NRNP 6635 Week 10 Assignment: Assessing and Diagnosing

Walden University NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders 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 NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Whether one passes or fails an academic assignment such as the Walden University NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders 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 NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

The introduction for the Walden University NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders 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.

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How to Write the Body for NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

After the introduction, move into the main part of the NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders 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 NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

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 NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

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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Sample Answer for NRNP 6635 Week 10 Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Subjective:

Chief Complaint: “When teachers tell me assignments in school, I don’t very well remember what they said your assignments are. Sometimes, they have to write her down a list. Sometimes I lose the list. Actually, Every day.”

History of Presenting Illness: S.H an 11-year-old female Caucasian from Washington presents for a psychiatric evaluation due to difficulty in concentration. She is currently not on any medication. She is accompanied by her mum as she is a minor. They present filled forms on Attention deficit. The patient reports not remembering the assignments she is given at school. She also reports that when the assignments are written on a list she loses the list or forgets where she put the assignment. This problem started when she began school and is not improving or worsening. She also reports finding it difficult to sit still on her chair at school. She fidgets and gets out of the chair. She reports finding it difficult to sit still to read as she only sits still for an average of five minutes. She reports having difficulty remembering what she has read or what she was taught. She reports losing a lot of her personal belongings and making mistakes in classwork. These mistakes frustrate her as she tries to do her best. She reports remembering things that make her feel good. Her mum reports that she loves art but keeps jumping from one artwork to another and faces difficulties when she is in groups. She can however play video games for a long time. The mother reports that she liked engaging in risky behavior from her childhood. She gets adequate sleep of 9-10 hours. She does not feed well due to her inability to sit still for a significant duration of time. There is no reported history of head trauma. Developmental milestones were timely achieved and the vaccination schedule was up to the minute.

Past Psychiatric History: The patient has never been enrolled in treatment before, and no previous hospitalizations or psychiatric diagnoses reported.

Substance Current Use and History: There is no history of substance abuse reported. There is no history of maternal substance abuse during pregnancy.

Family History: There is no family history of mental illness reported.

Social History: The patient lives with both parents in Washington D.C. She has a younger brother. She goes to school. She loves art, playing with her dog, and playing video games.

Medical History: There is no history of head injury, convulsions, or any other illnesses.

Current Medications: S.H is not on any medication.
Allergies: There are no reported drug or food allergies.
Reproductive History: No menstrual history was reported.

ROS:

GENERAL: There is no fever, fatigue, or chills reported.

HEENT: no history of head trauma, no headache, no visual problems, no pain in the eye, no tearing, no blurring of vision, no excessive sensitivity to light, no reported ear discharge, no difficulty hearing, no reported history of sneezing or nasal stuffiness, no sore throat or voice changes.
Skin: no itchiness of the skin or rash eruptions on the skin, no skin pigmentation changes, no striae.
Cardiovascular: No chest pain, no awareness of heartbeat, no dyspnea on exertion, no paroxysmal nocturnal dyspnea, no body edema.
Respiratory: no cough, no chest pains, no breathing difficulties.
Gastrointestinal: no vomiting, no regurgitation of food after eating, no loose stools, no blood in stool, intact appetite.
Genitourinary: no increased frequency or urgency for urination, no per vaginal discharge, no anogenital warts.
Neurological: no headaches, no dizziness, no diplopia, no changes in the normal gait and posture, and no muscle weaknesses.
Musculoskeletal: no joint swellings, no joint pains, no stiffness of joints, and no obvious muscle wasting reported.
Hematologic: no bleeding tendencies such as bleeding gums or hemorrhage in the skin, no pallor, and no recurrent infections.
Lymphatics: no lymph node enlargement, no history of splenomegaly or splenectomy, and no one-sided leg swelling.
Endocrinologic: no awareness of heartbeat, no oversensitivity to heat or cold, no increased frequency of urination or thirst, normal appetite, no darkening of the skin.

Objective:

Physical exam: vital signs: Temperature- 97.4 F, Pulse rate- 58, Respiratory rate 14, Blood Pressure 98/62mmHg Height 4’5 Weight 65lbs.

Diagnostic results: Liver function tests, thyroid function tests, renal function tests, complete blood count and imaging studies are all normal.

Assessment:

Mental Status Examination: S.H is 11 years old female Caucasian minor of medium build and looks her age. She is well kempt and neat. She is initially pleasant in manner but becomes easily distractible. She is fairly calm at the start of the assessment but becomes fidgety and restless within a short time. She has difficulty maintaining eye contact and maintaining social engagement. She displays agitation as she is unable to sit still, and keeps fidgeting, picking her cloth. Her speech rate, rhythm, and volume are fairly normal. Objectively, her mood is appropriate with an anxious affect. She exudes anxiety. Her thought process is coherent, and logical, with a goal-directed stream of thought but she loses interest fast. She is easily distracted. She has no perception anomalies. In cognition, she is alert and oriented. She has difficulties with short-term memory, poor attention, and concentration. Her judgment is intact but only has a grade two insight as she has a slight awareness of being sick and needing help.

Primary Diagnosis: DSM-V 314.01 (F90.2) Combined presentation of Attention Deficit and Hyperactivity Disorder: S.H meets the criteria of both Inattention and hyperactivity according to the DSM-V criteria. She makes classwork mistakes as a result of not paying attention to the details, she daydreams constantly even in situations where there are no distractions, reluctant in school work but she can sit long hours for video games, and she keeps losing her personal belongings like books and her bracelet, is easily distractible and immensely forgetful. She shows hyperactivity by being fidgety, getting off her chair when she is not supposed to, she can’t concentrating on one artwork at a time and having difficulties waiting for her turn. These symptoms must occur before age 12 (American Psychiatric Association, 2013). For this patient, these symptoms started when she began school. According to Cabral et al., (2020) ADHD interferes with the social and academic development of patients. As discussed, S.H is unable to do her class work in the right manner as per the rubrics. The symptomatology of ADHD in this patient is also displayed both at home and school.

Differential Diagnoses: 299.00 (F84.0) Autism Spectrum Disorder, 300.02 (F41.1) Generalized Anxiety disorder, and 312.34 (F63.81) Intermittent Explosive Disorder.

299.00 (F84.0) autism spectrum disorder: Children with ASD tend to display inattention and social difficulties just like those with ADHD (American Psychiatric Association, 2013). Both ASD and ADHD may be manifested in poor academic and social performance. Inattention in ASD is due to an inherent lack of interest in something while in ADHD is due to distraction from external stimuli (Rommelse et al., 2018). This rules out ASD as S.H have an interest in things like art and class work but is just distracted.

300.02 (F41.1) Generalized Anxiety disorder: Anxiety state disorder is a plausible differential as it is also marked by inattention and hyperactivity. There is restlessness and difficulty in concentration characterized by daydreaming (Ströhle et al., 2018). These symptoms are both present in S.H who keeps on daydreaming and is unable to concentrate on a single task for long. However, anxiety states are generally marked with worry and ruminations which are absent in this patient.

312.34 (F63.81) Intermittent Explosive Disorder: Both ADHD and Intermittent Explosive Disorder manifest through heightened impulsivity and hyperactivity (Radwan & Coccaro, 2020). Although these disorders may coexist in a single patient, they are demarcated by the fact that IED patients exhibit severe aggression and temper outbursts. This rules out IED as S.H does not exhibit aggression.

Reflections:

A detailed history and quality in-hospital and out-of-hospital evaluation are critical in the diagnosis of ADHD. The patient must be monitored in more than one environment (Wolraich et al., 2019). It is plausible that the care provider gives questionnaires to be filled out at home and school. This patient presents with the classical features of ADHD consisting of inattention and hyperactivity. According to Grimm et al., (2020) the heritability of ADHD stands at 77-88%. This is a high value. If I were to redo this case again, I would look for any family history of ADHD in first-degree relatives. The diagnosis of a child to be having a mental disorder of any kind is a distressing experience for parents, especially first-time parents. Such situations require adequate counseling to help them know that they can be helped to shape the child’s future into a desirable one.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th edition). Reference Reviews, 28(3). https://doi.org/10.1108/rr-10-2013-0256

Cabral, M. D. I., Liu, S., & Soares, N. (2020). Attention-deficit/hyperactivity disorder: diagnostic criteria, epidemiology, risk factors and evaluation in youth. Translational Pediatrics, 9(S1), S104–S113. https://doi.org/10.21037/tp.2019.09.08

Grimm, O., Kranz, T. M., & Reif, A. (2020). Genetics of ADHD: What Should the Clinician Know? Current Psychiatry Reports, 22(4). https://doi.org/10.1007/s11920-020-1141-x

Radwan, K., & Coccaro, E. F. (2020). Comorbidity of disruptive behavior disorders and intermittent explosive disorder. Child and Adolescent Psychiatry and Mental Health, 14(1). https://doi.org/10.1186/s13034-020-00330-w

Rommelse, N., Visser, J., & Hartman, C. (2018). Differentiating between ADHD and ASD in childhood: some directions for practitioners. European Child & Adolescent Psychiatry, 27(6), 679–681. https://doi.org/10.1007/s00787-018-1165-5

Ströhle, A., Gensichen, J., & Domschke, K. (2018). The Diagnosis and Treatment of Anxiety Disorders. Deutsches Aerzteblatt Online, 115(37). https://doi.org/10.3238/arztebl.2018.0611

Wolraich, M. L., Chan, E., Froehlich, T., Lynch, R. L., Bax, A., Redwine, S. T., Ihyembe, D., & Hagan, J. F. (2019). ADHD Diagnosis and Treatment Guidelines: A Historical Perspective. Pediatrics, 144(4), e20191682. https://doi.org/10.1542/peds.2019-1682