Assessing and Diagnosing Patients With Mood Disorders

Assessing and Diagnosing Patients With Mood Disorders

Mood Disorders

While most people experience the sadness or grief at some point in their lives, it is typically of short duration and may occur in response to some type of loss. Clinically significant depression, on the other hand, is more disruptive and serious. It lasts longer and has more symptoms that interfere with daily functioning.

This week, you will explore the differences among mood disorders such as depressive, bipolar, and related disorders, and you will examine challenges in properly differentiating among them for the purpose of accurately rendering a diagnosis. You also will look at steps that can be taken to increase the likelihood that patients who are diagnosed with these disorders benefit from treatment and refrain from physically harming themselves or others.

 

Learning Resources

 

Required Readings (click to expand/reduce)

 

 

American Psychiatric Association. (2022). Bipolar and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url= https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x03_Bipolar_and_Related_Disorders

 

American Psychiatric Association. (2022). Depressive disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x04_Depressive_Disorders

 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

• Chapter 8, Mood Disorders

• Chapter 31, Child Psychiatry (Section 31.12 only)

 

Document: Comprehensive Psychiatric Evaluation Template

 

Document: Comprehensive Psychiatric Evaluation Exemplar

 

 

Required Media (click to expand/reduce)

 

 

Classroom Productions. (Producer). (2015). Bipolar disorders [Video]. Walden University.

 

 

Classroom Productions. (Producer). (2015). Depressive disorders [Video]. Walden University.

 

 

Classroom Productions. (Producer). (1992). Mood disorders [Video]. Walden University.

 

 

Classroom Productions. (Producer). (2005). Bipolar disorder in children [Video]. Walden University.

 

 

MedEasy. (2017). Mood disorders (depression, mania/bipolar, everything in between) | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=59umGpQyaHs

 

 

Video Case Selections for Assignment (click to expand/reduce)

 

Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

 

Symptom Media. (Producer). (2016). Training title 2 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-2

 

Symptom Media. (Producer). (2016). Training title 8 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-8

 

Symptom Media. (Producer). (2017). Training title 18 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-18

 

Symptom Media. (Producer). (2016). Training title 28 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-28

 

Symptom Media. (Producer). (2016). Training title 38 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-38

 

Symptom Media. (Producer). (2016). Training title 43 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-43

 

Symptom Media. (Producer). (2018). Training title 118 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-118

 

Symptom Media. (Producer). (2018). Training title 144 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-144

 

Symptom Media. (Producer). (2018). Training title 150 [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-150

 

Document: Case History Reports (See attached document uploaded)

Assignment: Assessing and Diagnosing Patients With Mood Disorders

 

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

To Prepare:

• Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.

• Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.

• By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.

• Consider what history would be necessary to collect from this patient.

• Consider what interview questions you would need to ask this patient.

• Identify at least three possible differential diagnoses for the patient.

By Day 7

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

• Objective: What observations did you make during the psychiatric assessment? 

• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

• Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 

 

Rubric Detail

Name: NRNP_6635_Week3_Assignment_Rubric

Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected.

 

In the Subjective section, provide:

• Chief complaint

• History of present illness (HPI)

• Past psychiatric history

• Medication trials and current medications

• Psychotherapy or previous psychiatric diagnosis

• Pertinent substance use, family psychiatric/substance use, social, and medical history

• Allergies

• ROS–

 

Excellent 18 (18%) – 20 (20%)

The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.

In the Objective section, provide:

• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.–

 

Excellent 18 (18%) – 20 (20%)

The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.

In the Assessment section, provide:

• Results of the mental status examination, presented in paragraph form.

• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.–

 

Excellent 23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

 

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.

Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).–

 

Excellent 9 (9%) – 10 (10%)

Reflections are thorough, thoughtful, and demonstrate critical thinking.

Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).–

 

Excellent 14 (14%) – 15 (15%)

The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.

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.–

 

Excellent 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

Written Expression and Formatting—English writing standards:

Correct grammar, mechanics, and punctuation–

 

Excellent 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors

Total Points: 100

Order Assessing and Diagnosing Patients With Mood Disorders Paper Today!