NRNP 6675 Assignment 2: Study Plan

NRNP 6675 Assignment 2: Study Plan

Walden University NRNP 6675 Assignment 2: Study Plan-Step-By-Step Guide


This guide will demonstrate how to complete the Walden University  NRNP 6675 Assignment 2: Study Plan assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.


How to Research and Prepare for NRNP 6675 Assignment 2: Study Plan                  


Whether one passes or fails an academic assignment such as the Walden University  NRNP 6675 Assignment 2: Study Plan  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.


After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.


How to Write the Introduction for NRNP 6675 Assignment 2: Study Plan                  

The introduction for the Walden University  NRNP 6675 Assignment 2: Study Plan is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.


How to Write the Body for NRNP 6675 Assignment 2: Study Plan                  


After the introduction, move into the main part of the NRNP 6675 Assignment 2: Study Plan  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.


Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.


How to Write the Conclusion for NRNP 6675 Assignment 2: Study Plan                  


After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.


How to Format the References List for NRNP 6675 Assignment 2: Study Plan                  


The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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WAlden University, LLC


Kofo Calloway

College of Nursing-PMHNP, Walden University

NRNP 6675: PMHNP Care Across the Lifespan II

Professor Daphne Essex

12 June, 2022


Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRNP 6675 Assignment 2: Study Plan

Pathways Mental Health

Psychiatric Patient Evaluation


  Use the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit altogether as one document.

Identifying Information

Identification was verified by stating of their name and date of birth.

Time spent for evaluation: 0900am-0957am

Chief Complaint

“My other provider retired. I don’t think I’m doing so well.”


25-year-old Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD.

Today, client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking.  Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.

Diagnostic Screening Results

Screen of symptoms in the past 2 weeks:

PHQ 9= 0 with symptoms rated as no difficulty in functioning
Interpretation of Total Score
Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression

GAD 7= 2 with symptoms rated as no difficulty in functioning
Interpreting the Total Score:
Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety

MDQ screen negative

PCL-5 Screen 32

Past Psychiatric and Substance Use Treatment

·       Entered mental health system when she was age 19 after raped by a stranger during a house burglary.

·       Previous Psychiatric Hospitalizations:  denied

·       Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015

·       Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing)

·       Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school records

Substance Use History

Have you used/abused any of the following (include frequency/amt/last use):

Substance Y/N Frequency/Last Use
Tobacco products Y ½
ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially
Cannabis N
Cocaine Y last use 2015
Prescription stimulants Y last use 2015
Methamphetamine N
Inhalants N
Sedative/sleeping pills N
Hallucinogens N
Street Opioids N
Prescription opioids N
Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015


Any history of substance related:

·       Blackouts:  +

·       Tremors:   –

·       DUI: –

·       D/T’s: –

·       Seizures: –

Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetings

Psychosocial History

Client was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children.

Employed at local tanning bed salon

Education: High School Diploma

Denied current legal issues.

Suicide / HOmicide Risk Assessment


·       Suicidal Ideas or plans – no

·       Suicide gestures in past – no

·       Psychiatric diagnosis – yes

·       Physical Illness (chronic, medical) – no

·       Childhood trauma – yes

·       Cognition not intact – no

·       Support system – yes

·       Unemployment – no

·       Stressful life events – yes

·       Physical abuse – yes

·       Sexual abuse – yes

·       Family history of suicide – unknown

·       Family history of mental illness – unknown

·       Hopelessness – no

·       Gender – female

·       Marital status – single

·       White race

·       Access to means

·       Substance abuse – in remission



·       Absence of psychosis – yes

·       Access to adequate health care – yes

·       Advice & help seeking – yes

·       Resourcefulness/Survival skills – yes

·       Children – no

·       Sense of responsibility – yes

·       Pregnancy – no; last menses one week ago, has Norplant

·       Spirituality – yes

·       Life satisfaction – “fair amount”

·       Positive coping skills – yes

·       Positive social support – yes

·       Positive therapeutic relationship – yes

·       Future oriented – yes


Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors


Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol.


No required SAFETY PLAN related to low risk

Mental Status Examination

She is a 25-year-old Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, she is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.

Clinical Impression

Client is a 25 year old Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission.

Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches.

At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.

Diagnostic Impression

DSM-V CODE: Post traumatic stress disorder (PTSD)

ICD-10 CODE: F43.1

Treatment Plan

1)       Medication:

·       Increase fluoxetine 40mg po daily for PTSD #30 1 RF

·       Continue with atomoxetine 80mg po daily for ADHD.  #30 1 RF

Instructed to call and report any adverse reactions.

Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful


2)       Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained.

Not to drive or operate dangerous machinery if feeling sedated.

Not to stop medication abruptly without discussing with providers.

Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and encouraged ongoing abstinence. Maintain support system, sponsors, and meetings.

Discussed how drugs/ETOH affects mental health, physical health, sleep architecture.


3)       Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment.


4)       Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal.


5)       Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation.


6)       RTC in 30 days


7)       Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results

Patient is amenable with this plan and agrees to follow treatment regimen as discussed.

Narrative Answers

The DSM-V is a diagnostic manual for assessing and diagnosing mental health disorders. It is commonly used by psychologists, mental health practitioners, therapists, and behavioral professionals in diagnosis (First et al., 2021). On the other hand, the ICD-10 refers to the 10th version of a classification tool developed by the World Health Organization for medical diagnoses (Monestime et al., 2019). While the DSM-V helps providers diagnose mental health issues more accurately, the ICD-10 assists the billing staff code and bill more accurately.

The relevant information needed in documentation to support DSM V coding includes diagnostic clinical features, associated symptoms supporting diagnosis, risk factors, diagnostic measures, prognostic factors, and functional consequences (First et al., 2021). In addition, information on gender and culture-associated diagnostic issues, differential diagnoses, and recording procedures is needed in the documentation. Pertinent information needed in ICD-10 coding includes the causes, clinical manifestations, severity of symptoms, and the type of illness or injury (Monestime et al., 2019).

The case scenario lacks important documentation like the severity of clinical symptoms, primary diagnosis, the patient’s comorbidities, and the differential diagnoses with their DSM V and ICD-10 codes. The coding and billing options can be narrowed down by including information such as the clinician’s details and the patient’s demographic information. The clinician’s details include the name, signature, location, and the National Provider Identifier (NPI). Besides, the patient information should include the name, age/date of birth, and insurance information (Seligson et al., 2021). Furthermore, coding and billing can be narrowed by including details about the clinical visit, such as the date and time of the visit, procedure codes, code modifiers, the number of items used, and authorization data.

Healthcare organizations can improve the quality of clinical documentation by leveraging technology and educating healthcare providers in order to improve coding compliance and maximize reimbursement. Healthcare technology can potentially restructure and optimize coding, claims management, and reimbursement. Technology can make coding and clinical documentation easier (Jaqua et al., 2020). For instance, Computer-assisted coding (CAC) solutions extract data from patient records and transfer it to the coder, allowing the coder to focus on creating a story. In addition, providing staff education is crucial in improving documentation among healthcare providers (Seligson et al., 2021). The staff should be trained on using technology in the documentation and why they need to document in a particular way to support coding and billing processes and ensure maximum reimbursement.






First, M. B., Gaebel, W., Maj, M., Stein, D. J., Kogan, C. S., Saunders, J. B., … & Reed, G. M. (2021). An organization‐and category‐level comparison of diagnostic requirements for mental disorders in ICD‐11 and DSM‐5. World Psychiatry20(1), 34-51.

Jaqua, E. E., Chi, R., Labib, W., Uribe, M., Najarro, J., & Hanna, M. (2020). Optimize Your Documentation to Improve Medicare Reimbursement. Cleveland Clinic journal of medicine87(7), 427-434.

Monestime, J. P., Mayer, R. W., & Blackwood, A. (2019). Analyzing the ICD-10-CM Transition and Post-implementation Stages: A Public Health Institution Case Study. Perspectives in health information management16(Spring), 1a.

Seligson, M. T., Lyden, S. P., Caputo, F. J., Kirksey, L., Rowse, J. W., & Smolock, C. J. (2021). Improving clinical documentation of evaluation and management care and patient acuity improves reimbursement as well as quality metrics. Journal of Vascular Surgery74(6), 2055-2062.