NSG 480 Capstone Process Paper And Clinical Presentation Ter

NSG 480 Capstone Process Paper/Clinical Presentation Term 3/2020

This assignment requires the development of a comprehensive clinical process paper focusing on a specific medical diagnosis, including pathophysiology, nursing considerations, assessment, diagnosis, planning, implementation, and evaluation. The work should be grounded in scholarly resources, demonstrate critical thinking, and adhere to APA formatting. It involves analyzing a case study of a client, making clinical decisions regarding medication prescriptions, and reflecting on the outcomes and learnings from these decisions.

Paper For Above instruction

The assignment involves a detailed exploration of a medical diagnosis relevant to psychiatric-mental health nursing, with particular emphasis on assessment and management strategies. It requires a thorough literature review on the pathophysiology, signs and symptoms, diagnostic measures, and treatment options of the chosen condition. The student must articulate why the topic is personally significant and identify nursing considerations that influence care. Moreover, the paper should delineate assessment findings—both subjective and objective—and reflect on how prior nursing education informed these decisions.

Developing nursing diagnoses is central, integrating physical, psychosocial, and educational aspects. The student must then design a care plan, addressing potential challenges and how resources and delegation influence nursing practice. The evaluation should critically appraise best practices that enhance patient safety and quality of care, along with personal insights gained through the process.

Throughout, the paper must incorporate a minimum of three scholarly peer-reviewed sources, properly cited in APA format, with a comprehensive reference list. Proper academic writing standards—clarity, grammar, punctuation, and formatting—are essential.

The clinical decision-making process involves three critical medication decisions based on a case study of a Puerto Rican woman with comorbid addiction. At each decision point, the nurse must justify their choice, state their intended outcomes, compare expected versus actual results, and support rationale with evidence. This reflective process demonstrates understanding of pharmacokinetic and pharmacodynamic factors, along with ethical and legal considerations in prescribing.

Additionally, a component of the assignment involves exploring eating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorder, focusing on their clinical features, assessment, and treatment modalities. The significance of understanding these disorders is underscored by personal and professional relevance, emphasizing holistic, patient-centered care.

Overall, this comprehensive project synthesizes theoretical knowledge, clinical reasoning, and evidence-based practice to prepare students for advanced mental health nursing roles, emphasizing critical analysis, reflection, and scholarly rigor in developing patient-centered care plans.

Assessment of Disorders with Emphasis on Eating Disorders and Mental Health Nursing

Understanding mental health conditions such as eating disorders and substance use disorders is crucial for psychiatric nursing practice. The pathophysiology of anorexia nervosa involves complex interactions between biological, psychological, and sociocultural factors, leading to severe weight loss, hormonal imbalances, and systemic complications (Gowers & Bryant-Waugh, 2004). Recognizing signs like significant weight loss, amenorrhea, and lanugo, and understanding diagnostic tools such as eating disorder inventories enable nurses to identify at-risk patients early (ATI, 2016).

Care considerations include monitoring vital signs, supporting nutritional rehabilitation, and fostering a trusting therapeutic relationship. From a nursing perspective, assessment includes evaluating family history, body image disturbances, and environmental influences. Nurse diagnoses such as “Imbalanced Nutrition: Less than Body Requirements” and “Disturbed Body Image” guide targeted interventions (Wattam & Bell, 2014). Effective planning involves setting realistic goals that address both physiological and psychosocial needs, using evidence-based therapies like cognitive-behavioral therapy (CBT) and family-based approaches (Nierengarten, 2017).

In implementing care, collaboration with multidisciplinary teams, utilizing institutional resources such as dietitians, psychologists, and support groups, is essential. Monitoring lab values—electrolytes, liver function tests—anticipates potential complications like arrhythmias. Situational challenges include patient ambivalence toward recovery and cognitive distortions; thus, nurses must employ motivational interviewing and patient education (Clementine, 2018). The evaluation emphasizes the importance of continuous assessment of weight gain, nutritional status, and psychological well-being, recognizing that best practices like early intervention significantly improve outcomes (Gowers & Bryant-Waugh, 2004).

Similarly, mental health nursing must address substance use and impulsivity issues, emphasizing pharmacological and psychotherapeutic interventions. Pharmacotherapy, tailored to individual pharmacokinetic responses and comorbidities, requires careful assessment of drug effects and interactions (Stahl, 2013). Ethical and legal considerations include informed consent, risk assessment, and confidentiality, especially when prescribing controlled substances for addiction (Stahl & Grady, 2012).

Learning through case analysis enhances clinical reasoning, fostering a holistic understanding of patient needs, treatment complexities, and the importance of evidence-based practice. Such knowledge equips mental health nurses to advocate for safe, ethical, and effective patient care, ultimately improving recovery trajectories and quality of life (ATI, 2016; Wattam & Bell, 2014).

References

• ATI Nursing Education. (2016). Mental Health For Nursing. Assessment Technologies Institute, LLC.
• Gowers, S., & Bryant-Waugh, R. (2004). Management of child and adolescent eating disorders: the current evidence base and future directions. Journal Of Child Psychology And Psychiatry, 45(1), 63-83. https://doi.org/10.1046/j..2003.00309
• Nierengarten, M. B. (2017). When losing weight leads to eating disorders: Contemporary Pediatrics, 34(6), 25-30.
• Wattam, J., & Bell, P. P. (2014). Treating adolescent females with bulimia nervosa: Using a creative approach with cognitive behavioral therapy.
• Clementine: The Importance of Education in Eating Disorder Treatment Programs for Teenagers. (2018). Monte Nido Affiliate for Adolescents.
• Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). Cambridge University Press.
• Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated substance use and impulsive disorder. Cambridge University Press.
• Assessment Technologies Institute, LLC. (2016). Mental Health for Nursing.
• Food and Drug Administration. (2018). Prescribing information for medications used in eating disorders and addiction treatment.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).