NRNP 6675: PMHNP Care Across the Lifespan II Essay

NRNP 6675: PMHNP Care Across the Lifespan II Essay

NRNP 6675: PMHNP Care Across the Lifespan II Sample Essay

Pathways Mental Health

Psychiatric Patient Evaluation

Instructions			Use the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit them all together as one document.
Identifying Information			Identification was verified by stating their name and date of birth. Time spent for evaluation: 0900am-0957am
Chief Complaint			“My other provider retired. I don’t think I’m doing so well.”
HPI			25 yo Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg PO daily for PTSD, atomoxetine 80mg PO daily for ADHD. Today, the client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking.  Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.
Diagnostic Screening Results			Screen of symptoms in the past 2 weeks: PHQ 9 = 0 with symptoms rated as no difficulty in functioning Interpretation of Total Score Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression GAD 7 = 2 with symptoms rated as no difficulty in functioning Interpreting the Total Score: Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety MDQ screen negative PCL-5 Screen 32
Past Psychiatric and Substance Use Treatment			·         Entered mental health system when she was age 19 after raped by a stranger during a house burglary. ·         Previous Psychiatric Hospitalizations:  denied ·         Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015 ·         Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing) ·         Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school records
Substance Use History			Have you used/abused any of the following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015   Any history of substance related: ·         Blackouts:  + ·         Tremors:   – ·         DUI: – ·         D/T’s: – ·         Seizures: – Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetings
Psychosocial History			Client was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children. Employed at local tanning bed salon Education: High School Diploma Denied current legal issues.
Suicide / HOmicide Risk Assessment			RISK FACTORS FOR SUICIDE: ·         Suicidal Ideas or plans – no ·         Suicide gestures in past – no ·         Psychiatric diagnosis – yes ·         Physical Illness (chronic, medical) – no ·         Childhood trauma – yes ·         Cognition not intact – no ·         Support system – yes ·         Unemployment – no ·         Stressful life events – yes ·         Physical abuse – yes ·         Sexual abuse – yes ·         Family history of suicide – unknown ·         Family history of mental illness – unknown ·         Hopelessness – no ·         Gender – female ·         Marital status – single ·         White race ·         Access to means ·         Substance abuse – in remission   PROTECTIVE FACTORS FOR SUICIDE: ·         Absence of psychosis – yes ·         Access to adequate health care – yes ·         Advice & help seeking – yes ·         Resourcefulness/Survival skills – yes ·         Children – no ·         Sense of responsibility – yes ·         Pregnancy – no; last menses one week ago, has Norplant ·         Spirituality – yes ·         Life satisfaction – “fair amount” ·         Positive coping skills – yes ·         Positive social support – yes ·         Positive therapeutic relationship – yes ·         Future oriented – yes   Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors   Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol.   No required SAFETY PLAN related to low risk
Mental Status Examination			She is a 25 yo Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, She is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.
Clinical Impression			Client is a 25 yo Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.
Diagnostic Impression			From the patient history and psychiatric evaluation displayed above, the patient qualifies for a total of three diagnostic impressions. The DSM-V and ICD-10 codes have been provided  for these diagnostic impressions, such as (Mandia, 2020): 1.       Post-Traumatic Stress Disorder (PTSD): ICD-10 code F43.12 and DSM-V code309.81 2.       Attention Deficit Hyperactive Disorder (ADHD): ICD-10 code F90.0 and DSM-V code 314.01 3.       Stimulant Use Disorder: ICD-10 codes F15.20 and DSM-V code F1x.10
Treatment Plan			1)       Medication: ·         Increase fluoxetine 40mg po daily for PTSD #30 1 RF ·         Continue with atomoxetine 80mg po daily for ADHD.  #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful   2)       Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing  medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and Encouraged ongoing abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETwOH affects mental health, physical health, sleep architecture.   3)       Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment.   4)       Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal.   5)       Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation.   6)       RTC in 30 days   7)       Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results Patient is amenable with this plan and agrees to follow treatment regimen as discussed.

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Narrative Answers

Pertinent Information in Documenting ICD-10 and DSM-5 Coding

To ensure the accurate and dependable documentation of ICD-10 and DSM-V coding, specific data must be obtained. Insufficient data can result in substandard healthcare and inadequate compensation for the rendered services from the insurance provider or payor.  The ICD-10 and DSM coding systems encompass significant data points such as patient history, physical exam, medical decision-making, therapy for the patient, coordination of care, the nature of the presenting health issue, and time (Mandia, 2020). The aforementioned constituents are further subdivided into particularities. As an illustration, an all-encompassing patient history encompasses details such as the primary complaint, the history of the presenting illness, a review of the system, and pertinent family and social history, among other factors (Sarmiento & Lau, 2020). The case study of a 25-year-old female patient of Russian origin includes details about the duration of care services provided to the patient. A comprehensive illustration of the patient’s history of presenting medical conditions has been provided. Supplementary essential data required for the documentation of the case mentioned above comprises an evaluation of the risk of suicide, a comprehensive record of substance use, a thorough assessment of the patient’s mental state, and a plan of care, among other pertinent details.

Missing Pertinent Information in the Case Study

However, certain important information is lacking in the supplied case study, which is critical in encouraging proper ICD-10 and DSM-V coding and categorization. The identifying information provided by First et al. (2018) solely pertains to the duration of time spent with the patient, without specifying the exact date on which the patient was attended to. Ensuring proper follow-up and monitoring of care outcomes is crucial for effectively implementing the right treatments. The pertinent details regarding the patient’s previous medical professional and current medical practitioner are also absent. This information proves to be particularly valuable when there is a need for inquiries or clarifications about the history of drug usage and other related factors.

Improving Documentation in Support of Billing and Coding for Maximum Reimbursement

To optimize reimbursements, it is recommended that healthcare organizations implement contemporary technological solutions, such as Electronic Health Records (EHR), to facilitate streamlined and precise documentation of patient data (Bajowala et al., 2020). Healthcare providers will likely experience greater ease in utilizing the electronic health record (EHR) system to document and revise patient data. As insurance schemes and other payers have an obligation of confidentiality with their enrollees, they must have access to consistent and reliable documentation. Electronic health records (EHR) provide a viable solution for this purpose. In the event of a claim, supplementary details may be necessary, encompassing the rationale behind the provision of care services. Therefore, the implementation of effective documentation practices will ensure that patients receive the highest possible reimbursement for the care services they receive.

References

Bajowala, S. S., Milosch, J., & Bansal, C. (2020). Telemedicine pays billing and coding update. Current Allergy and Asthma Reports, 20(10), 1-9. https://doi.org/10.1007/s11882-020-00956-y

First, M. B., Rebello, T. J., Keeley, J. W., Bhargava, R., Dai, Y., Kulygina, M., … & Reed, G. M. (2018). Do mental health professionals use diagnostic classifications the way we think they do? A global survey. World Psychiatry, 17(2), 187-195. DOI: 10.1002/wps.20525.

Mandia, S. (2020). Accuracy of Diagnosis Coding Based On ICD-10. Asian Pacific Journal of Health Sciences, 7(1), 43–47. https://doi.org/10.21276/apjhs.2020.7.1.8

Sarmiento, C., & Lau, C. (2020). Diagnostic and Statistical Manual of Mental Disorders: DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences: Personality Processes and Individual Differences, 125-129.  https://doi.org/10.1002/9781119547174.ch198

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WEEK 2: AT A GLANCE

CODING/BILLING AND STUDY PLAN

ASSIGNMENT 1

 

ASSIGNMENT 2

 

RESOURCES

 

REMINDER

 

LOOKING AHEAD

INTRODUCTION

 

counsellingReimbursement and the appropriate coding to support it are of paramount importance to the business side of the medical field. When a service is provided, a code is used to extract billable information from the medical documentation, which results in insurance reimbursements to the provider. Reimbursement rates and medical coding can be almost as complicated as treating some mental illnesses, and you will need to understand how to accurately code services for documentation, billing, and reimbursement.

This week, you analyze the relationships among documentation, coding, and billing in advanced practice nursing as you practice applying diagnostic criteria and service codes to a case study. You will also evaluate the progress you made on the study plan that you created in NRNP 6665 and develop additional goals to help you prepare for your nurse practitioner national certification exam.

LEARNING OBJECTIVES

Students will:

• Apply DSM-5-TR diagnosis criteria and ICD-10 codes to patient service documentation
• Analyze the relationships among documentation, coding, and billing in advanced practice nursing
• Evaluate mastery of nurse practitioner knowledge in preparation for the nurse practitioner national certification examination
• Create a study plan for the nurse practitioner national certification examination
  

  EVALUATION AND MANAGEMENT (E/M)

   

  Insurance coding and billing is complex, but it boils down to how to accurately apply a code, or CPT (current procedural terminology), to the service that you provided. The payer then reimburses the service at a certain rate. As a provider, you will have to understand what codes to use and what documentation is necessary to support coding.

  For this Assignment, you will review evaluation and management (E/M) documentation for a patient and perform a crosswalk of codes from DSM-5-TR to ICD-10.

  RESOURCES

  Be sure to review the Learning Resources before completing this activity.
  Click the weekly resources link to access the resources.

  WEEKLY RESOURCES

  TO PREPARE

• Review this week’s Learning Resources on coding, billing, reimbursement.
• Review the E/M patient case scenario provided.

• THE ASSIGNMENT

• Assign DSM-5-TR and ICD-10 codes to services based upon the patient case scenario.
• Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document.
• Explain what pertinent information, generally, is required in documentation to support DSM-5-TR and ICD-10 coding.
• Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.
• Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.

• BY DAY 7 OF WEEK 2

  Submit your Assignment.

  SUBMISSION INFORMATION

  Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

• To submit your completed assignment, save your Assignment as WK2Assgn1_LastName_Firstinitial
• Then, click on Start Assignment near the top of the page.
• Next, click on Upload File and select Submit Assignment for review.
  

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  Rubric

  NRNP_6675_Week2_Assignment1_Rubric

  NRNP_6675_Week2_Assignment1_Rubric

  Criteria	Ratings	Pts
  This criterion is linked to a Learning OutcomeIn the E/M patient case scenario provided:• Assign DSM-5 and ICD-10 codes to services based upon the patient case scenario.	20 to >17.0 ptsExcellent 90%–100% DSM-5 and ICD-10 codes assigned to the scenario are correct, with no more than a minor error. 17 to >15.0 ptsGood 80%–89% DSM-5 and ICD-10 codes assigned to the scenario are mostly correct, with a few minor errors. 15 to >13.0 ptsFair 70%–79% DSM-5 and ICD-10 codes assigned to the scenario contain several errors. 13 to >0 ptsPoor 0%–69% DSM-5 and ICD-10 codes assigned to the scenario contain significant errors, or response is missing.	20 pts
  This criterion is linked to a Learning OutcomeIn 1–2 pages, address the following: • Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding.	25 to >22.0 ptsExcellent 90%–100% The response accurately and concisely explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 22 to >19.0 ptsGood 80%–89% The response accurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 19 to >17.0 ptsFair 70%–79% The response somewhat vaguely or inaccurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding. 17 to >0 ptsPoor 0%–69% The response vaguely or inaccurately explains what pertinent documentation information is required to support DSM-5 and ICD-10 coding, or the explanation is incomplete or missing.	25 pts
  This criterion is linked to a Learning Outcome• Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.	25 to >22.0 ptsExcellent 90%–100% The response accurately and concisely identifies the pertinent misssing information from the case scenario and clearly identifies what additional information would narrow coding and billing options. 22 to >19.0 ptsGood 80%–89% The response accurately identifies the pertinent misssing information from the case scenario and identifies what additional information would narrow coding and billing options. 19 to >17.0 ptsFair 70%–79% The response somewhat vaguely or inaccurately identifies the pertinent misssing information from the case scenario and identifies what additional information would narrow coding and billing options. 17 to >0 ptsPoor 0%–69% The response vaguely or inaccurately identifies the pertinent misssing information from the case scenario or partially identifies what additional information would narrow coding and billing options, or this information is incomplete or missing.	25 pts
  This criterion is linked to a Learning Outcome• Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.	15 to >13.0 ptsExcellent 90%–100% The response accurately and concisely explains how to improve documentation to support coding and billing for maximum reimbursement. 13 to >11.0 ptsGood 80%–89% The response accurately explains how to improve documentation to support coding and billing for maximum reimbursement. 11 to >10.0 ptsFair 70%–79% The response somewhat vaguely or inaccurately explains how to improve documentation to support coding and billing for maximum reimbursement. 10 to >0 ptsPoor 0%–69% The response vaguely or inaccurately explains how to improve documentation to support coding and billing for maximum reimbursement, or response may be incomplete or missing.	15 pts
  This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 ptsExcellent 90%–100% Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 4 to >3.5 ptsGood 80%–89% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. 3.5 to >3.0 ptsFair 70%–79% Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic. 3 to >0 ptsPoor 0%–69% Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time…. Purpose statement, introduction, and conclusion were not provided.	5 pts
  This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 ptsExcellent 90%–100% Uses correct grammar, spelling, and punctuation with no errors 4 to >3.5 ptsGood 80%–89% Contains 1-2 grammar, spelling, and punctuation errors 3.5 to >3.0 ptsFair 70%–79% Contains 3-4 grammar, spelling, and punctuation errors 3 to >0 ptsPoor 0%–69% Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding	5 pts
  This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for parenthetical/in-text citations and reference list.	5 to >4.0 ptsExcellent 90%–100% Uses correct APA format with no errors 4 to >3.5 ptsGood 80%–89% Contains 1-2 APA format errors 3.5 to >3.0 ptsFair 70%–79% Contains 3-4 APA format errors 3 to >0 ptsPoor 0%–69% Contains five or more APA format errors	5 pts
  Total Points: 100

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  LEARNING RESOURCES

  Required Readings

• American Psychiatric Association. (2022).  ICD-10-CM Codes UpdateLinks to an external site.. https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/updates-to-dsm-5-tr-criteria-text
• American Psychiatric Association. (2022). Changes to ICD-10-CM Codes for DSM-5 DiagnosesLinks to an external site.. https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm/coding-updates
• American Psychiatric Association. (2020). Updates to DSM–5 criteria, text and ICD-10 codesLinks to an external site.. https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm-5
• American Psychiatric Association. (2013). Insurance implications of DSM-5Links to an external site.. https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM_Insurance-Implications-of-DSM-5.pdf
  • Clicking on this link will initiate the download of the PDF.
• American Psychiatric Association. (2020). Coding and reimbursementLinks to an external site..
  https://www.psychiatry.org/psychiatrists/practice/practice-management/coding-reimbursement-medicare-and-medicaid/coding-and-reimbursement
• American Psychiatric Association. (2022). Numerical listing of DSM-5 diagnoses and codes (ICD-10-CM). In Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
• Buppert, C. (2021). Nurse practitioner’s business practice and legal guide (7th ed.). Jones & Bartlett Learning.
  • Chapter 9, “Reimbursement for Nurse Practitioner Services”
• Centers for Medicare & Medicaid Services. (2020). Your billing responsibilitiesLinks to an external site.. https://www.cms.gov/Medicare/Coordination-of-Benefits-and-Recovery/ProviderServices/Your-Billing-Responsibilities
• Stewart, J. G., & DeNisco, S. M. (2019). Role development for the nurse practitioner (2nd ed.). Jones & Bartlett Learning.
  • Chapter 15, “Reimbursement for Nurse Practitioner Services”
• Walden University Academic Skills Center. (2017). Developing SMART goalsLinks to an external site.. https://academicguides.waldenu.edu/ld.php?content_id=51901492
• Zakhari, R. (2021). The psychiatric-mental health nurse practitioner certification review manual. Springer Publishing Company.
  • Chapter 4 “Neuroanatomy, Physiology, and Mental Illness”
• Document: E/M Patient Case StudyDownload E/M Patient Case Studymer 2023(05/29/2023-08/13/2023)-PT27.202370.27
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  REMINDER: KEEP YOUR LIBRARY OF ADVANCED PRACTICE NURSING TEXTS AT YOUR FINGERTIPS

  Several textbooks are assigned in multiple courses in your program. That is, you will see reading assignments from the books assigned in the Learning Resources of more than one course. You should, however, keep all prior textbooks, not just the ones explicitly assigned, readily accessible. The expectation is that you will independently consult these prior textbooks to synthesize information needed to complete your final courses. This is your time to “put it all together” to more fully embrace the advanced practice nursing role. Part of the responsibility of advanced practice is developing information literacy skills to know where to locate needed information for your clinical practice.

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  REMINDER: KEEP YOUR LIBRARY OF ADVANCED PRACTICE NURSING TEXTS AT YOUR FINGERTIPS

  Several textbooks are assigned in multiple courses in your program. That is, you will see reading assignments from the books assigned in the Learning Resources of more than one course. You should, however, keep all prior textbooks, not just the ones explicitly assigned, readily accessible. The expectation is that you will independently consult these prior textbooks to synthesize information needed to complete your final courses. This is your time to “put it all together” to more fully embrace the advanced practice nursing role. Part of the responsibility of advanced practice is developing information literacy skills to know where to locate needed information for your clinical practice.

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  REMINDER: KEEP YOUR LIBRARY OF ADVANCED PRACTICE NURSING TEXTS AT YOUR FINGERTIPS

  Several textbooks are assigned in multiple courses in your program. That is, you will see reading assignments from the books assigned in the Learning Resources of more than one course. You should, however, keep all prior textbooks, not just the ones explicitly assigned, readily accessible. The expectation is that you will independently consult these prior textbooks to synthesize information needed to complete your final courses. This is your time to “put it all together” to more fully embrace the advanced practice nursing role. Part of the responsibility of advanced practice is developing information literacy skills to know where to locate needed information for your clinical practice.

  Week 2: Reminder

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REMINDER: KEEP YOUR LIBRARY OF ADVANCED PRACTICE NURSING TEXTS AT YOUR FINGERTIPS

 

Several textbooks are assigned in multiple courses in your program. That is, you will see reading assignments from the books assigned in the Learning Resources of more than one course. You should, however, keep all prior textbooks, not just the ones explicitly assigned, readily accessible. The expectation is that you will independently consult these prior textbooks to synthesize information needed to complete your final courses. This is your time to “put it all together” to more fully embrace the advanced practice nursing role. Part of the responsibility of advanced practice is developing information literacy skills to know where to locate needed information for your clinical practice.