NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents 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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
Whether one passes or fails an academic assignment such as the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents 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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
The introduction for the Walden University NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents 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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
After the introduction, move into the main part of the NRNP 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents 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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
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 6665 Week 3 Assignment 1: Prescribing for Children and Adolescents
Disruptive mood dysregulation disorder (DMDD) is a recently introduced diagnostic in the DSM-5 that seeks to enhance the categorization and management of children who experience persistent irritation and intense temper outbursts that are not episodic (Mürner-Lavanchy et al., 2021). Children with DMDD often experience intense and frequent outbursts of anger, which may significantly disrupt their daily functioning in many settings, such as home, school, and social interactions. This blog offers a comprehensive examination of DMDD, including its symptoms and therapy.
Signs and Symptoms
DMDD is a disorder marked by intense episodes of anger, persistent melancholy, impatience, and exaggerated emotional responses. This condition impacts children who are six years old or older, starting before the age of ten, lasting for a minimum of one year, and resulting in challenges in functioning across various settings (Findling et al., 2022). Additionally, symptoms may manifest in other child mental diseases such as depression, bipolar disorder, and oppositional defiant disorder. Additionally, some children may exhibit comorbidity, whereby they have a secondary condition, such as attention deficit or anxiety disorders. Thus, it is essential to have a thorough assessment conducted by a qualified mental health practitioner.
Pharmacological Treatments
At present, there are no drugs authorized by the FDA for the treatment of DMDD in children or adolescents. Healthcare practitioners have the authority to administer stimulants, antidepressants, and atypical antipsychotics in order to relieve symptoms. It is essential to monitor and report any side effects of these drugs to healthcare experts. Stimulants are often used for the treatment of ADHD and have the potential to reduce irritability in kids with DMDD (Brænden et al., 2023). Antidepressant medications, such as citalopram and methylphenidate, may be effective in decreasing irritability in children with DMDD. Atypical antipsychotics are used for the treatment of irritability, extreme outbursts, or violence.
Nonpharmacological Treatments
The standard treatment for DMDD generally involves psychotherapy, and in some instances, medication may also be prescribed. Psychotherapy is frequently the first approach used in the treatment process (Sheybani et al., 2022). Cognitive behavioral therapy (CBT) is a very successful approach to addressing anger and disruptive behavior. Additionally, parent training equips individuals with helpful strategies for managing irritable behavior, such as predicting situations, planning, providing predictable reactions, and offering incentives for good behavior.
Community Resources
DMDD.org provides a range of services, including support groups and research, to assist families in effectively managing the difficulties associated with DMDD. They provide pragmatic tactics, collective anecdotes, and online communities for assistance. Parents and carers may get relevant material, engage in research endeavors, and foster significant relationships via Facebook groups (Benarous et al., 2020). DMDD.org acknowledges the scarcity of research and information pertaining to DMDD and establishes a community for parents and carers to provide mutual assistance. By being part of the community, parents and carers may get up-to-date information, exchange expertise, and collaborate to enhance the well-being of persons with DMDD.
Referrals
A comprehensive assessment conducted by a pediatric healthcare professional may help identify the underlying factors contributing to a child’s behavior and give suitable recommendations for intervention. Additionally, one may inquire about obtaining a recommendation for a mental health practitioner who specializes in dealing with children and adolescents (Benarous et al., 2020). Such professionals may include social workers, community mental health nurses, occupational therapists, psychiatrists, psychologists, counselors, and community support workers.
References
Benarous, X., Bury, V., Lahaye, H., Desrosiers, L., Cohen, D., & Guilé, J. M. (2020). Sensory processing difficulties in youths with disruptive mood dysregulation disorder. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.00164
Benarous, X., Renaud, J., Breton, J. J., Cohen, D., Labelle, R., & Guilé, J. (2020). Are youths with disruptive mood dysregulation disorder different from youths with major depressive disorder or persistent depressive disorder? Journal of Affective Disorders, 265, 207–215. https://doi.org/10.1016/j.jad.2020.01.020
Brænden, A., Coldevin, M., Zeiner, P., Stubberud, J., & Melinder, A. (2023). Executive function in children with disruptive mood dysregulation disorder compared to attention-deficit/hyperactivity disorder and oppositional defiant disorder and in children with different irritability levels. European Child & Adolescent Psychiatry, 33(1), 115–125. https://doi.org/10.1007/s00787-023-02143-6
Findling, R. L., Zhou, X., George, P., & Chappell, P. B. (2022). Diagnostic trends and prescription patterns in disruptive mood dysregulation disorder and bipolar Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 61(3), 434–445. https://doi.org/10.1016/j.jaac.2021.05.016
Mürner-Lavanchy, I., Kaess, M., & Koenig, J. (2021). Diagnostic instruments for the assessment of disruptive mood dysregulation disorder: a systematic review of the literature. European Child & Adolescent Psychiatry, 32(1), 17–39. https://doi.org/10.1007/s00787-021-01840-4
Sheybani, H., Mikaeili, N., & Narimani, M. (2022). The efficacy of cognitive behavior therapy on emotion regulation and irritability of the students suffering from disruptive mood dysregulation disorder. jsp.uma.ac.ir. https://doi.org/10.22098/jsp.2022.1569