Identify and explore the biological, psychological, social and cultural factors that impact on mental health

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3000 words essay.
Care analysis of a service user experiencing acute and challenging mental health problems:
Demonstrate a biopsychosocial understanding of a service users experience and an evidence based approach to your suggested intervention. The service user should have complex needs, which can offer challenges to services. An example of this might be:
A service user who is admitted informally to an acute in patient unit where the doors are locked. The service user may be presenting with depression, alcohol withdrawal and ideas of self-harm.
Care analysis should identify:
– Service users presenting problems, from the biopsychosocial perspective
– Risk assessment and management
– Recovery principles and engagement processes
– Legal and ethical dimensions, such as deprivation of liberty
– Role and responsibilities of the mental health nurse
The client history and presentation should be put in as an appendix
Module aims:
• Identify and explore the biological, psychological, social and cultural factors that impact on mental health
• Enable the student to demonstrate expertise in eliciting a full biological, psychological and social history and to critically examine the links between causation, symptomology, treatment and management of challenging mental health presentations
• Facilitate the exploration of the experience of acute and challenging presentations and critically analyse knowledge and experience to make clinical judgments
Demonstrate competence in the use of care planning to promote service user independence and recovery
Knowledge and Understanding
• Understand the biological explanations of mental health problems addressed with psychological and social perspectives of human responses and behaviour
• Evaluate data to identify and define acute / challenging presentations, analyse the use of specific nursing interventions and, informed by best available evidence, utilise a collaborative approach when formulating and evaluating assessment and interventions used
Intellectual Skills
• Analyse the legislative frameworks, ethical dimensions and policy context in relation to complex mental health presentations
• Analyse and apply a variety of assessment tools and frameworks in relation to challenging mental health needs and presentations
• Analyse and apply research to clinical practice
Document Layout:
• Front page including your student number and word count
• Double line spacing
• Size 12 font
• A margin of at least 2.54 cm on all sides of A4 paper
• Candidate number as header on all pages
• Page number as footer on all pages
Personality Disorder
• A bio-psycho social perspective on personality development
• Understanding of diagnostic criteria for personality disorder
• Engaging with the service user
• Assessing risk, including the risk of self-harm, attempted suicide and risk to others
• Legal and ethical frameworks for care
• Nursing intervention and the use of ‘self’ in engaging with this client group
• Development and documentation of care plans to achieve optimal health, habitation and rehabilitation, based on assessment and current nursing knowledge
Risk Management
• Understanding risk – the use of positive risk taking
• Collaborative approaches to risk management – clinical decision making
• Selection and application of appropriate assessment tools
• Promoting the use of nurturing, psychologically and environmentally safe environments
• Prioritisation of need
• Empowering service users – maximising choice and decision making wherever possible
• Developing communication skills, written and verbal
• Legal and ethical frameworks for care
Dual Diagnosis
• Selection and application of appropriate risk assessment tools and specific techniques in assessing substance misuse and co existing mental health problems
• Assessment of physical health needs in relation to substance use
• Collaborative approaches to care and care planning
• Understanding the impact of specific substances on the service users physical and mental well-being (during use and detoxification regimes)
• Promoting service user understanding and ownership of care and treatment
• Legal and ethical frameworks for care
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Nursing research is one of the courses that will distinguish the BSN from your current level of education. Why do you think that the BSN needs to have a working knowledge of nursing research?

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Nursing research is one of the courses that will distinguish the BSN from your current level of education. Why do you think that the BSN needs to have a working knowledge of nursing research?
Some nurses feel that nursing research is intimidating. Does research feel that way to you and what can you do to get past that?

Differentiate between the presenting signs of symptoms of a 55-year-old suffering from acute bronchitis and a 55-year-old suffering from pneumonia.

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Differentiate between the presenting signs of symptoms of a 55-year-old suffering from acute bronchitis and a 55-year-old suffering from pneumonia. In your response, discuss the most typical community-acquired pathogens involved with each of these illnesses. Include some comments related to potential cultural influences on managing the illnesses. Provide evidence for your response as a reference.

Identify the top three problems for the selected community based on the Healthy People 2020 goals.

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More emphasis is being placed on healthier communities as changes are occurring in the fields of healthcare financing, policy, and focus. One of the primary roles of a community health nurse is to assess the community or population in order to determine its health status in relation to its assets and needs.
Requirements:
A. Identify an appropriate community for which there is published data available (county, state, or national data) that will support the diagnosis.
B. Assess the health needs and risks of the identified community by utilizing the following tools:
Note: The collection of this data should include a variety of data sources, such as focus groups with older adults and/or youth, epidemiological data from the health department or department of vital statistics, investigations of community resources from stakeholders or faith-based organizations, and/or surveys. You do not have to answer every question listed in the assessment tools. Each of these tools can be found either in the web links section or as an attachment to this task.
• Population Economic Status Assessment
• Neighborhood/Community Safety Inventory
• Cultural Assessment Tool
• Disaster Assessment and Planning Guide
• Windshield Survey
• Population Health Scavenger Hunt
Note: The name of each of the six tools should be identified in the needs assessment summary, along with a brief summary of how each of the six tools was used in the needs assessment.
1. Interpret the collected data using concepts of epidemiology and health determinants (e.g., birth rate, death rate, rates of disease, morbidity).
C. Formulate an appropriate community diagnosis for the selected community by doing the following (suggested length of 4–6 pages):
1. Identify the top three problems for the selected community based on the Healthy People 2020 goals.
a. Discuss the problems in relation to the Healthy People 2020 goals.
2. Select one of the problems identified in part C1 that you would like to investigate further, and do the following:
a. Discuss community resources (e.g., Public Health Department, American Red Cross, American Heart) that are available to address this problem.
3. Formulate a primary prevention topic based on the problem you identified in part C2.
Note: See the attached “Approved Topic List” for guidance in formulating your topic.
D. Include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.