“Captain of the Ship” Project – Depressive Disorder Assignment

“Captain of the Ship” Project – Depressive Disorder Assignment

Week 2: Depressive Disorders

I have no one. My wife died suddenly 4 years ago and I know it was my fault. She had been complaining she was sick for a year, but the doctors kept saying it was nothing. When they finally found the cancer, it had spread throughout her body. I should have listened to her. She might have survived and I would not be alone. I seem to cry for no reason and my children don’t understand why I don’t want to go out of the house. This is where her memories are. Why would I want to leave? “Captain of the Ship” Project – Depressive Disorder Assignment.

Jose, age 75

The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches. “Captain of the Ship” Project – Depressive Disorder Assignment.

This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.

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Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. “Captain of the Ship” Project – Depressive Disorder Assignment.

  • Chapter 8, “Mood Disorders” (pp. 347–386)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

  • Chapter 12, “Psychotherapy of Mood Disorders”
  • Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder”

Note: You will access this textbook from the Walden Library databases.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Depressive Disorders”
    • Major Depressive Disorder
    • Persistent Depressive Disorder (dysthymia)
    • Premenstrual Dysphoric Disorder
    • Substance/Medication-Induced Depressive Disorder
    • Depressive Disorder Due to Another Medical Condition
    • Other Specified Depressive Disorder
    • Unspecified Depressive Disorder

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. “Captain of the Ship” Project – Depressive Disorder Assignment.

 

Note: All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Depression Premenstrual dysphoric disorder Seasonal affective disorder (MDD with Seasonal Variation)
agomelatine
amisulpride
amitriptyline
amoxapine
amphetamine (d)
amphetamine (d,l)
aripiprazole (adjunct)
asenapine
atomoxetine
bupropion
buspirone (adjunct)
citalopram
clomipramine
cyamemazine
desipramine
desvenlafaxine
dothiepin
paroxetine
phenelzine
protriptyline
quetiapine (adjunct)
reboxetine
selegiline
sertindole
sertraline
sulpiride
tianeptine
tranylcypromine
triiodothyronine
trazodone
trimipramine
venlafaxine
vilazodone
vortioxetine
doxepin
duloxetine
escitalopram
fluoxetine
flupenthixol
fluvoxamine
iloperidone
imipramine
isocarboxazid
ketamine
lisdexamfetamine
lithium (adjunct)
l-methylfolate (adjunct)
lofepramine
lurasidone
maprotiline
methylphenidate (d)
methylphenidate (d,l)
mianserin
milnacipran
mirtazapine
moclobemide
modafinil (adjunct)
nefazodone
nortriptyline
olanzapine
citalopram
desvenlafaxine
escitalopram
fluoxetine
paroxetine
sertraline
venlafaxine
bupropion. “Captain of the Ship” Project – Depressive Disorder Assignment

Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3, 332-339. doi:10.1016/j.nicl.2013.08.016

Note: You will access this article from the Walden Library databases.

Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30–37. doi:10.3928/00989134-20100303-01

Note: You will access this article from the Walden Library databases.

Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029–2036. doi:10.1017/S1041610214001446

Note: You will access this article from the Walden Library databases. “Captain of the Ship” Project – Depressive Disorder Assignment.

Drug Enforcement Administration. (n.d.). Drug schedules. Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml

Required Media

Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note: The approximate length of this media piece is 24 minutes. You will access this video through the Walden Library databases.

Optional Resources

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

  • Chapter 15, “Brain Stimulation Treatments for Mood Disorders”

Note: You will access this article from the Walden Library databases.

Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52–72. doi:10.1037/neu0000319

Note: You will access this article from the Walden Library databases. “Captain of the Ship” Project – Depressive Disorder Assignment.

Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505–1533. doi:10.1037/a0037610

Note: You will access this article from the Walden Library databases.

Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16(1), 54–61. doi:10.1111/psyg.12121

Note: You will access this article from the Walden Library databases.

Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17(1), 1–11. doi:10.1080/13607863.2012.717253

Note: You will access this article from the Walden Library databases.

Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964–975. doi:10.1037/ccp0000050

Note: You will access this article from the Walden Library databases.

Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48(4), 296–305. doi:10.1037/cbs0000056

Note: You will access this article from the Walden Library databases. “Captain of the Ship” Project – Depressive Disorder Assignment.

Assignment 1: “Captain of the Ship” Project – Depressive Disorder

As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder. “Captain of the Ship” Project – Depressive Disorder Assignment.

Learning Objectives

Students will:
  • Recommend psychopharmacologic treatments based on therapeutic endpoints for clients with depression disorders
  • Recommend psychotherapy based on therapeutic endpoints for clients with depression disorders
  • Identify medical management needs for clients with depression disorders
  • Identify community support resources for clients with depression disorders
  • Recommend follow-up plans for clients with depression disorders

To prepare for this Assignment:

  • Select an adult or older adult client with a depressive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

  • Describe the HPI and clinical impression for the client.
  • Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
  • Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices. “Captain of the Ship” Project – Depressive Disorder Assignment.
  • Identify medical management needs, including primary care needs, specific to this client.
  • Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.
  • Recommend a plan for follow-up intensity and frequency and collaboration with other providers. “Captain of the Ship” Project – Depressive Disorder Assignment.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 2 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 1 draft and review the originality report. “Captain of the Ship” Project – Depressive Disorder Assignment.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 2 Assignment 1


Assignment 2: Week 2 Practicum Journal: Safe Prescribing

There is probably no greater responsibility that the psychiatric mental health nurse practitioner assumes than the responsibility of prescribing medications. While someone can be harmed by psychotherapy, the level and intensity of the harm generally does not come to the same level of harm that can occur from improper prescribing. The PMHNP must understand his/her responsibility both at a state and federal level when it comes to prescribing medications. “Captain of the Ship” Project – Depressive Disorder Assignment.

In this Practicum Journal Assignment, you will explore the legalities associated with prescribing controlled substances, as well as what a DEA number is, how to obtain one, and, most importantly, how to prescribe controlled substances in your state. “Captain of the Ship” Project – Depressive Disorder Assignment.

Learning Objectives

Students will:
  • Analyze roles of the Drug Enforcement Administration
  • Analyze PMHNP responsibilities when issued a DEA number
  • Analyze DEA number application procedures. “Captain of the Ship” Project – Depressive Disorder Assignment.
  • Analyze state requirements for safe prescribing and prescription monitoring
  • Analyze PMHNP responsibilities for safe prescribing and prescription monitoring
  • Analyze Schedule II-V drug levels

** Assigned in Week 2 and submitted in Week 4.

To prepare for this Practicum Journal:

  • Review the Learning Resources.

In 2-3 pages:

  • Describe the role of the Drug Enforcement Administration (DEA) as it pertains to the PMHNP.
  • Explain your responsibilities when having a DEA number. “Captain of the Ship” Project – Depressive Disorder Assignment.
  • Explain how you apply for a DEA number.
  • Explain your state’s requirements for a safe prescribing and prescription monitoring program. Explain your responsibility as a PMHNP to follow these requirements.
  • Provide an example of a drug you may prescribe from each of the Schedule II-V drug levels.

By Day 7

Submit by Day 7 of Week 4.


Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point. “Captain of the Ship” Project – Depressive Disorder Assignment.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. “Captain of the Ship” Project – Depressive Disorder Assignment.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.


Making Connections

This week, you became “captain of the ship” as you took full responsibility for a client with a depressive disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You also explored how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring. “Captain of the Ship” Project – Depressive Disorder Assignment.

Next week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder. You also will complete the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam.

NURS_6670_Week2_Assignment1_Rubric

Excellent Good Fair Poor
Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) – 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Range: 24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Points Range: 21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Points Range: 0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted: The purpose of the paper is clear.
Points Range: 5 (5%) – 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Points Range: 4 (4%) – 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Purpose of the assignment is vague or off topic. “Captain of the Ship” Project – Depressive Disorder Assignment.
Points Range: 0 (0%) – 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Understand and interpret the assignment’s key concepts.
Points Range: 9 (9%) – 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Points Range: 8 (8%) – 8 (8%)
Demonstrates a clear understanding of key concepts. “Captain of the Ship” Project – Depressive Disorder Assignment.
Points Range: 7 (7%) – 7 (7%)
Shows some degree of understanding of key concepts.
Points Range: 0 (0%) – 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources.

Points Range: 18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Points Range: 16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Points Range: 14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Points Range: 0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
Points Range: 18 (18%) – 20 (20%)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
Points Range: 16 (16%) – 17 (17%)
Summarizes information gleaned from sources to support major points, but does not synthesize.
Points Range: 14 (14%) – 15 (15%)
Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. “Captain of the Ship” Project – Depressive Disorder Assignment.
Points Range: 0 (0%) – 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. “Captain of the Ship” Project – Depressive Disorder Assignment.
Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) 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, running head, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. “Captain of the Ship” Project – Depressive Disorder Assignment.
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