NRNP_6675 Assignment: Focused SOAP Note for Anxiety, PTSD, and OCD Essay

NRNP_6675 Assignment: Focused SOAP Note for Anxiety, PTSD, and OCD Essay

NRNP_6675 Assignment: Focused SOAP Note for Anxiety, PTSD, and OCD Essay

Subjective:

CC (chief complaint): “My mom thinks you will help me get better.”

HPI:

Dev Cordoba is a 7-year-old male client referred for psychiatric counseling by his pediatrician. He is accompanied by his mother, who reports that Dev has been anxious and usually worries about silly things like his mother dying or failing to pick him up from school. Dev has a habit of throwing items in the house and school, which has gotten him into trouble. Dev states that he is often anxious about various things. He also has distressing dreams of getting lost and failing to find his mother and brother. Dev states that he loses concentration in class and gets into trouble with his teachers for constantly looking through the window. Dev’s mother reports that Dev has difficulty getting to sleep since he wants the doors open and lights on, and he frequently awakes at night. Dev usually wants to leave school for home almost every day with complaints of stomach discomfort and headaches. His appetite has declined, and he has lost three pounds in three weeks. He wets the bed despite being prescribed DDVAP.

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Substance Current Use: No history of alcohol or substance use.

Medical History: No history of chronic diseases. Immunizations are current.

• Current Medications: None.
• Allergies:

• Reproductive Hx: Not applicable

ROS:

• GENERAL: Reports weight loss. Denies fatigue, fever, or chills
• HEENT: Reports headaches. Denies visual loss, ear pain/discharge, nasal discharge/blockage, or throat pain.
• SKIN: Denies rashes, itching, or bruises.
• CARDIOVASCULAR: Denies chest pain, edema, dyspnea, or palpitations.
• RESPIRATORY: Denies cough, sputum, chest pain, or wheezing.
• GASTROINTESTINAL: Reports loss of appetite and stomach ache. Denies nausea, vomiting, diarrhea, or constipation.
• GENITOURINARY: Denies dysuria, urinary frequency/urgency, or penile discharge.
• NEUROLOGICAL: Positive for headaches. Denies dizziness, loss of consciousness, muscle weakness, or tingling sensations.
• MUSCULOSKELETAL: Denies muscle pain, back pain, or joint stiffness/pain.
• HEMATOLOGIC: Denies anemia or bruises.
• LYMPHATICS: Denies lymph node swelling.
• ENDOCRINOLOGIC: Denies cold/heat intolerance, acute thirst, or excessive hunger.

Objective:

Diagnostic results: No diagnostic tests were ordered.

Assessment:

Mental Status Examination:

The boy is neat and appropriately dressed. He is alert and maintains adequate eye contact. He has clear and logical speech with normal rate and volume. He has a coherent and goal-directed thought process. He expresses worries about his mother and brother. The client has a phobia of the dark. No delusions, hallucinations, obsessions, or compulsions were noted. He is oriented to person, place, and time. He has good abstract thought and judgment. Insight is present.

Assessment

Pediatric Generalized Anxiety Disorder (GAD):

Pediatric GAD manifests with excessive and unjustified worry or anxiety about various things or events (Boland et al., 2022). Dev presents with symptoms that align with GAD, like excessive and baseless anxiety and worries about the mother and younger brother being in danger and the mother failing to pick him up from school. Besides, he has pertinent GAD symptoms like poor concentration levels, headaches, stomach aches, and sleeping disturbances.

Separation Anxiety Disorder

Separation anxiety disorder (SAD) is characterized by constant and excessive anxiety in children, linked with separation or imminent separation from the caregiver, parent, or family member (Gittelman & Klein, 2019). DEV develops excessive anxiety related to being separated from his mother and brother. He also has unjustified worries about losing his mother or the mother not picking him up from school. He experiences headaches, stomachaches, and nightmares about being separated from his mother and brother. The excessive worry about being separated from his mother and brother makes Dev frequently want to leave school.

Pediatric Obsessive-Compulsive Disorder (OCD)

Pediatric OCD presents with constant, persistent, and unwanted thoughts or urges that result in compulsions and interfere with a patient’s quality of life (Brezinka et al., 2020). OCD is a differential diagnosis based on Dev’s obsessions about losing his mother and brother. The obsessions have resulted in compulsions like sleeping with doors open and lights on and wanting to leave school to return home.

Plan

Pharmacologic treatment: Fluoxetine 10 mg orally once daily.

Non-pharmacological treatment- Psychotherapy plan: Weekly cognitive-behavioral therapy (CBT) for 12 sessions. CBT will help the client learn how to manage anxiety better and identify the situations that lead to anxiety (Krzikalla et al., 2023).

Alternative Therapies: Buspirone 5 mg orally once daily.

Health promotion & Patient Education: The patient will be educated on stress management strategies to help deal with anxiety.

Follow-up: Dev will be scheduled for a follow-up visit after four weeks to evaluate his progress with psychotherapy.

Reflection notes

If I were to conduct the assessment again, I would do things differently by taking the child’s developmental history to identify factors that could have contributed to the boy’s anxiety. I would also ask Dev how he interacts with his schoolmates and inquire about bullying, which could drive his desire to return home (Krzikalla et al., 2023). Ethical principles of autonomy and nonmaleficence should be upheld. The practitioner should uphold autonomy by seeking consent to assess and initiate treatment from Dev’s caregiver. Nonmaleficence should be upheld by implementing treatments that will not harm the patient psychologically or physically. SDOH related to this patient include Healthcare access, which may impact the quality of care the patient receives and health outcomes. Health promotion and disease prevention should focus on strategies that will help Dev deal with anxiety situations effectively at his age.

References

Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.

Brezinka, V., Mailänder, V., & Walitza, S. (2020). Obsessive-compulsive disorder in very young children – a case series from a specialized outpatient clinic. BMC psychiatry, 20(1), 366. https://doi.org/10.1186/s12888-020-02780-0

Gittelman, R., & Klein, D. F. (2019). Childhood Separation Anxiety and Adult Agoraphobia. In Anxiety and the Anxiety Disorders. Routledge.

Krzikalla, C., Morina, N., Andor, T., Nohr, L., & Buhlmann, U. (2023). Psychological interventions for generalized anxiety disorder: Effects and predictors in a naturalistic outpatient setting. Plos one, 18(3), e0282902. Doi: 10.1371/journal.pone.0282902

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FOCUSED SOAP NOTE FOR ANXIETY, PTSD, AND OCD

In this Assignment, you use a case study to develop a focused SOAP note based on evidence-based approaches.

LEARNING RESOURCES

Required Readings

• Boland, R. Verdiun, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
  • Chapter 2, “Neurodevelopmental Disorders and Other Childhood Disorders”
    • Section 2.8, “Trauma- and Stressor-Related Disorders in Children” (pp. 167-173)
    • Section 2.13, “Anxiety Disorders of Infancy, Childhood, and Adolescence: Separation Anxiety Disorder, Generalized Anxiety Disorder, and Social Anxiety Disorder (Social Phobia)” (pp. 194-200”)
    • Section 2.14, “Selective Mutism” (pp.  201-202)
    • Section 2.15, “Obsessive-Compulsive Disorder in Childhood and Adolescence” (pp. 203-206)
  • Chapter 8, “Anxiety Disorders”
  • Chapter 9, “Obsessive-Compulsive and Related Disorders”
  • Chapter 10, “Trauma- and Stressor-Related Disorders
• Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (Eds.). (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
  • Chapter 26, “Psychosocial Adversity”
  • Chapter 27, “Resilience: Concepts, Findings, and Clinical Implications”
  • Chapter 29, “Child Maltreatment”
  • Chapter 30, Child Sexual Abuse”
  • Chapter 58, “Disorders of Attachment and Social engagement Related to Deprivation”
  • Chapter 59, “Post Traumatic Stress Disorder”
• Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.
  • Chapter 6, “Physical Assessment, Diagnostic Tests, and Differential Diagnosis”
  • Chapter 12, “Anxiety Disorders”
• Document: Career Planner GuideDownload Career Planner Guide
• Document: Focused SOAP Note TemplateDownload Focused SOAP Note Template
• Document: Focused SOAP Note Exemplar

Required Media

• Centers for Disease Control and Prevention. (2020, April 3). Adverse childhood experiences (ACEs)Links to an external site. [Video].
  https://www.cdc.gov/violenceprevention/aces/index.html
• Dartmouth Films. (2018, September 25). Resilience Links to an external site.[Video]. YouTube.
  https://www.youtube.com/watch?v=bAXZVYDNURY
• NCTSN. (2007). The promise of trauma-focused therapy for childhood sexual abuseLinks to an external site. [Video].
  https://www.nctsn.org/resources/promise-trauma-focused-therapy-childhood-sexual-abuse-video

CASE STUDY TRANSCRIPT

[MUSIC PLAYING]

DR. JENNY: Hi there. My name is Dr. Jenny. Can you tell me your name and how old you are?

DEV CORDOBA: My name is Dev, and I am seven years old.

DR. JENNY: Wonderful. Dev, can you tell me what the month and the date is? And where are we right now?

DEV CORDOBA: Today is St. Patrick’s Day. It’s March 17th.

DR. JENNY: Do you know where we are?

DEV CORDOBA: We’re at the school.

DR. JENNY: Good. Did your mom tell you why you’re here today to see me?

DEV CORDOBA: She thought you were going to help me be better.

DR. JENNY: Yes, I am here to help you. Have you ever come to see someone like me before, or talked to someone like me before to help you with your mood?

DEV CORDOBA: No, never.

DR. JENNY: OK. Well, I would like to start with getting to know you a little bit better, if that’s OK. What do you like to do for fun when you’re at home?

DEV CORDOBA: Oh, I have a dog. His name is Sparky. We play policeman in my room. And I have LEGOs, and I could build something if you want.

DR. JENNY: I would love to see what you build with your LEGOs. Maybe you can bring that in for me next appointment. Who lives in your home?

DEV CORDOBA: My mom and my baby brother and Sparky.

DR. JENNY: Do you help your mom with your brother?

DEV CORDOBA: No. His breath smells like bad milk all the time. [CHUCKLES] And he cries a lot, and my mom spends more time with him.

DR. JENNY: So how do you feel most of the time? Do you feel sad or worried or mad or happy?

DEV CORDOBA: Worried.

DR. JENNY: What types of things do you worry about?

DEV CORDOBA: I don’t know, just everything. I don’t know.

DR. JENNY: OK. So your mom tells me you also have a lot of bad dreams. Can you tell me a little more about your bad dreams, like maybe what they’re about, how many nights you might have them?

DEV CORDOBA: I dream a lot that I’m lost, that I can’t find my mom or my little brother. They seem like they happen almost every night, but maybe not some nights.

DR. JENNY: Now that must feel horrible. Have you ever been lost before when maybe you weren’t asleep?

DEV CORDOBA: Oh, no. No. And I don’t like the dark. My mom puts me in a night light with the door open, so I know she’s really there.

DR. JENNY: That seems like that probably would help. Do you like to go to school? Or would you rather not go?

DEV CORDOBA: I worry about by mom and brother when I’m at school. All I can think about is what they’re doing, and if they’re OK. And besides, nobody likes me there. They call me Mr. Smelly.

DR. JENNY: Well. That’s not nice at all. Why do you feel they call you names?

DEV CORDOBA: I don’t know. But my mom says it’s because I won’t take my baths. [SIGHS] She tells me to, and it– and I have night accidents.

DR. JENNY: Oh, how does that make you feel?

DEV CORDOBA: Sad and really bad. They don’t know how it feels for their daddy to never come home. What if my mom doesn’t come home too?

DR. JENNY: Yes, you seem to worry about that a lot. Does this worry stop you from being able to learn in school?

DEV CORDOBA: Well, [SIGHS] my teacher is, all the time, telling me to sit down and focus. And I get in trouble for [SIGHS] looking out the window. And she moved my chair beside her desk, but I don’t mind because Billy leaves me alone now.

DR. JENNY: Billy. Have you ever hit Billy or anyone else?

DEV CORDOBA: No, but I did throw my book at him.

DR. JENNY: Hmm.

DEV CORDOBA: [CHUCKLES]

DR. JENNY: What about yourself? Have you ever hit yourself or thought about doing something to hurt yourself?

DEV CORDOBA: No.

DR. JENNY: OK. Well, Dev, I would like to talk to your mom now. We’re going to work together, and we’re going to help you feel happier, less worried, and be able to enjoy school more. Is that OK?

DEV CORDOBA: Yes. Thank you. MISS CORDOBA: Hi.

DR. JENNY: Thank you, Miss Cordoba, for bringing in Dev. I feel we can help him. So tell me, what is your

main concerns for Dev?

MISS CORDOBA: [SIGHS] Well, he just seems so anxious and worried all the time, silly things like I’m going to die, or I won’t pick him up from school. He says I love his brother more than him. He’ll throw things around the house, and gets in trouble at school for throwing things. He has a difficult time going to sleep. He wants his lights on, doors open, gets up frequently. And he’s all the time wanting to come home from school, claims stomach aches, and headaches almost daily. He won’t eat. He’s lost three pounds in the past three weeks. Our pediatrician sent us to you because he doesn’t believe anything is physically wrong. Oh, and I almost forgot. He still wets the bed at night. [SIGHS] We’ve tried everything. His pediatrician did give him DDVAP, but it doesn’t seem to help.

DR. JENNY: Hmm. OK. Can you tell me, do any blood relatives have any mental health or substance use issues?

MISS CORDOBA: No, not really.

DR. JENNY: What about his father? He said that he never came home.

MISS CORDOBA: Oh, yes. His father was deployed with the military when Dev was five. I told Dev he was on vacation. I didn’t know what to tell him. I thought he was too young to know about war. And his father was killed, so Dev still doesn’t understand that his father didn’t just leave him. [SIGHS] I just feel so guilty that all of this is my fault.

DR. JENNY: Miss Cordoba, you did the right thing by bringing in Dev. We can help you with him.

MISS CORDOBA: Oh, thank you.

[MUSIC PLAYING]

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the Focused SOAP Note Evaluation Template AND the Rubric as your guide.  It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required.  After reviewing full details of the rubric, you can use it as a guide.

In the Subjective section, provide:

• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS

Read rating descriptions to see the grading standards!

In the Objective section, provide:

• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

Read rating descriptions to see the grading standards!

In the Assessment section, provide:

• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

• Read rating descriptions to see the grading standards!

Reflect on this case. Include: Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

(The FOCUSED SOAP psychiatric evaluation is typically the follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERE

Subjective:

CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for medication management follow up for anxiety. He was initiated sertraline last appt which he finds was effective for two weeks then symptoms began to return.

Or

P.H., a 16-year-old Hispanic female, presents for follow up to discuss previous psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications as we deferred until further testing and screening was conducted.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. First what is bringing the patient to your follow up evaluation? Document symptom onset, duration, frequency, severity, and impact. What has worsened or improved since last appointment? What stressors are they facing? Your description here will guide your differential diagnoses into your diagnostic impression. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:  oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis.  Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Objective:

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment:

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Diagnostic Impression: You must begin to narrow your differential diagnosis to your diagnostic impression.  You must explain how and why (your rationale) you ruled out any of your differential diagnoses. You must explain how and why (your rationale) you concluded to your diagnostic impression.  You will use supporting evidence from the literature to support your rationale. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Case Formulation and Treatment Plan

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions including psychotherapy and/or psychopharmacology, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner.  *See an example below. You will modify to your practice so there may be information excluded/included. If you are completing this for a practicum, what does your preceptor document?

Risks and benefits of medications are discussed including non- treatment. Potential side effects of medications discussed (be detailed in what side effects discussed). Informed client not to stop medication abruptly without discussing with providers. Instructed to call and report any adverse reactions. Discussed risk of medication with pregnancy/fetus, encouraged birth control, discussed if does become pregnant to inform provider as soon as possible. Discussed how some medications might decreased birth control pill, would need back up method (exclude for males).

Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Encouraged abstinence. Discussed how drugs/alcohol affect mental health, physical health, sleep architecture.

Initiation of (list out any medication and why prescribed, any therapy services or referrals to specialist):

Client was encouraged to continue with case management and/or therapy services (if not provided by you)

Client has emergency numbers:  Emergency Services 911, the  Client’s Crisis Line 1-800-_______. Client instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. (only if you or preceptor provided them)

Reviewed hospital records/therapist records for collaborative information; Reviewed PMP report (only if actually completed)

Time allowed for questions and answers provided. Provided supportive listening. Client appeared to understand discussion. Client is amenable with this plan and agrees to follow treatment regimen as discussed. (this relates to informed consent; you will need to assess their understanding and agreement)

Follow up with PCP as needed and/or for:

Labs ordered and/or reviewed (write out what diagnostic test ordered, rationale for ordering, and if discussed fasting/non fasting or other patient education)

Return to clinic:

Continued treatment is medically necessary to address chronic symptoms, improve functioning, and prevent the need for a higher level of care.

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

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NRNP_6675_Week3_Assignment_Rubric

Criteria  Ratings  Pts

This criterion is linked to a Learning Outcome

Create documentation in the Focused SOAP Note Template about your assigned patient.

In the Subjective section, provide:

• Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS

15 to >13.0 pts

Excellent 90%–100%

The response thoroughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

15 pts

This criterion is linked to a Learning Outcome

In the Objective section, provide:

• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses

15 to >13.0 pts

Excellent 90%–100%

The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.

15 pts

This criterion is linked to a Learning Outcome

In the Assessment section, provide:

• Results of the mental status examination, presented in paragraph form• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

20 to >17.0 pts

Excellent 90%–100%

The response thoroughly and accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

20 pts

This criterion is linked to a Learning Outcome

In the Plan section, provide:

• Your plan for psychotherapy• Your plan for treatment and management, including alternative therapies. Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. • Incorporate one health promotion activity and one patient education strategy.

25 to >22.0 pts

Excellent 90%–100%

The response provides an evidence-based, detailed, and appropriate plan for psychotherapy for the patient…. The response provides an evidence-based, detailed, and appropriate plan for treatment and management, including pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters. A strong rationale for the plan is provided that demonstrates critical thinking and content understanding…. The response includes at least one evidence-based health promotion activity and one evidence-based patient education strategy.

25 pts

This criterion is linked to a Learning Outcome•

Discussion include

what may be done differently with this patient if student conducted the session again. Discussed the next intervention if you could follow up with this patient. The discussion was related to legal/ethical considerations (demonstrated critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that take into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

5 to >4.0 pts

Excellent 90%–100%

Reflections are thorough, thoughtful, and demonstrate critical thinking. Reflections contain a discussion of all elements described within assignment directions.

5 pts

This criterion is linked to a Learning Outcome

Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

10 to >8.0 pts

Excellent 90%–100%

The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.

10 pts

This criterion is linked to a Learning Outcome

Written Expression and Formatting –

The paper follows the correct APA format for parenthetical/in-text citations and reference list.

5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors

5 pts

This criterion is linked to a Learning Outcome

Written Expression and Formatting –

English Writing Standards: Correct grammar, mechanics, and punctuation

5 to >4.0 pts

Excellent 90%–100%

Uses correct grammar, spelling, and punctuation with no errors.

5 pts

Total Points: 100