Discussion: Psychiatric Process

Discussion: Psychiatric Process ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Psychiatric Process Student Name: ___________ Date: Client History: Name (initials only):______ Age: _____ Gender: _____ Unit: _____ Date of Admission: _________________ East Los Angeles College NURS 2231 Psychiatric Process Discussion Current Legal Status (Vol., 5150, 5250, Conservatorship, T-Con): 5150 Advisement (quote): Psychiatric Diagnosis: Medical and (or) physical problems: Psychosocial and Environmental Problems: (problems with primary support group, education, occupational, housing, economic, access to health care) Presenting Problem Reason for hospitalization (Client’s own words): Current stressors: Mental Status Examination Appearance (e.g. showered & groomed, wearing clean clothes, bizarre, inappropriate, disheveled, heavy makeup): Behavior & Motor Activity (Calm, hyperactive, bizarre gestures, mannerisms, tics, tremors, psychomotor retardation, restlessness, repetitive behavior, other): Attitude (cooperative, uncooperative, friendly, hostile, guarded, suspicious, belligerent): Affect (blunted, flat, guarded, labile, expansive, sad, or other): Mood (euthymic, angry, anxious, expansive, euphoric, irritable, apathetic, sad, or other): East Los Angeles College NURS 2231 Psychiatric Process Discussion Speech (normal rate, rhythm & tone, slowed, prolonged, speech latency, soft, loud, spontaneous, slurred, pressured, or other): Thought Content: Suicide Ideation (plan and/or intent): Homicidal Ideation (plan and/or intent): Hallucinations (auditory, visual, olfactory, gustatory, tactile): Delusions (bizarre, jealous, somatic, persecutory, paranoid, control, grandiose, religious, erotomania): Perception (ideas of reference, ideas of influence, thought insertion, thought withdrawal, thought broadcasting, depersonalization, phobias, illusions, other): Thought Process (logical, coherent, goal directed, illogical, circumstantial, tangential, flight of ideas, loose association, preservation, rumination, confabulations, confusion, other): Cognition (orientation, memory recall, concentration, attention span): Insight: Judgment: Coordination/gait/notable movement: Cultural issues, familial concerns and religious affiliation that may affect his/her care: Support System: Current Physical Health: Vital Signs – T: P: R: BP: / Pulse Oximeter reading: Pain (Numeric 1-10): Location: Character: How would you describe your health: Excellent Average Good Poor Nutritional Status: Diet: Feeding supplement: Swallowing / Chewing difficulty: Elimination Pattern: Activity-Exercise-Sleep-Rest Pattern: Group Attendance and Level of Participation: Substance Abuse: Substance Amount / Frequency Duration Last Used Withdrawal symptoms: Other Addictions (gambling, sex, internet, shopping, internet, etc.): Discharge Plans: Potential Nursing Diagnosis (Risk / Actual): Planning (patient goals): Nursing Interventions (include patient education): Evaluation (patient response to interventions and teachings): MEDICATION LIST Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Laboratory Report: LAB DATE RESULTS REERENCE RANGE DEPAKOTE LITHIUM TEGRETOL DILANTIN WBC Date: Hour Focus / Nursing Diagnosis D – Data A – Action R – Response West Coast University Patient Care Notes Patient Identification Student Daily Journal Personal goals for the day: Experience and activities of the day: Thoughts about your experience today: (How did you meet your goal?) Your feelings about today: (How can you utilize your experience in the future?) Fill out the worksheet attached based on the following scenario: Chelsea’s Story Chelsea was a 43-year-old married librarian who came to an outpatient mental health clinic with a long history of depression. She described being depressed for a month since she began a new job. She had concerns that her new boss and colleagues thought her work was poor and slow, and that she was not friendly. She had no energy or enthusiasm at home. Instead of playing with her children or talking to her husband, she watched TV for hours, overate and slept long hours. She gained six pounds in just three weeks, which made her feel even worse about herself. She cried many times through the week, which she reported as a sign that “the depression was back.” She also thought often of death but had never attempted suicide. Chelsea said her memory about her history of depression was a little fuzzy, so she brought in her husband, who had known her since college. They agreed that she had first become depressed in her teens and that she had had at least five different periods of depression as an adult. These episodes involved depressed mood, lack of energy, deep feelings of guilt, loss of interest in sex and some thoughts that life wasn’t worth living. Chelsea also sometimes had periods of “too much” energy, irritability and racing thoughts. These episodes of excess energy could last hours, days or a couple of weeks. Chelsea’s husband also described times when Chelsea seemed excited, happy, and self-confident — “like a different person.” She would talk fast, seem full of energy and good cheer, do all the daily chores and start (and often finish) new projects. She would need little sleep and still be up the next day. Because of her periods of low mood and thoughts of death, she had seen mental health care providers since her mid-teen years. Psychotherapy had given some help. Chelsea said that it “worked okay” — until she had another depressive episode. She could then not attend sessions and would just quit. She had tried three antidepressants. Each gave short-term relief from the depression, followed by a relapse. An aunt and grandfather had been in the hospital for mania, although Chelsea was quick to point out that she was “not at all like them.” Chelsea was diagnosed with bipolar II disorder and as having a current depressive episode. Her husband’s information about her moments of hypomania helped in making the diagnosis. East Los Angeles College NURS 2231 Psychiatric Process Discussion attachment_1 Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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Discussion: Psychiatric Process

Discussion: Psychiatric Process ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Psychiatric Process Fill out the worksheet attached based on the following scenario: Chelsea’s Story Chelsea was a 43-year-old married librarian who came to an outpatient mental health clinic with a long history of depression. She described being depressed for a month since she began a new job. She had concerns that her new boss and colleagues thought her work was poor and slow, and that she was not friendly. She had no energy or enthusiasm at home. Instead of playing with her children or talking to her husband, she watched TV for hours, overate and slept long hours. She gained six pounds in just three weeks, which made her feel even worse about herself. She cried many times through the week, which she reported as a sign that “the depression was back.” She also thought often of death but had never attempted suicide. East Los Angeles College NURS 2231 Psychiatric Process Chelsea said her memory about her history of depression was a little fuzzy, so she brought in her husband, who had known her since college. They agreed that she had first become depressed in her teens and that she had had at least five different periods of depression as an adult. These episodes involved depressed mood, lack of energy, deep feelings of guilt, loss of interest in sex and some thoughts that life wasn’t worth living. Chelsea also sometimes had periods of “too much” energy, irritability and racing thoughts. These episodes of excess energy could last hours, days or a couple of weeks. Discussion: Psychiatric Process Chelsea’s husband also described times when Chelsea seemed excited, happy, and self-confident — “like a different person.” She would talk fast, seem full of energy and good cheer, do all the daily chores and start (and often finish) new projects. She would need little sleep and still be up the next day. Because of her periods of low mood and thoughts of death, she had seen mental health care providers since her mid-teen years. Psychotherapy had given some help. Chelsea said that it “worked okay” — until she had another depressive episode. She could then not attend sessions and would just quit. She had tried three antidepressants. Each gave short-term relief from the depression, followed by a relapse. An aunt and grandfather had been in the hospital for mania, although Chelsea was quick to point out that she was “not at all like them.” Chelsea was diagnosed with bipolar II disorder and as having a current depressive episode. Her husband’s information about her moments of hypomania helped in making the diagnosis. Discussion: Psychiatric Process Student Name: ___________ Date: Client History: Name (initials only):______ Age: _____ Gender: _____ Unit: _____ Date of Admission: _________________ Current Legal Status (Vol., 5150, 5250, Conservatorship, T-Con): 5150 Advisement (quote): Psychiatric Diagnosis: Medical and (or) physical problems: Psychosocial and Environmental Problems: (problems with primary support group, education, occupational, housing, economic, access to health care) Presenting Problem Reason for hospitalization (Client’s own words): Current stressors: Mental Status Examination Appearance (e.g. showered & groomed, wearing clean clothes, bizarre, inappropriate, disheveled, heavy makeup): Behavior & Motor Activity (Calm, hyperactive, bizarre gestures, mannerisms, tics, tremors, psychomotor retardation, restlessness, repetitive behavior, other): Attitude (cooperative, uncooperative, friendly, hostile, guarded, suspicious, belligerent): Affect (blunted, flat, guarded, labile, expansive, sad, or other): Mood (euthymic, angry, anxious, expansive, euphoric, irritable, apathetic, sad, or other): Speech (normal rate, rhythm & tone, slowed, prolonged, speech latency, soft, loud, spontaneous, slurred, pressured, or other): Thought Content: Suicide Ideation (plan and/or intent): Homicidal Ideation (plan and/or intent): Hallucinations (auditory, visual, olfactory, gustatory, tactile): Delusions (bizarre, jealous, somatic, persecutory, paranoid, control, grandiose, religious, erotomania): ­­ Perception (ideas of reference, ideas of influence, thought insertion, thought withdrawal, thought broadcasting, depersonalization, phobias, illusions, other): Thought Process (logical, coherent, goal directed, illogical, circumstantial, tangential, flight of ideas, loose association, preservation, rumination, confabulations, confusion, other): Cognition (orientation, memory recall, concentration, attention span): Insight: Judgment: Coordination/gait/notable movement: Cultural issues, familial concerns and religious affiliation that may affect his/her care: Support System: Current Physical Health: Vital Signs – T: P: R: BP: / Pulse Oximeter reading: Pain (Numeric 1-10): Location: Character: How would you describe your health: Excellent Average Good Poor Nutritional Status: Diet: Feeding supplement: Swallowing / Chewing difficulty: Elimination Pattern: Activity-Exercise-Sleep-Rest Pattern: Group Attendance and Level of Participation: Substance Abuse: Substance Amount / Frequency Duration Last Used Withdrawal symptoms: Other Addictions (gambling, sex, internet, shopping, internet, etc.): Discharge Plans: Potential Nursing Diagnosis (Risk / Actual): Planning (patient goals): Nursing Interventions (include patient education): Evaluation (patient response to interventions and teachings): MEDICATION LIST Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Medication (Generic / Trade) Dose / Route / Frequency / Range Side Effects Food and Drug Interaction Purpose / Rationale for the Patient Laboratory Report: LAB DATE RESULTS REERENCE RANGE DEPAKOTE LITHIUM TEGRETOL DILANTIN WBC Date: Hour Focus / Nursing Diagnosis D – Data A – Action R – Response West Coast University Patient Care Notes Patient Identification Student Daily Journal Personal goals for the day: Experience and activities of the day: Thoughts about your experience today: (How did you meet your goal?) Your feelings about today: (How can you utilize your experience in the future?). East Los Angeles College NURS 2231 Psychiatric Process Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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