Assignment: Patient Education for Children and Adolescents

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

 

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers. 

To Prepare

  • By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
  • Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

The Assignment

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals. Although you are not required to respond to colleagues, collegial discussion is welcome. 

 

Juliana Mutua-Persistent Depressive Disorder 

SO THAT IS MY ASSIGNED DISORDER —–Persistent Depressive Disorder 

Week 5 Assignments: NRNP-6665-3/NRNP-6665C-3 PMHNP

Mellisa Black-Major Depressive Disorder

Anthony Chukwukekue-Persistent Depressive Disorder

Jacob Didas-Anxiety Disorder

Donald Freeman-Bipolar Disorder

Angela Frenette-Major Depressive Disorder

Zantavis Fuller-Disruptive Dysregulation Disorder

Jill Gallatin-Bipolar Disorder

Iris Helm-Anxiety Disorder

Tiesha Henderson-Major Depressive Disorder

Joshua Honore-Persistent Depressive Disorder

Carole Jolley-Major Depressive Disorder

Tiffany Anne Kircher-Bipolar Disorder

Stephanie Kitchen-Anxiety Disorder

Kristine Kramer-Major Depressive Disorder

Jessica Locke-Disruptive Dysregulation Disorder

Monejah Lovick-Persistent Depressive Disorder

Jasmine Mason-Major Depressive Disorder

Laura McFadden-Anxiety Disorder

Obiageli Moneke-Bipolar Disorder

Juliana Mutua-Persistent Depressive Disorder

Pambe Nemb-Bipolar Disorder

Grace Nwadike-Disruptive Dysregulation Disorder

Kylie Stang-Major Depressive Disorder

Kirk Stoner-Anxiety Disorder

Daragon Wendwesen-Persistent Depressive Disorder

Anna Willis-Bipolar Disorder

 

 

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

 

Name: NRNP_6665_Week5_Assignment_Rubric

 

Excellent

Good

Fair

Poor

In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.

27 (27%) – 30 (30%)

The response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)

The response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)

The response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)

The response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

27 (27%) – 30 (30%)

The response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/caregiver audience.

24 (24%) – 26 (26%)

The response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/caregiver audience.

21 (21%) – 23 (23%)

The response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 20 (20%)

The response vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

· Explain appropriate community resources and referrals for the assigned diagnosis.

23 (23%) – 25 (25%)

The response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/caregiver audience.

20 (20%) – 22 (22%)

The response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/caregiver audience.

18 (18%) – 19 (19%)

The response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/caregiver audience.

0 (0%) – 17 (17%)

The response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/caregiver audience. Or the response is missing.

Written 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 (5%) – 5 (5%)

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 (4%) – 4 (4%)

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 they are brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

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.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.

Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors

4 (4%) – 4 (4%)

Contains one or two grammar, spelling, and punctuation errors

3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) grammar, spelling, and punctuation errors

0 (0%) – 3 (3%)

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors

4 (4%) – 4 (4%)

Contains one or two APA format errors

3.5 (3.5%) – 3.5 (3.5%)

Contains several (three or four) APA format errors

0 (0%) – 3 (3%)

Contains many (five or more) APA format errors

 

Total Points: 100

 

 

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