PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS Patient education is an effective
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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.
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.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
Please complete your assignment on Obsessive Compulsive Disorder.
Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
THE ASSIGNMENT
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.
Although you are not required to respond to colleagues, collegial discussion is welcome.
Please complete your assignment on Obsessive Compulsive Disorder.BY DAY 7 OF WEEK 5
Submit your Assignment.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your publish for authenticity. To check your publish, access the Turnitin publishs from the Start Here area.
To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
Rubric
NRNP_6665_Week5_Assignment_Rubric
NRNP_6665_Week5_Assignment_Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeIn 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.
30 to >26.0 ptsExcellent
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.
26 to >23.0 ptsGood
The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.
23 to >20.0 ptsFair
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.
20 to >0 ptsPoor
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.
30 pts
This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.
30 to >26.0 ptsExcellent
The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.
26 to >23.0 ptsGood
The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.
23 to >20.0 ptsFair
The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.
20 to >0 ptsPoor
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.
30 pts
This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.
25 to >22.0 ptsExcellent
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.
22 to >19.0 ptsGood
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.
19 to >17.0 ptsFair
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.
17 to >0 ptsPoor
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.
25 pts
This criterion is linked to a Learning OutcomeWritten 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 to >4.0 ptsExcellent
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 to >3.5 ptsGood
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 to >3.0 ptsFair
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.
3 to >0 ptsPoor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 4.0 ptsExcellent
Uses correct grammar, spelling, and punctuation with no errors
4 to >3.5 ptsGood
Contains one or two grammar, spelling, and punctuation errors
3.5 to >3.0 ptsFair
Contains several (three or four) grammar, spelling, and punctuation errors
3 to >0 ptsPoor
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts
This criterion is linked to a Learning OutcomeWritten 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 to >4.0 ptsExcellent
Uses correct APA format with no errors
4 to >3.5 ptsGood
Contains one or two APA format errors
3.5 to >3.0 ptsFair
Contains several (three or four) APA format errors
3 to >0 ptsPoor
Contains many (five or more) APA format errors
5 pts
Total Points: 100
Required Readings
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental health Links to an external site.. 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”Links to an external site.
Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guide Links to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publicati…Links to an external site.
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”
Required Media
Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorder Links to an external site. [Video]. YouTube. Links to an external site.
Mood Disorders Association of BC. (2014, November 20). Children in depression Links to an external site. [Video]. YouTube. Links to an external site.
Psych Hub Education. (2020, January 7). LGBTQ youth Links to an external site.: Learning to listen. [Video]. YouTube.
Medication Review
Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.
Bipolar depressionBipolar 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 disorderDepression
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)
