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Please answer the following questions, support your answer with credible resources (peer reviewed journal articles, government websites, or books).

1.              Define the descriptive and analytic study design.

2.              What is the difference between them?

3.              What are the sub-group of descriptive and analytic study design?

4.              Which study design answer what, who, where, and when; and which one answer why and how?

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Week 3: Collaboration Cafe

With new information continually emerging, professional nurses must be equipped to critique scholarly literature and discern its value for practice. Select one current, quantitative scholarly nursing article related to your PICOT question and determine its strengths, limitations, and potential application.

Complete the  Johns Hopkins Nursing Evidence Based Practice Appendix E Evidence Appraisal Tool. Once you’ve completed the tool, use your own words to summarize your appraisal of the article. Include the following:

· Description of the purpose

· Explanation of research design

· Discussion of sample

· Description of data collection methods

· Summary of findings

· Strengths of the study (minimum of 1)

· Limitations of the study (minimum of 1)

· Recommendations regarding potential application for future practice that are insightful and appropriate.

Attach the article to your post, in addition to including the full reference for the article in your post.

During the week, read a minimum of two articles posted by peers and add your thoughts about whether you feel their article would support an EBP change.

The John Hopkins tool  does not need to be turned in, it is a worksheet for you to decide what type of article you have.

For full credit, submit your initial post by Wednesday at 11:59 PM MT. Complete your two responses to peers by Sunday at 11:59 PM MT.

**To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

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This learning activity aims for a full understanding and unbiased view of the family—not just its problems, but also its strengths, values, and goals. Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

• See the Interview Questionnaire in the attached document below.
• Upon completion of the interview, write a 750-1,000-word .
• Analyze your assessment findings and the family’s answers to your questions.

This family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.

1. Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment.
2. Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age.

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Learning resources

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)

Choose one video to discus

https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x03_Bipolar_and_Related_Disorders

https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/full/10.1176/appi.books.9780890425787.x04_Depressive_Disorders

https://content.waldenu.edu/content/dam/laureate/laureate-academics/wal/ms-nurs/nrnp-6635/week-03/NRNP%206635%20Case%20History%20Reports%20rev%204.26.2022.pdf

https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-38

https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-18

https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-8

https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/training-title-2

Main 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.

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.).

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