Initial Psychiatric Assessment Paper

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Initial Psychiatric Assessment Paper

Develop 7-8 Practicum Objectives that are pertinent to current practicum course. Use the SMART Guidelines Link the Practicum Objectives to Course Measurable Learning Outcomes: Link each practicum objective with corresponding Practicum Course Measurable Learning Outcomes The Practicum Objectives allows the student to develop measurable practicum objectives that are consistent with the practicum focus. Example: I will complete 4 psychiatric assessment of acute episode of eating disorders in adolescents with a focus on assessment, interview techniques and minimizing risk factors. I am in a psychiatric inpatient setting this semester where my preceptor treats adolescents with eating disorders and I will be able to accomplish this goal by the end of the semester Measurable Learning Outcomes 1. Integrate the Christian world view in the delivery of psychiatric mental health care to pediatric individuals and families 2. Apply nursing, pathophysiology, biological, psycho-social, genetics, and population health knowledge in the assessment and management of pediatric individuals and families including health promotion and disease prevention and chronic disease and complex acute psychiatric mental health issues 3. Initial Psychiatric Assessment Paper  Formulate evidence-based pharmacological and non-pharmacological therapeutic treatment plans including health promotion and disease prevention, care of chronic and complex acute psychiatric mental health issues of pediatric individuals and families 4. Evaluate cultural, ethical, legal and socioeconomic factors that affect pediatric individuals and families seeking care, including health promotion and disease prevention, chronic and complex acute psychiatric mental health issues in various mental health care settings 5. Collaborate with health professionals and community key resources in health promotion and disease prevention, management of chronic and complex acute psychiatric mental health issues of pediatric individuals and families. 6. Utilize health care technology in clinical practice: Technology and Information Literacy Competencies. 7. Evaluate evidence-based therapeutic models of interview techniques to develop a relationship and patient-centered care for pediatric individuals and families. 8. Analyze evidence to support clinical decision making and evaluate the effectiveness of clinical decisions in the psychiatric care of pediatric individuals and families who present for health promotion/disease prevention, chronic and complex acute psychiatric mental health issues.

As a nursing student looking forward to graduating and becoming an independent professional, the practicum course offers a good opportunity to observe what happens in the real world of the nursing profession. The practicum experience offers experiential learning by allowing the student to observe what happens between the nurse and a real patient and documenting the experience. It also gives an opportunity to assist in a limited way in some of the procedures, under supervision of the preceptors and mentors (Best Counseling degrees, 2020). But like in any academic activity, the practicum experience requires the putting down of objectives to be achieved that are specific, measurable, attainable, realistic, and time-bound. This paper outlines seven of these objectives related to the practicum course. I am in a psychiatry hospital for this practicum experience and I am expected to learn as much as I can on examining, investigating, diagnosing, and treating patients with mental health disorders. Initial Psychiatric Assessment Paper

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The Objectives

  1. Conducting the first (initial) psychiatric clinical interview and mental status examination (MSE) with a pediatric patient and their family

I will perform the initial psychiatric interview and MSE for 2 pediatric patients and their families daily. The initial psychiatric interview with a client is so important because it is what a correct diagnosis and subsequent treatment of the client depends on (Nordgaard et al., 2013). As per practice, I will use a guiding tool to perform this interview with each client. The tool is used so that no single important aspect of the interview is forgotten. The one I will be using was suggested by Lin et al. (2003). In conducting these interviews, I will incorporate the Christian worldview by appealing to the faith of the pediatric client’s family in the power of a higher being to heal and to restore. This will inspire their confidence in the treatment that will be offered, because they will know that we merely treat but it is God who heals. Some of the techniques I will use will include not asking questions beginning with “Why”, making use of open-ended questions and questions that are not leading so that the patient may speak, avoiding reassuring the client and their family prematurely, and avoiding the use of technical language (Waldinger & Jacobson, n.d.).

  1. Diagnosing pediatric mental health conditions for a pediatric client accompanied by their parents/ guardians

I will perform the psychiatric diagnosis of at least one pediatric client accompanied by their family daily, after completing the initial clinical interview. In doing this, I will use my knowledge of neuroscience and neuropsychology to determine the pathophysiological processes underlying the diagnosis made in the pediatric client. I will also pay attention to the etiological factors such as genetics and psychosocial factors (Sadock et al., 2015; APA, 2013).

  1. Coming up with treatment plans for pediatric psychiatric clients diagnosed with mental illness in terms of psychopharmacological and psychotherapeutic interventions

I will be involved in the writing up of treatment that is both pharmacologic and non-pharmacologic for 2 pediatric patients diagnosed with mental illness daily. These treatments will involve educating their families on compliance and the importance of taking the child for psychotherapy sessions without fail. The exercise will also involve asking the families to look out for unwanted side effects and adverse drug reactions in the pediatric patient (Stahl, 2013).

  1. Health promotion and prevention education for pediatric psychiatric clients and their families

I will perform health promotion and disease prevention health education to the families of 2 pediatric psychiatric clients every day. In doing this, I will assess for the factors that influence the families’ decision to seek mental health care. These factors could be socio-economic, cultural, ethical, or political. I will stress the importance of seeking care early to stand a better chance at recovery and having a better school life and developmental trajectory for the child (Sadock et al., 2015).

  1. Referral of pediatric clients and their families to the social worker for assessment of the family situation and contributory factors to the diagnosis at the family level

I will contact the social worker and refer at least 2 pediatric clients and their families to them every day for assessment of the family situation. This kind of interprofessional collaboration is going to be important in the success of treatment and therapy in the long run. The social worker will be able to assess the situation at the family level and maybe even discover some factors at the client’s home that may have contributed to the illness (such as an abusive parent). This is important in restructuring the interventions (Sadock et al., 2015).

  1. Entering pediatric psychiatric clinical patient data in the electronic health record (EHR) system of the facility

I will enter all the patient data for at least 3 pediatric clients every day in the EHR system of the facility. This is important since patient data is now captured in electronic systems that make the data easily accessible at the press of a button. This improves care efficiency and ultimately patient outcomes since delays in data and information access are eliminated. Initial Psychiatric Assessment Paper

  1. The use of evidence-based practice (EBP) in the assessment and management of pediatric psychiatric clients and their families

Lastly but not least, I will make sure I base all my clinical decisions (diagnostic, therapeutic, and supportive) on sound scientific research evidence for efficacy for at least 3 pediatric patients daily. EBP is a requirement in all professional areas of patient care because it is the only practice that leads to excellent patient outcomes.

References

American Psychological Association [APA] (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5th ed. Author.

Best Counseling Degrees (July 31, 2020). What is the difference between a practicum and an internship? https://www.bestcounselingdegrees.net/faq/what-is-the-difference-between-a-practicum-and-an-internship/

Lin, D., Martens, J., Majdan, A. & Fleming, J. (2003). Initial psychiatric assessment: A practical guide to the clinical interview. BCMJ, 45(4), 172 – 173. https://bcmj.org/articles/initial-psychiatric-assessment-practical-guide-clinical-interview

Nordgaard, J., Sass, L.A. & Parnas, J. (2013).The psychiatric interview: Validity, structure, and subjectivity. European Archives of Psychiatry and Clinical Neuroscience, 263, 353–364. http://dx.doi.org/10.1007/s00406-012-0366-z

Sadock, B.J., Sadock, V.A., & Ruiz, P. (2015). Synopsis of psychiatry: Behavioral sciences clinical psychiatry, 11th ed. Wolters Kluwer.

Waldinger, R. & Jacobson, A.M. (n.d.). The initial psychiatric interview. https://www.brown.edu/Courses/BI_278/Other/Clerkship/Didactics/Readings/THE%20INITIAL%20PSYCHIATRIC%20INTERVIEW.pdf

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Initial Psychiatric Assessment Paper