online solution: Prioritize findings to collaborate with the treatment team.C

Prioritize findings to collaborate with the treatment team.Compare and contrast major depressive disorder and dysthymic disorder.Explore disruptive mood dysregulation disorder and its impact on children.Identify behaviors in patients with depression in regard to each of the following areas:affectthought processesfeelingsphysical behaviorcommunicationIdentify nursing application for patients with depression, outcome criteria, interventions and evaluation.Identify unrealistic expectations a nurse may have while working with a patient with depression, and compare them to your own personal thoughts.Identify principles of communication useful in working with patients with depression.Compare the advantages of the selective serotonin reuptake inhibitors (SSRIs) over the tricyclic antidepressants (TCAs).Describe the use of electroconvulsive therapy (ECT) for Depressive Disorder.Describe the symptoms of Premenstrual Dysphoric Disorder.Identify the main neurotransmitters that are affected by antidepressant medications.Identify special dietary and drug restrictions in a teaching plan for a patient taking Monoamine Oxidase Inhibitors (MAOI).Suicide and Non-suicidal Self-InjuryIdentify advocacy for patients who are suicidal.Review safety plan for patients who are acutely suicidal.Describe the profile of suicide in the United States, noting psychosocial and cultural factors that affect risk.Identify common precipitating events for suicide attempts.Describe risk factors for suicide.Identify the most frequent coexisting psychiatric disorders.Identify the components of Columbia Suicide Rating Scale to assess suicide.Describe possible reactions a nurse may have when beginning work with suicidal patients.Discuss examples of primary, secondary, and tertiary prevention.Describe basic-level interventions that take place in the hospital or community.Identify key elements of suicide precautions and environmental safety factors in the hospital.Compare and contrast suicide versus self-injurious behavior (SIB).Explain the importance of the nurse’s role in psychoeducational family support. Death, Dying, and GrievingIdentify stages of the dying process as described by Kubler-Ross.Identify nursing care at the end of life including communication, presence and symptom management.Describe the inner emotional response to loss and how grief is exhibited.Differentiate the characteristics of normal bereavement and dysfunctional grieving.Describe palliative, or end-of-life, care in attempts to meet the client’s physical and psychosocial needs.Analyze the effects of specific interventions nurses can implement when working with a dying person and his or her family and loved ones.Describe Advance Directives that direct end-of-life issue such as Living Wills and Durable Power of Attorney for health care.Therapeutic Groups Identify basic concepts related to group work and phases of group development.Define task and maintenance roles of group members.Discuss the therapeutic factors that operate in all groups.Discuss seven types of groups commonly led by basic level registered nurses.Describe a group intervention for (1) a member who is silent or (2) a member who is monopolizing the group. Health Science Science NursingNUR 613