...Clinical Interview Author Institution Purpose of the clinical Interview Typically, an initial clinical interview is the first step towards developing the initial DSM-IV-TR diagnosis and treatment plan for a mentally troubled person. This interview follows an unstructured format of clinical interviews. The unstructured interview format has often been criticized for its shortcoming but researchers (Craig, 2003; Miller, 2003) assert the importance of the initial interviews to psychiatrists as a critical tool in diagnosis and treatment of mental illnesses. The interview is a typical assessment procedure which involves collection and integration of a patient’s data. It remains the single most used tool among clinicians and practitioners due to its flexibility (Miller, 2003). The unstructured clinical interview is considered flexible because it does not follow any standardized format. This interview will therefore follow an unstructured format to recognize diagnostic clues. The interview will also use diagnostic questioning throughout the clinical assessment for purposes of making a DSM-IV-TR diagnosis. How will the purpose be achieved? The underlying challenge for every clinician is to interview for diagnosis is to sound more conversant with all possible symptoms and to avoid being sidetracked by unnecessary information. To achieve that purpose the clinician must be able to listen for diagnostic clues as well as watch out for symptoms and signs of DSM-IV-TR (APA,...
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...|Department: |Depression and Anxiety Service | |Base: |Newton Abbott | |Responsible To: |Local Team Clinical Lead | Job Purpose The principal purpose of the job is to improve the psychological health & wellbeing of people within an identified Devon locality. The post holder will be part of an Improving Access to Psychological Therapies (IAPT) service and will provide high intensity interventions - initially cognitive behavioural therapy (CBT). The post holder will work with clients who have a range of complex Anxiety and Depression related problems for which CBT is demonstrated to be clinically effective. The post holder will work with people with different cultural backgrounds and ages, using interpreters when necessary and should be committed to equal opportunities The post holder will act as a lead specialist for IAPT, providing professional clinical supervision to less experienced staff, trainees & students. As a senior clinician the post holder will be expected to contribute to the leadership of the local service providing support and undertake delegated responsibilities under the...
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...study seeks to know the reasons why nurses are leaving clinical nursing. The current and future nursing shortage is a huge concern. This study was done because the author feels that there is very little research pertaining to nursing attrition. And this is important to know and understand. Because knowledge and change can occur when it becomes known what the factors are that influence nurses to vacate clinical nursing. The bulk of this study was interviews with nurses who were no longer considered to be nursing in a clinical setting. The nursing workforce projections in the U.S indicate that the shortage of nursing could go above 500,000 RNs by 2025 (American Association of Colleges of Nursing [AACN], 2010; Cipriano, 2006; U.S. Department of Health and Human Services, 2002). The rate of vacancy was greater than 8% in 2008 (AACN, 2010). It seems astonishing to know that 30-50% of new nurses choose to either find a different position or they decided to no longer practice as a clinical nurse within their first 3 years after graduating from nursing school (AACN, 2003; Aiken, Clarke, Sloane, Sochalski, & Silber, 2002; Cipriano, 2006; Cowin & Hengsberger-Sims, 2006). This is an important study because by knowing and understanding the reasons for nurses leaving the clinical field of nursing, we can work towards making improvements, and develop better nursing-retention strategies. The Purpose and Research Questions This study was founded on the idea of identifying the...
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...Research and Design Methodology Elizabeth Dressel Excelsior College Abstract The study of lifespan and development requires research to understand what makes people who they are. There are different types of research, which assist with gathering data and measuring outcomes. The three I will be describing are the longitudinal, cross sectional and sequential design. There are also different formats of collecting data such as systemic observation, self reports, the clinical method and ethnograpy, which I will explain my understanding of the similarities and differences. Keywords: longitudinal design, cross sectional design, sequential design, systemic observation, self-reports, clinical method and ethnograpy Research and Design Methodology In the longitudinal design the participants are monitored frequently for a short or long period of time and data is analyzed as the participant ages. By monitoring the participants in this way it unfolds patterns and allows the researcher to more easily see relationships over a period of time. For example our textbook used an example of behavior types and then added male and female to further see relationships. The limitation to this study is the possibility of drop out of the participants due to the length of study. The cross sectional seems to be a more convenient type of research due to the time frame. It does study different age groups but at one period of time not over a period of time as in the longitudinal...
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...PL3236 - Abnormal Unit 3 Notes – Assessment and Diagnosis Term | Info | Intro | * Clinical Assessment - the process of gathering information about a person and his or her environment to make decisions about the nature, status, and treatment of psychological problems * Typically begins with a set of Referral Questions developed in response to a request for help * Determine the goals of the assessment and select appropriate psych tests or measures | Goals of Assessment | * What procedures and instruments to use – age, med condition, and symptoms influence tools – psychologist’s theoretical perspective also affects scope. * Integrate findings to develop preliminary answers – shares this – process sometimes has therapeutic effect – feedback | Screening | * Screening - an assessment process that attempts to identify psychological problems or predict the risk of future problems among people who are not referred for clinical assessment * All members of group are given a brief measure for which some identified cutoff score indicates the possibility of significant problems, e.g. Centre for Epidemiological Studies-D (CES-D) – possibility of depression. * General Health Questionnaire (GHQ) – broad-based – indicates if more thorough evaluation is needed. * AUDIT test – 10-item screen to identify substance abuse * To evaluate usefulness of screening, they must have: * Sensitivity – ability of the screener/instrument to identify a problem that actually exists...
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...2013 Research Critique Part 1 Children are vulnerable in the pediatric intensive care unit (PICU) and experience pain when not needed. The nurses and physicians lack of knowledge about how critical illness affects the signs and symptoms of children’s pain Problem Statement The clinical problem eluded that there is little known in the pediatric intensive care (PICU) settings of the nurses knowledge of pain in critically ill children. It is known that the knowledge of pain and quality of care given for pain alleviation is relevant. Not much is known regarding the nurses clinical learning patterns. Nurses used judgments in measuring pain in a variety of ways and it was found that their clinical judgments came from different levels of understanding and diverse aspects of pain. These assumptions lead to the aim of the study: to elucidate patterns in clinical knowledge development and unfold the role of the nurse as facilitator in relation to pain management in the PICU. (Mattsson, Forsner, Castren, Bolander Laksov, & Arman, 2012, p. 109) It is known that working in a PICU that nurses rely on each other and what they perceive as pain in a child may not be actual pain. Overtime clinical knowledge is developed with different encounters with patients and their families. The nurses need to focus more on their individual learning practices to a child’s pain starting on day one of admission to the PICU instead of waiting when the child is actually in pain. The nurses could...
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...Interview with a Master’s Prepared Nurse Deborah Hill, RN, BSN Ruthie Robinson October 29, 2014 Interview with a Master’s Prepared Nurse Introduction As a mastered prepared nursing student, gaining insight into the interplay among education, career path, and opportunities by interviewing an already masters prepared nurse, in the field of nursing education, can be used as a guidance into the experiences that may lie ahead in a promising and rewarding career in nursing education. This interview with a mastered prepared registered nurse, helped identify specific competencies that the MSN-prepared nurse gains after completing such a program. The interview was conducted on October 22, 2014 with the Clinical Nurse Educator for Woman and Infant Services, at Banner Gateway Medical Center. She was accommodating for this interview, although she states her days are quite busy, in her clinical role. Questions and Career Overview The Nurse Educator was first asked what her role was as the Clinical Nurse Educator for this medical center. She was quick to state that nurse educators in the Banner Health System not only have education for their specific units, but also have responsibilities to educate system wide. A day in the life of a Nurse Educator sometimes goes globally with her knowledge; to teach beyond his/her assigned unit. She continued to explain that there are a variety of functions that her position encompasses, however, she limited the list to the top three:...
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...Belongingness: A prerequisite for nursing students’ clinical learning Tracy Levett-Jones a a,* , Judith Lathlean b,1 School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia School of Nursing and Midwifery, The University of Southampton, Nightingale Building (67), University Road, Highfield, Southampton SO17 1BJ, United Kingdom b Accepted 4 April 2007 KEYWORDS Belongingness; Nursing student; Learning; Clinical placement Introduction Summary The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness and learning. With reference to the published literature and excerpts from interview transcripts, this paper proposes that reconceptualising...
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...Implications of Practice: Quantitative Research Analysis and Implications of Practice: Quantitative Research Why are Nurses Leaving? Findings From an Initial Qualitative Study on Nursing Attrition Carol Isaac MacKusic and Ptlene Minick Introduction/Purpose As the population ages and chronic disease runs rampant, the need for bedside nurses grows. MacKusick and Minic (2010) further tackle the nursing shortage in Why are Nurses Leaving? Findings from an Initial Qualitative Study on Nurse Attrition. The purpose of this study is clearly stated, “to understand the factors influencing the decision of registered nurses (RN’s) to leave clinical nursing” (p. 335). This purpose statement clearly states and highlights its importance to the nursing practice. Interviews were conducted to find out what factors influenced the decisions of the RN’s to leave clinical nursing. The introduction of this study gave a great summation of the entire article which pulled the reader in. Review of Literature In reviewing the article, it was discovered that the authors did a thorough search of bedside RN’s leaving the nursing practice and found that very limited data was available regarding nursing attrition. Their search began with “GoogleScholar and was narrowed to include CINAHL, Medline, PsychINFO, and LexisNexis MacKusic and Minic” (2010 p.335). MacKusic and Minic (2010) found the data search for this topic ended in 2007 when the research study took place. While many sites stated the current shortage...
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...Research proposal An investigation into nursing skills in recognising clinical deterioration of patients in acute care setting in Saudi Arabia Introduction Acute care nurses are expected to demonstrate skills with regards to early detection of deterioration in patients and seek for emergency support. This is indispensable for delivering safe patient care, and thereby to save lives (Cioffi 2009). Nevertheless, ensuring patient safety in acute care setting is still a challenge in the healthcare system in Saudi Arabia (Aldossary, While & Barriball 2008; Almalki, FitzGerald & Clark 2011). Till date, no systematic approach has been undertaken to ensure that acute care nurses are aware of the emergence of new knowledge as well as technological advances that are necessary for early identification (Aldossary, While & Barriball 2008; Al-Ahmadi 2009; Almalki, FitzGerald & Clark 2011). Early identification with patients who are in need of emergency care can prevent cardiac arrest and lessen morbidity and mortality (Cioffi 2009). This study aims to obtain an in-depth understanding of the current level of competence of acute care nurses in Saudi Arabia in terms of their knowledge, skills and attitudes. The findings will be used to develop an integrative model that can provide acute care nurses with effective education and training so that they can be prepared more effectively to identify clinical deterioration at early stages. Literature review According to Grossman & Wheeler...
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...not easy; I really wanted to take this opportunity to put to work the information learned in Chapter 3 and 4 of our class with a job that it always interested me in learning on how they perform their job and what it takes to do the job. I chose a sign language interpreter from my previous job at the National Institutes of Health, Clinical Center. I worked for the National Institutes of Health (NIH) Clinical Center for 7 years and felt totally committed in complying with their mission to clinical research. The NIH Clinical Center (CC) is the clinical research hospital for the National Institutes of Health. It's the nation's largest hospital devoted entirely to clinical research. Through clinical research, clinician-investigators translate laboratory discoveries into better treatments, therapies and interventions to improve the nation's health. About 1,500 clinical research studies currently are active at the NIH Clinical Center. About half are the first tests of new drugs or medical treatment in people. The rest are natural history studies of diseases, including many rare diseases. Without our patients, their families and volunteers our clinical research would not be possible which in turn new drugs or medical treatments would not be available for our public use. At the NIH...
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...Interveiw with a Master's Prepared Nurse Interview with a Master’s Prepared Nurse Interview with a Master’s Prepared Nurse Introduction As a mastered prepared nursing student, gaining insight into the interplay among education, career path, and opportunities by interviewing an already masters prepared nurse, in the field of nursing education, can be used as a guidance into the experiences that may lie ahead in a promising and rewarding career in nursing education. This interview with a mastered prepared registered nurse, helped identify specific competencies that the MSN-prepared nurse gains after completing such a program. The interview was conducted on October 22, 2014 with the Clinical Nurse Educator for Woman and Infant Services, at Banner Gateway Medical Center. She was accommodating for this interview, although she states her days are quite busy, in her clinical role. Questions and Career Overview The Nurse Educator was first asked what her role was as the Clinical Nurse Educator for this medical center. She was quick to state that nurse educators in the Banner Health System not only have education for their specific units, but also have responsibilities to educate system wide. A day in the life of a Nurse Educator sometimes goes globally with her knowledge; to teach beyond his/her assigned unit. She continued to explain that there are a variety of functions that her position encompasses, however, she limited the list to the top three: onboarding/new...
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...Roger Freese Phase 1 Individual Project Abnormal Psychology PSYC337-1403B-02 Instructor: Lyssa Kerrigan August 25, 2014 Introduction Following this introduction I will discuss three differences in the DSM-IV and DSM-5. I will also discuss the role of the DSM-5 in making diagnosis. I will explain why it is used to make these diagnoses. I then will discuss what important questions I would ask a client when conducting a clinical interview. Finally I will explain how I would make a diagnosis using the DSM-5 if I was a counselor and how I would ensure that there is no misdiagnosis. DSM-5 DSM is short for Diagnostic Systems Manual and is used in the psychology field to diagnose mental health disorders. The DSM-5 has many differences than the DSM-IV, many which are additional information on already known disorders and some are new disorders. One such change is the new re-clustering of the Autism disorders now titled as Autism Spectrum Disorders, where as in the DSM-IV it was broken down into many different categories it is all under one category in the DSM-5. The new re-clustering includes attention-deficit/hyperactivity disorder (ADHD) as well. All of these fall under the Neurodevelopmental disorders section of the DSM-5. Another change is that the mental retardation concept was replaced by intellectual disability (Rodriguez-Testal, 2014). Another change is the phrase “general medical condition” in the DSM-IV is replaced with “another medical condition” where...
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...within the background that gave specific numbers of persons affected by acute myocardial infarctions. This study was chosen because “no studies comparing anxiety levels between smokers and nonsmokers hospitalized for an AMI have been reported” (Sheahan, et al., 2006). This study is important to nursing due to the fact that anxiety levels are inherently increased when patients are faced with difficult situations, however when a person who is more prone to anxiety faces a difficult situation the anxiety level is increased over normal values. There were several articles over five years old however they appear to be focused on aspects directly linked to this study. The specific research questions addressed in this study were clearly and directly stated in understandable language. These questions and their subsequent answers greatly impact my practice in both the Emergency Department and the Intensive Care Unit and in turn influence the course of treatment patients receive while under my care. Methods Design The design section of this study was listed under a heading entitled methods. The design was clearly states as being a “cross-sectional, prospective, comparative...
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...Adjunct clinical faculty is a valuable source for teaching in the clinical field due to the shortage of nursing instructors in this community. The clinical area is the first rotation to which new and adjunct faculty are assigned. The registered nurse with expert patient care skills sometimes lacks clinical educator aptitudes to be a leader, scholar, and mentor. A consequence of employing unqualified adjunct faculty is student dissatisfaction with their clinical learning experience. In turn, this results in less-than-favorable adjunct clinical instructor evaluation. The purpose of the appreciative inquiry is to collect data on the teaching skills of new and adjunct clinical instructors. This is important, because it is the mission of the university and the nursing program to deliver quality education to all students. It is also important to retain excellent clinical instructors for the nursing program’s accreditation status. The best way to do this is to ensure that all clinical instructors are provided with the necessary information to succeed in clinical rotations. The clinical peer review evaluation plan is designed to collect participant’s stories and includes an observation phase. The participants are the new and adjunct clinical instructors, and the reviewers are clinical nurse instructors who are certified nurse educators. The key evaluation topics were based on the eight competencies for nurse educators found in the National League for Nursing (NLN). Through...
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