NRNP 6635 Week 10 Assignment – Step-by-Step Guide

The first step before starting to write the NRNP 6635 Week 10 Assignment: Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NRNP 6635 Week 10 Assignment

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. 

Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the NRNP 6635 Week 10 Assignment paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NRNP 6635 Week 10 Assignment

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the NRNP 6635 Week 10 Assignment paper.

How to Write the Body for NRNP 6635 Week 10 Assignment

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NRNP 6635 Week 10 Assignment

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NRNP 6635 Week 10 Assignment

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NRNP 6635 Week 10 Assignment

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded, in sentence sentence care. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

An Example NRNP 6635 Week 10 Assignment Follows:

Week 10 Assignment: Assessing And Diagnosing Patients With Neurocognitive And Neurodevelopmental Disorders

Patient Information

Name: Harold Brown

Gender: male

Age: 60 years old

Race: white

Subjective:

CC (chief complaint):

HPI: H.B. is a 60-year-old Caucasian male who visited for a psychiatric evaluation. Harold is currently facing challenges with maintaining concentration and focus in his work environment. This is especially the case when he is confronted with tight deadlines. He has noticed that these difficulties have resulted in errors within his architectural designs. Some of these mistakes include the placement of air ducts through solid walls and the creation of window openings that are too small. These mistakes can potentially be quite costly. Harold acknowledges that these issues have arisen due to his company’s decision to accelerate its deadlines. This has put additional pressure on him to complete tasks quickly. 

Harold also mentioned experiencing similar concentration difficulties during his time in school. He struggled to study effectively and often found himself getting distracted by external stimuli. Harold admitted to frequently daydreaming during work lectures and facing challenges in listening to instructions or maintaining focus on his assigned tasks. He described himself as somewhat disorganized. He often forgets personal belongings and does not effectively utilize the calendar provided by his coworker to assist him in staying organized. Harold confessed to frequently paying bills late, which has resulted in penalties and receiving threatening calls or letters as a consequence.

Past Psychiatric History:

  • General Statement: During Harold’s early school years, he faced difficulties with concentration and focus, which in turn affected his ability to study and remain engaged in academic tasks.
  • Caregivers (if applicable): none
  • Hospitalizations: no psychiatric hospitalization history or history of any detoxification or residential treatments that he may have undergone.
  • Medication trials: none
  • Psychotherapy or Previous Psychiatric Diagnosis: Despite these challenges, Harold did not receive a formal evaluation or treatment for ADHD. Although his mother had mentioned the possibility of medication, he did not undergo a thorough psychiatric evaluation.

Substance Current Use and History: Harold occasionally consumes caffeinated drinks such as coffee and soda but does not specify the daily amount. On weekends, he enjoys one scotch drink and also indulges in smoking a cigar. There are no reports of Harold using nicotine or illicit substances or having a history of drug abuse. Harold states that he does not experience any withdrawal symptoms or significant adverse effects from substance use. Harold’s consumption of caffeinated drinks, alcohol, and cigars does not seem to cause any notable complications or adverse effects.

Family Psychiatric/Substance Use History: Harold’s family background highlights a consistent occurrence of mental health difficulties in both psychiatric and substance use domains. His father had depression in his early 40s, and his maternal uncle faced challenges with alcohol addiction, which caused considerable strain within the family. There is no history of any family suicides.

Psychosocial History: Harold was brought up by his parents in a metropolitan locality and was born there. He has a younger sibling. At present, Harold resides on his own and is not married, nor does he have any children. Harold has completed his undergraduate studies in the field of engineering, earning a bachelor’s degree. His professional background includes working at a prominent architectural engineering company, where he experiences heightened stress levels due to tight deadlines. Currently, Harold is employed and there is no indication of any disability or unemployment. Additionally, he affirms that he has no involvement in any legal matters.

Medical History: Harold’s medical background encompasses well-managed hypertension, angina, hypertriglyceridemia, and benign prostatic hyperplasia. There is no indication of any history related to seizures or head injuries.

  • Current Medications: The patient is presently taking Cozaar (Losartan) 100mg per day to manage hypertension, ASA (Aspirin) 81mg per day for angina, Valsartan 80mg per day to control hypertension, Fenofibrate 160mg per day for hypertriglyceridemia, and Tamsulosin 0.4mg orally at bedtime to treat benign prostatic hyperplasia
  • Allergies: he is allergic to Dilaudid (dihydromorphinone)
  • Reproductive Hx: he is currently not sexually active. He has no children and is unmarried

ROS:

  • GENERAL: No general weakness, no fever
  • HEENT: No history of head trauma, no headache, no visual or auditory complaints
  • SKIN: No skin color changes or itchiness
  • CARDIOVASCULAR: No palpitations, no syncope, no chest tightness
  • RESPIRATORY: No chest pain, no cough, no shortness of breath
  • GASTROINTESTINAL: No loss  of appetite, no nausea, no vomiting, no constipation, no diarrhea, no abdominal swelling, no abdominal pain
  • GENITOURINARY: No urinary frequency, abnormal discharge, pain while passing urine, or genital itchiness or rash
  • NEUROLOGICAL: No paralysis, weakness, numbness, tingling, or deformities
  • MUSCULOSKELETAL: No pain in the joints, morning stiffness, muscle swelling, or pain
  • HEMATOLOGIC: No anemia
  • LYMPHATICS: No lymphangitis
  • ENDOCRINOLOGIC: No polyuria, no excessive thirst, no increased appetite, no intolerance to heat or cold

Objective:

Physical exam:

Temp – 98.80F

P- 74 bpm

RR 18bpm

BP 134/70mmHg

Ht 5’10

Wt 170lbs

BMI 24.39

NEURO Exam: Normocephalic, not confused, cranial nerves intact, sensory system normal, motor system normal, no focal weakness, no tremors, normal cerebellum test (Romberg’s), normal reflexes

Objective sales

  • Montreal Cognitive Assessment (MOCA) scale score of 28/30 = normal cognition
  • Adult ADHD Self-Report Scale (ASRS) score of 21/24 = possible ADHD

Diagnostic results:

  • Normal liver function tests
  • Normal creatinine, urea, and BUN
  • Normal brain MRI findings report

Assessment:

Mental Status Examination: Harold is a 60-year-old white male who looks his stated age. He is well-kempt and groomed appropriately for the occasion. Harold displays a cooperative and oriented demeanor. However, his mind seems somewhere else occasionally during the conversations. Harold’s speech is clear and coherent, with an appropriate rate and volume. He maintains good eye contact and actively follows in the conversation. However, he keeps fidgeting and rubbing his hands over his thighs.

Harold’s thought process is linear and logical, and he expresses himself coherently. His mood is distressed as he discusses his struggles with concentration and focus at work. His objective mood is anxious and his affect is reactive and mood-congruent. There is no evidence of perceptual disturbances, delusions, or hallucinations. Harold reports feeling somewhat distressed due to work challenges. His cognitive functioning appears intact; his recent and remote memories are intact, as demonstrated by his ability to recall past events and engage in problem-solving discussions. His insight and abstract thinking are intact.

Differential Diagnoses:

  1. F90.0 Attention-Deficit/Hyperactivity Disorder, Predominantly inattentive presentation: Harold meets more than five of the DSM-V criteria for ADHD in adults. Harold’s performance at work is marred by his inability to pay attention to details and his tendency to make careless mistakes. Moreover, he struggles to maintain focus during lectures, which hinders his ability to absorb information effectively. Additionally, Harold’s mind appears to wander when he is spoken to directly, as he fails to engage in conversations fully. Furthermore, he frequently fails to complete tasks as instructed and misses deadlines, indicating a lack of follow-through. Moreover, Harold frequently misplaces items that are essential for his work, further impacting his productivity. Lastly, his restlessness is evident through his tendency to fidget, which may further contribute to his difficulty maintaining focus and completing tasks efficiently. He, therefore, meets criteria A1a-f, h, and 2a (American Psychiatric Association, 2022).
  2. F91.3 Oppositional defiant disorder. Harold seems to exhibit a reluctance to engage in work or activities that necessitate personal effort, possibly due to his aversion to conforming to the expectations set by his superiors (American Psychiatric Association, 2022). However, it is important to note that his conduct is not marked by negativity, hostility, or defiance. Consequently, this diminishes the likelihood of him being diagnosed with Oppositional Defiant Disorder (ODD) (Burke et al., 2022). Furthermore, considering his advanced age and his accomplishment of securing an engineering position at a prestigious company, it would be less fitting to attribute this behavior to ODD.
  3. F41.1 Generalized anxiety disorder (GAD): Harold’s lack of focus can be attributed to the presence of worry and rumination commonly observed in individuals with anxiety disorders. According to the DSM-V, restlessness is often a characteristic feature of anxiety disorders (American Psychiatric Association, 2022). In Harold’s case, his anxiety may stem from feelings of restlessness or being constantly on edge, as noted in his Mental Status Examination (MSE). Additionally, his anxiety is further manifested through symptoms such as easy fatigue, which can result in work-related mistakes, as well as difficulties with concentration and experiencing a blank mind. However, it is important to note that Harold’s primary presentation is characterized by inattention, significantly impacting his professional life. Nonetheless, it is worth considering the possibility of comorbidity between Generalized Anxiety Disorder (GAD) and Attention-Deficit/Hyperactivity Disorder (ADHD) in his case (D’Agati et al., 2019; Fuller-Thomson et al., 2022).

Reflections: 

Considering Harold’s age and professional background in engineering, it would be beneficial to investigate how these factors may be impacting his ability to concentrate. Having a session with him would be beneficial to gain a more comprehensive understanding of Harold’s daily routines and stressors outside of work, such as marriage and lack of children. The Montreal Cognitive Assessment (MOCA) scale score of 28/30 suggested normal cognition, thus ruling out dementia and related disorders in this patient, given his age. 

Exploring any recent life changes, personal challenges, or changes in sleep patterns could help identify potential contributors to Harold’s concentration difficulties. Given Harold’s age and professional background in engineering, it would be valuable to investigate whether these factors are impacting his cognitive function. Taking into account the cultural context of Harold’s work environment and exploring coping mechanisms specific to his background could enhance the therapeutic process. Respecting Harold’s privacy while obtaining necessary information from his workplace and superiors is crucial to maintaining a delicate balance between legal and ethical considerations. 

Tailoring health promotion and disease prevention strategies to Harold’s individual needs, including his work-related stressors and socioeconomic background, can make any suggested interventions more practical and relevant. Understanding Harold’s daily routines and stressors outside of work is vital in identifying potential causes for his concentration difficulties. Exploring any recent life changes, personal challenges, or changes in sleep patterns can provide insights into factors that may be affecting Harold’s cognitive function.

NRNP 6635 Week 10 Assignment References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders, Fifth Edition, Text Revision [Review of Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision]. American Psychiatric Association.

Burke, J. D., Evans, S. C., & Carlson, G. A. (2022). Debate: Oppositional defiant disorder is a real disorder. Child and Adolescent Mental Health, 27(3), 297–299. https://doi.org/10.1111/camh.12588

D’Agati, E., Curatolo, P., & Mazzone, L. (2019). Comorbidity between ADHD and anxiety disorders across the lifespan. International Journal of Psychiatry in Clinical Practice, 23(4), 238–244. https://doi.org/10.1080/13651501.2019.1628277

Fuller-Thomson, E., Carrique, L., & MacNeil, A. (2022). Generalized anxiety disorder among adults with attention deficit hyperactivity disorder. Journal of Affective Disorders, 299, 707–714. https://doi.org/10.1016/j.jad.2021.10.020

You have just achieved an excellent milestone. This is the final assignment in this class. You just have to complete the NRNP 6635 Final Exam, which is coming up next. The exam covers all course content from week 7 to week 11. So, stay ready.

Frequently Asked Questions (FAQs)

When approaching a 500-word essay, it’s essential to understand the nuances of this compact form of writing. These frequently asked questions will guide you through the process of crafting a concise and impactful essay.

How many pages is a 500-word essay typically?

A 500-word essay usually spans about one page if single-spaced or two pages when double-spaced, with standard margins and a 12-point font size.

Can you provide examples of a well-structured 500-word essay?

Certainly, to see the structure and flow of a well-written essay, you might want to take a look at a student’s writing guide that provides insights and examples.

Are there specific formatting guidelines for a 500-word essay?

Formatting guidelines typically involve using a legible font like Times New Roman or Arial, size 12, with double-spacing and one-inch margins on all sides. Check any specific requirements your instructor might have provided.

What are some effective strategies for writing a personal essay of 500 words?

For a personal essay, focus on a singular event or characteristic, ensuring your ideas are clear and you reflect on the significance of the subject matter. Use concise language and powerful imagery to maximize impact.

What topics are suitable for a concise 500-word essay?

Choose topics you can thoroughly address within the word limit, such as a personal anecdote, a critical analysis of a poem, or a focused argument on a singular point or issue.

How much time should you allocate to write a 500-word essay effectively?

Depending on your familiarity with the topic and writing proficiency, allocate anywhere from one to several hours for planning, drafting, and revising to ensure a well-presented essay.