herself, her surroundings, time, and events. She appeared tired during the evaluation. She put it down to a lack of sleep the night before. Illusions, delusions, and hallucinations did not affect her judgment. She denied ever having suicidal thoughts, attempts, or schemes.

A: According to DSMV, the client is experiencing sleepiness. Her quality of life is suffering as a result of her inability to sleep. Unfortunately, her tiredness is worsening, demanding immediate treatment to avoid long-term repercussions.

P: Suggest CBT teaches sleep hygiene and relaxation techniques to improve the patient’s sleeping quality and length.

• Enuresis Disorder

Name: H.S.

Age: 11 years old

Gender: Male

Diagnosis: Enuresis Disorder

S: H.S. is an 11-year-old boy whose mother brought him in for nighttime bedwetting. According to her mother, the patient’s doctor suggested Desmopressin (DDAVP), which appears to be ineffective. She claims that one night while camping, the patient shared a bed with a friend, who noticed the patient peeing on the bed. They’ve been making him and calling him names even then. He is uninterested in routine work and refuses to attend school. The patient begins to have problems sleeping at night. The patient’s vaccinations are current, and he or she is growing normally. There was no mention of medical problems. There has been no previous history of nocturnal enuresis. Except for the DDAVP, the patient is not taking any other drugs. There are no drugs or food sensitivities that have been identified.

O: The patient appears to be in good health, with no indications of developmental issues. The bladder and kidneys can be palpated and show no signs of abnormality or enlargement. There are no abnormalities found in a neurological examination of the lumbosacral spine. According to a psychiatric checkup, bedwetting generates sadness and embarrassment.

A: The subjective findings indicate nocturnal enuresis. Even though there is no evident cause for the patient’s symptoms, objective data confirm the diagnosis. Also, the patient has unpleasant mental symptoms that must be addressed.

P: Encourage the child while reassuring the parents. Promote bladder retention training like drinking more in the morning and early afternoon, reducing the number of times you urinate during the day, trying to hold for at least eight hours, and interrupting urination and behavior modification.

• Posttraumatic Stress Disorder (PTSD)

Name: R.B

Age: 16 years old

Gender: Male

Diagnosis: PTSD

S: R.B., a 16-year-old male patient, arrived for a psychiatric evaluation for PTSD. He stated he took off because he heard fireworks. He served in the military for eight years and has vivid memories of battle. He claims that he can’t sleep because of nightmares. He also expresses anxiety, abdominal tightness, and nausea. He denies ever informing anyone about his ordeal or seeking medical attention.

O: The patient appears to be neat. He’s agitated and scared. He stammers and speaks shakily. His demeanor is downcast, which is unnerving. There is no evidence of hostility. In his mental process, there is no evidence of delusions or hallucinations. He is also opposed to suicidal beliefs. His outlook is optimistic. He is conscious of the current date, location, and individual. Both remote and present memory is excellent. A sufficient amount of data. The patient is aware of his mental illness and wishes to improve his condition.

A: The patient has been out of the military for about a year and exhibits the majority of the symptoms associated with PTSD, like nightmares, anxiety, flashbacks, and wrath, among others.

P: To help manage the patient’s PTSD symptoms, cognitive-behavioral treatment (CBT), eye movement desensitization and reprocessing (EMDR), and prolonged exposure therapy is indicated.

1. Bipolar Disorder

Name: B.E

Age: 19 years old

Gender: Female

Diagnosis: Bipolar Disorder

S: B.E. is a 19-year-old female patient who came to the psychiatric clinic with both of her parents, complaining about mood swings. She states that she missed her doses due to carelessness. She also alleges that the drugs haven’t helped her difficulties. She denies any suicidal or self-harming conduct in the past.

O: The patient was dressed neatly and adequately for his age. The patient maintains eye contact and appropriate facial expressions throughout the session. Communicates clearly, with a consistent tone and rate of speaking. Her thought process is reasonable and logical. She denies having hallucinations, delusions, or suicidal ideas. She admits to becoming forgetful, but her long-term memory remains intact. Her comprehension is poor. The patient’s ability to recognize the consequences of her actions is limited. Denies having suicidal thoughts or attempting suicide in the past.

A: To be diagnosed with this disorder, the patient must demonstrate at least three of the following symptoms: racing thoughts, talkativeness, sleep loss, inflated self-esteem, easily distracted, and psychomotor agitation, among others. The patient displayed the majority of these symptoms, which satisfied the criteria for a bipolar disorder diagnosis.

P: Suggest talk therapy or CBT. Discuss with the patient how to resolve her troublesome feelings, attitudes, and habits during therapy sessions.