questions

Original Work, No Plagiarism, Cite and Reference

You (a research assistant) are administering an electronic survey about chemotherapy-induced peripheral neuropathy to Edith, a participant receiving chemotherapy, in the infusion suite. The survey is administered using software on a iPad. You hand Edith the iPad and while she is clicking around to answer the survey, she accidentally navigates to the main page of the survey administration software, revealing the first and last names of everyone on the study. This is not the first time that a data privacy incident has occurred during the conduct of this study.

Discussion Questions

1. What security steps could you take in the future to prevent participants from navigating to the home page of the survey administration software when they complete the survey on the iPad? 

2. If you were the PI of this study, how would you explain to your research assistant the importance of data privacy/security?

3. If you were the PI of this study, should you report this incident to the IRB? Why or why not? 

4. In an alternate scenario, when you approach Edith to administer the survey, Edith says that she does not remember being apart of a research study. How would you respond in this situation? Should you still administer the survey? 

SOAP note Hypothyroidism

Please see the attachment for the instructions

health

Develop an annotated bibliography related to an area of family nursing research of
interest to you and relevant to nursing practice and your final project (Family Nursing
Project Assignment).
2. Search literature for current (within the past ten years– exceptions can always be made in
dates for seminal articles of critical importance to the topic) research related to a specific
family health experience or family nursing care. Students may select the health care
setting, health condition, and family stage of development.
3. Create an annotated bibliography of a minimum of five research articles. The annotated
bibliography can include literature from related disciplines but should be pertinent to
nursing science. The student will create a summary paragraph listing and describing the
family nursing approaches/interventions/actions that are supported by the findings
described in the annotated bibliography.

Cover Letter

Charmine asseng

 

Contact

[email protected]

 

Professional Summary

A highly motivated student for strengths in MS office suite, Telephone Etiquette, CPR and first aid certified and a quick learner. Also, an analytical critical thinking professional with experience at Asbury Methodist Village. A deadline-driven individual that is a fast learner and uses critical analysis skills to make informed decisions.

 

Skills

· Quick Leaner

· CPR and first aid certified.

· MS Office Suite

· Determined Team Player

· Clear Communication Skills

· Telephone Etiquette

· Detail Oriented

· Strong Interpersonal Skills

· Adaptability

· Quick decision making

· Ability to work under pressure.

 

Experience

InternShip
July 10 -July 28th, 2017

Asbury Methodist Village, Gaithersburg MD

· I updated patient files, took them to their various daily activities, and photocopied and typed information.

· greeting patients, handling phone calls, preparing medical documents.

· scheduling appointments ensure that appropriate medical forms are signed.

· verify patient’s information and health insurance.

· Served victors by greeting, welcoming, and directing them appropriately.

David’s Bridal- Sep 9th, 2017 ‐ present

Bridal stylist, Rockville MD

· Consistently honor all service and selling vows, outfitting each customer head to toe.

· Sell the gown, headpiece, foundations, shoes, jewelry, etc.; outfit and accessorize the bridal party.

· Educate customers on the David’s Differences; attributes that make David’s Bridal unique.

· Maximize sales and customer satisfaction by providing superior service with every customer visit.

· Maintain David’s Bridal hourly sales productivity.

· Prepare for all upcoming appointments by printing the customers' profile and favorites.

· Know David's Bridal merchandise and build on product knowledge on an ongoing basis.

· Follow up and communicate with customers, following Relationship Management standards.

· Explain services provided by the alterations department to the customer and the importance.

· Support store management in performing responsibilities, including maintaining responsibility, inventory counts, merchandising the sales floor, and completing markdowns.

· Provide an efficient and friendly checkout experience for customers, as needed.

· Maintain housekeeping standards in the store.

· Answer multi-line business phone using the correct David's Bridal greeting and provide information in a professional manner.

Smart brand online- June 2015‐ July 2017

Assistant, Gaithersburg MD

· Helped with time and daily management.

· Scheduling of meetings, correspondence, and note-taking.

· Shipping out items to customers

· Assist customers with any questions they might have.

· Updating paperwork, maintaining documents, and word processing.

· Helping organize and maintain common office areas.

· Maintaining supply inventory

Clinical Experience Shady grove Adventist- January -May 2023

· Help take patient vital signs. 

· Help give patient medications with nurse supervision. 

· Assist patient in using the bathroom and eating. 

· Assist nurse in caring for the patient. 

Nurse Externship Program Adventist Healthcare Shady Grove– June 2023-up till date (Extended)

· A student nurse who is receiving training and following a nurse to develop clinical and critical thinking skills, and how to provide patient care.

· Working alongside the nurse assistant to take vital signs and assist with bedside skills.

· Acquired knowledge in the Peds ed and Med Surg unit by assisting in nursing tasks, helping patients with hygiene and dressing.

· Acquired nursing knowledge and the ability to follow instructions, as well as time management, and communication skills.

 

Education

High school Diploma- Gaithersburg High school

Gaithersburg, MD

Associate DEGREE
GENERAL STUDIES – MONTGOMERY college (expected may 2021)
Rockville, MD

AWARDS

Honor roll, Dean’s List

.

image1.emf

Lessons

Please complete all of the lessons and send the certificates. There should be a total of 5 lessons with the link provided. Please send the certificates when finished. After each lesson there are a few questions based on the reading.



https://www.hhs.gov/ohrp/education-and-outreach/human-research-protection-training/human-research-protection-foundational-training/index.htmlLinks to an external site.
 

86 pp busplan

Post your week eight assignment, a narrated powerpoint presentation, showcasing your business plan to the week eight discussion 

Use week 7 business plan to make power point presentation 

Expectations

Initial Post:

  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

question


Back to Module at a Glance

ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3: RESEARCH ANALYSIS

Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.

Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.

In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.

RESOURCES


Be sure to review the Learning Resources before completing this activity. 
Click the weekly resources link to access the resources. 



WEEKLY RESOURCES

· Al-Jundi, A., & Sakka, S. (2017).
Critical appraisal of clinical research
Links to an external site.
.
 Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. https://doi.org/10.7860/JCDR/2017/26047.9942

· Shellenbarger, T. (2016). 
Simplifying synthesis
Links to an external site.
. Nurse Author & Editor, 26(3). Retrieved from http://naepub.com/reporting-research/2016-26-3-3/ 

· Walden University Library. (n.d.). 
Databases A-Z: Nursing
Links to an external site.
. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

· Walden University Library. (n.d.). 
Evaluating resources: Journals
Links to an external site.
. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

· Walden University Library. (n.d.). 
Instructional media: Fundamentals of library research
Links to an external site.
. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

·
Walden University Writing Center.
Links to an external site.
 (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

· Walden University Writing Center. (n.d.). 
Common assignments: Synthesizing your sources
Links to an external site.
. https://academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing

· Walden University Writing Center. (n.d.). 
Scholarly writing: Overview
Links to an external site.
. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

· Walden University Writing Center. (n.d.). 
Webinars: Technical information
Links to an external site.
. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical

· Document: 
Academic Success and Professional Development Plan Template
 Download Academic Success and Professional Development Plan Template(Word document)

· Document: 
Introduction to Scholarly Writing: Tips for success
 Download Introduction to Scholarly Writing: Tips for success(PDF)

To Prepare:

·
Reflect on the strategies presented in the Resources this Module's Learning Resources in support of locating and analyzing research.

·
Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.

·
Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.

The Assignment:

Using the “Module 3 | Part 3” section of your 
Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

·
Your topic of interest.

·
A correctly formatted APA citation of the article you selected, along with link or search details.

·
Identify a professional practice use of the theories/concepts presented in the article.

·
Analysis of the article using the “Research Analysis Matrix” section of the template

·
Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.

·
Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

·
Describe your approach to identifying and analyzing peer-reviewed research.

·
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

·
Identify at least one resource you intend to use in the future to find peer-reviewed research.


Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

BY DAY 7 OF WEEK 5

Submit your analysis, including your completed section of the 
Academic Success and Professional Development Plan Template sections and your matrix and summary.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1.
To submit your completed assignment, save your Assignment as MD3Assgn_LastName_Firstinitial

2.
Then, click on Start Assignment near the top of the page.

3.
Next, click on Upload File and select Submit Assignment for review.


Rubric

NURS_6003_Module03_Week05_Assignment_Rubric

NURS_6003_Module03_Week05_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeUsing the Week 3 Part 3, section of your Academic Success and Professional Development Plan Template complete Step 1. Conduct an analysis of the elements of the research article you identified. Be sure to include the following:· The topic of interest you have selected. · Correctly formatted APA citation of the article you selected, along with link or search details. · Identify one or more professional practice uses of the theories/concepts presented in the article.

25 to >22.0 pts

Excellent

The response clearly identifies the topic of interest selected. … The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details. … The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article.

22 to >19.0 pts

Good

The response partially identifies the topic of interest selected. … The response provides a partial citation of the article selected, including a partial link or search details. … The response partially identifies and describes a professional practice use of the theories/concepts presented in the article.

19 to >17.0 pts

Fair

The response vaguely identifies the topic of interest selected. … The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details. … The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article.

17 to >0 pts

Poor

The response vaguely and inaccurately identifies the topic of interest selected or is missing. … The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing. … The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article or is missing.

25 pts

This criterion is linked to a Learning OutcomeAnalysis of the article using the Research Analysis Matrix section of the template for:Strengths of the ResearchLimitations of the ResearchRelevancy to the Topic of Interest. · Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice.

20 to >17.0 pts

Excellent

The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template. … The response clearly and accurately explains in detail the justification of whether to recommend the use of the article to inform professional practice.

17 to >15.0 pts

Good

The response provides a partial analysis of the article using the Research Analysis Matrix section of the template. … The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice.

15 to >13.0 pts

Fair

The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template. … The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice.

13 to >0 pts

Poor

The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template or is missing. … The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice or is missing.

20 pts

This criterion is linked to a Learning OutcomePart 3, Step 2: Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following: · Describe your approach to identifying and analyzing peer-reviewed research· Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research. · Identify at least one resource you intend to use in the future to find peer-reviewed research.

45 to >40.0 pts

Excellent

The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research. The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research. … The response clearly identifies and accurately describes in detail at least one resource you intend to use in the future to find peer-reviewed research.

40 to >35.0 pts

Good

The response partially describes the approach to identifying and analyzing peer-reviewed research. The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research. … The response partially identifies and describes in detail at least one resource you intend to use in the future to find peer-reviewed research.

35 to >31.0 pts

Fair

The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research. The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research. … The response vaguely or inaccurately identifies describes in detail at least one resource you intend to use in the future to find peer-reviewed research.

31 to >0 pts

Poor

The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research or is missing. The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research or is missing. … The response vaguely or inaccurately identifies describes in detail or is missing at least one resource you intend to use in the future to find peer-reviewed research.

45 pts

This criterion is linked to a Learning OutcomeWritten 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. which delineates all required criteria.

5 to >4.0 pts

Excellent

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

4 to >3.0 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3 to >2.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

2 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 pts

Good

Contains a few (1-2) grammar, spelling, and punctuation errors.

3 to >2.0 pts

Fair

Contains several (3-4) grammar, spelling, and punctuation errors.

2 to >0 pts

Poor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

Total Points: 100

Unit 8 Medications for Sleep Disorders. 800w. 4 references. Due 10-22-23

Unit 8 Medications for Sleep Disorders. 800w. 4 references. Due 10-22-23

1. What screening tools can be used to affirm your initial diagnosis that a patient may meet the diagnostic criteria for a sleep disorder?

2. Describe the pharmacological actions of non-z sleep medications?

3. What problems can occur when benzodiazepines are used to help with sleep?

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.

Please review the rubric to ensure that your response meets the criteria.

https://www.apa.org/monitor/2022/07/ce-sleep-disorders

CONTINUING EDUCATION

Diagnosing and treating sleep disorders

Psychologists have a leading role to play in treating insomnia and other common sleep disturbances

By 

Kirsten Weir
Date created: July 1, 202214 min read

Vol. 53 No. 5
Print version: page 40

·
Sleep

9

graphic depicting a young man with sheep floating around his head

CE credits: 1

Learning objectives: After reading this article, CE candidates will be able to:

1. Describe symptoms of common sleep disorders.

2. Understand and access tools available for screening clients for sleep disorders.

3. Describe evidence-based behavioral treatments for insomnia and other sleep disorders.

4. Know when to refer clients to sleep specialists.

For more information on earning CE credit for this article, go to 

CE Corner
.

Psychologists have a leading role to play in treating insomnia and other common sleep disturbances.

Sleep is a biological necessity. But for all its importance, it can be surprisingly hard to get enough. As many as 50 to 70 million U.S. adults have a sleep disorder, according to the American Sleep Association. Those disorders frequently go hand in hand with problems such as depression, anxiety, and posttraumatic stress disorder (PTSD). “Sleep disorders are very common and are often comorbid with mental health conditions. But psychologists get very little training in sleep,” said Jennifer Mundt, PhD, director of the Northwestern University Behavioral Sleep Medicine Training Program, who presented the continuing-education session “Sleep and Its Disorders: A Primer for Mental Health Professionals” for APA in 2021.

In a recent survey of clinical psychologists in the United States and Canada, practitioners reported a median of just 10 hours of sleep training across their education and career, and 95% reported no clinical sleep training during graduate school, internship, or fellowship (Zhou, E. S., et al., 


Behavioral Sleep Medicine

, Vol. 19, No. 6, 2021
). “In medicine, psychology, and society as a whole, we’ve paid so little attention to sleep for so long,” Mundt said.

It is time to start paying attention, Mundt and other sleep experts say. “Sleep is critical to physical and emotional health, and when it’s disrupted, it cuts across both,” said Susan Rubman, PhD, a behavioral sleep medicine specialist and assistant professor of psychiatry at the Yale School of Medicine. “As a basic part of psychological assessment, it’s important to know what normal sleep is and what disordered sleep is so you can treat all aspects of an individual’s concerns appropriately.”

ADVERTISEMENT

Sleep facts and fictions

Sleep disorders come in all shapes and sizes. The most common is insomnia, which is characterized by difficulty falling or staying asleep. About 30% of adults in the United States have symptoms of insomnia, and about 10% have insomnia that is severe enough to cause daytime consequences, according to the American Academy of Sleep Medicine (AASM). And insomnia comes with a host of complications, including increased risk of accidents, poor performance at work or school, and elevated risk of conditions including high blood pressure, heart disease, depression, and substance use disorders. It is also associated with an increased risk of suicide as well as death from other causes.

Insomnia and other sleep disorders often coexist with other psychological complaints. Up to 90% of people with depression have sleep complaints, and two thirds of people undergoing a major depressive episode experience insomnia, according to a review by University of Pittsburgh researchers Peter Franzen, PhD, and Daniel Buysse, MD. Sleep disturbances often precede depressive symptoms, they found, and are associated with worse clinical and treatment outcomes among people with depression (


Dialogues in Clinical Neuroscience

, Vol. 10, No. 4, 2008
).

All that is to say that clinical psychologists are certain to treat patients who have trouble sleeping whether they know it or not. And there are three good reasons to address sleep in practice, said Michael Grandner, PhD, MTR, director of the Sleep and Health Research Program at the University of Arizona. “First, we know that sleep affects health and functioning. Second, sleep is often a way into mental health issues. Asking how someone is sleeping is a great way to start talking about mental health,” he said. “And the third reason is that sleep problems are highly fixable, without medications. And psychologists are in a prime position to fix them.”

Yet there are some common misconceptions about sleep—among the public as well as health care professionals—that prevent people from getting the treatment they need for insomnia and other sleep disorders. One is the belief that good sleep hygiene can cure disordered sleep, Grandner said. Sleep hygiene includes practices like going to bed and waking up at a consistent time, removing electronic devices from the bedroom, and avoiding caffeine, alcohol, and heavy meals near bedtime. While these efforts can improve sleep, they are not a treatment for disordered sleep. “A lot of people confuse sleep hygiene with behavioral sleep therapies. This is a huge misconception,” Grandner said. Hygiene, by nature, is preventive. “Washing your hands can prevent you from getting sick, but it won’t cure an infection. And sleep hygiene can remove some barriers to good sleep, but it’s mostly useless for fixing insomnia,” he added.

Another fallacy is that insomnia is a symptom of mental health disorders. While the two often coexist, they are best thought of as comorbid conditions, said Michael Perlis, PhD, director of the Behavioral Sleep Medicine Program at the University of Pennsylvania Perelman School of Medicine. “When sleep disorders are viewed as a symptom of an illness, people believe there’s no need for targeted action. They believe that by treating the PTSD, anxiety, or depression, insomnia will abate. The past 10 years of research shows us that doesn’t happen,” he said.

While treating mental health conditions does not guarantee improvement of comorbid insomnia, the reverse is more likely: Treating insomnia can make mental health disorders more manageable. A meta-analysis of randomized controlled trials showed that poor sleep is causally related to mental health difficulties and that greater improvements in sleep quality lead to greater improvements in mental health (Scott, A. J., et al., 


Sleep Medicine Reviews

, Vol. 60, 2021
). For that reason, some sleep experts argue that insomnia should be treated even before other mental health problems, if the patient is not in crisis. “When insomnia is left alive, it complicates the treatment of everything else,” said Donn Posner, PhD, adjunct clinical associate professor at Stanford University School of Medicine and founder of Sleepwell Consultants, which offers sleep interventions for patients and workshops for providers. “Every time you see chronic insomnia, you need to treat it.”

CBT-I: Front-line insomnia treatment

Almost anything can trigger a night of tossing and turning, from stress to pain to stormy weather. “There are a million causes of short-term insomnia. But there is one main culprit behind chronic insomnia—conditioned arousal,” said Grandner. “When sleep becomes problematic, the bed becomes the war zone. And then the expectation that sleep will be stressful creates the very activation that makes sleep difficult.”

The best treatment to address that conditioned arousal is cognitive behavioral therapy for insomnia (CBT-I), a targeted intervention that typically lasts four to eight sessions. In fact, CBT-I is one of psychology’s best success stories. The treatment is so effective that it is recommended as a front-line treatment for insomnia by a variety of professional groups, including the Department of Veterans Affairs/Department of Defense Health Affairs, the American College of Physicians, and the AASM.

Even in cases of short-term insomnia, CBT-I is about as effective as sleeping pills. In a meta-analysis that included 21 studies, researchers concluded that behavioral therapy produces similar outcomes as pharmacotherapy for the acute treatment of primary insomnia (Smith, M. T., et al., 


The American Journal of Psychiatry

, Vol. 159, No. 1, 2002
). But for chronic insomnia, CBT-I is at a distinct advantage. A meta-analysis concluded that the intervention is an effective treatment for adults with chronic insomnia, with clinically meaningful effect sizes (Trauer, J. M., et al., 


Annals of Internal Medicine

, Vol. 163, No. 3, 2015
). “In the long term, there’s an advantage for CBT-I because it actually addresses the underlying behavioral and thought patterns that perpetuate the insomnia,” Mundt said. “And it has a high rate of success.”

CBT-I is also a successful option for patients with insomnia and depression. In a study of internet-delivered CBT-I, Kerstin Blom, PhD, at the Karolinska Institutet in Sweden, and colleagues found that in patients with both diagnoses, CBT-I was more effective than CBT for depression when treating insomnia. More surprising, the two were equally effective for reducing depression severity. At a 3-year follow-up, both the CBT-I and CBT for depression groups continued to experience similar reductions in depression severity, but the insomnia treatment continued to have superior effects on sleep (


Sleep

, Vol. 38, No. 2, 2015



Sleep

, Vol. 40, No. 8, 2017
).

Other research also supports the idea that CBT-I can improve depression. A systematic review of 18 studies concluded that CBT-I is a promising treatment for depression in people who also have insomnia and produces effects of roughly the same magnitude as antidepressant medications. In-person therapy had the most evidence supporting its efficacy, while evidence for telehealth CBT-I was mixed. However, the authors concluded there is promise for a stepped-care approach in which telehealth progresses to in-person therapy for patients as needed (Cunningham, J. E. A., & Shapiro, C. M., 


Journal of Psychosomatic Research

, Vol. 106, 2018
).

There’s further evidence that treating insomnia might even prevent depression from developing in the first place. In a study by researchers at Henry Ford Health and the University of Oxford, participants with insomnia were randomized to receive either digital CBT-I or sleep education. In those with minimal to no depression at baseline, the incidence of moderate-to-severe depression one year later was reduced by half in the CBT-I group compared with the sleep education control condition (Cheng, P., et al., 


Sleep

, Vol. 42, No. 10, 2019
).

Research also supports the use of CBT-I in patients with insomnia and other mental health conditions. One randomized trial by Lisa Talbot, PhD, at the San Francisco VA Medical Center, and colleagues found that an eight-session CBT-I intervention improved sleep and overall psychosocial functioning in people with PTSD compared with participants in a waiting list control group. There was also some evidence that CBT-I may reduce the frequency of nightmares in people with PTSD (


Sleep

, Vol. 37, No. 2, 2014
).

Meanwhile, Grandner and colleagues explored the connection between COVID-19 pandemic-related stress and anxiety, suicidal ideation, and sleep. They found that COVID anxiety was correlated with suicidal ideation—but that association was fully accounted for by insomnia severity. Treating the insomnia, in other words, may help to reduce suicide risk in people with high stress or anxiety (


Psychiatry Research

, Vol. 290, No. 113124, 2020
).

Recognizing other sleep disorders

Insomnia, while common, is hardly the only sleep disorder that psychologists are likely to encounter in their practice. About 25 million adults in the United States—more than a quarter of adults ages 30 to 70—have obstructive sleep apnea, according to the AASM. This disorder occurs when muscles in the throat relax, blocking the airway. People with obstructive sleep apnea repeatedly stop breathing for short periods during sleep, disrupting sleep continuity and causing daytime fatigue. Untreated, sleep apnea can increase the risk of serious conditions, including diabetes, heart disease, and mood and psychiatric disorders.

The front-line treatment for obstructive sleep apnea is positive airway pressure (PAP), a face mask device that pushes air into the airway to keep it open during sleep. While PAP treatment is effective, adherence can be an issue. Psychologists can help patients learn to tolerate the device. “People who specialize in behavioral sleep medicine can help with adherence and anxiety for PAP. When patients are struggling to wear the mask or have anxiety or claustrophobia, we can use exposure treatments to help them get comfortable using the device,” Mundt said.

Nightmares are another common complaint, especially in people who have been exposed to trauma. Counter to popular belief, nightmares are treatable. Imagery rehearsal therapy (IRT) is one of the most used and well-supported interventions for nightmares in people with PTSD, and several protocols are available. A meta-analysis of these cognitive behavioral interventions found IRT had large effects on the frequency of nightmares, sleep quality, and PTSD symptoms. Further, the combination of IRT and CBT-I resulted in even greater improvements in sleep quality (Casement, M. D., & Swanson, L. M., 


Clinical Psychology Review

, Vol. 32, No. 6, 2012
). “It’s helpful to ask patients about nightmares because they are so common, especially with trauma,” Mundt said. “And patients aren’t necessarily going to bring them up, because they don’t even know that treatments are out there.”

Another challenging condition is hypersomnia, which causes excessive sleepiness even after a full night’s sleep. Examples of central disorders with hypersomnolence include conditions such as narcolepsy and Kleine-Levin syndrome, a rare disorder that causes excessive sleep, hunger, and behavioral changes. Hypersomnia can also be idiopathic, meaning it has no known cause. Secondary hypersomnia can be associated with certain medical disorders (such as epilepsy, hypothyroidism, or nervous system disorders), mood disorders such as depression and bipolar disorder, or other causes, such as side effects from medications. “These disorders are less common, but they frequently go undiagnosed or misdiagnosed for years,” Mundt said.

She and her colleagues are developing a cognitive behavioral therapy for hypersomnia (CBT-H). An initial pilot study suggested the treatment may reduce depressive symptoms and improve self-efficacy in people with hypersomnia and coexisting depression (Ong, J. C., et al., 


Journal of Clinical Sleep Medicine, Vol. 16, No. 12, 2020

). “The main treatment for hypersomnia is medication to help with alertness. This is an adjunctive treatment to address the psychosocial impacts of hypersomnia,” Mundt said.

“There’s often comorbid depression and anxiety and issues with stigma and navigating work and relationships. CBT-H is designed to help people deal with those challenges.”

Sleep training for psychologists

Given the frequency of sleep disruption in the general population—and among people with mental health disorders in particular—it is important for clinicians to recognize the signs. Clinical psychologists should make a point to inquire about their patients’ sleep habits, Grandner said. “Sleep problems are part of practically every diagnosis in the DSM,” he said.

Yet it is also important to recognize that treating insomnia and other sleep disorders requires specialized training. For psychologists who are trained in CBT, learning CBT-I is not especially difficult, Grandner said. “The treatment is highly manualized, and you don’t need to be board certified in behavioral sleep medicine to become competent in CBT-I.” However, being competent in CBT-I does require training in principles of sleep medicine that go beyond the traditional behavioral and cognitive tools, and various training options are available online and in person at institutions such as the University of Pennsylvania, University of Oxford, University of Arizona, and others. (See 

Screening tools and other resources
.)

Perlis and Posner, who lead training courses in CBT-I and are coauthors of a treatment manual on the intervention, argue that many more psychologists would benefit from these trainings—and so would their patients. Currently, most of the participants in Perlis’s training courses come from allied fields such as social work and occupational therapy, he said. “We clinical psychologists designed CBT-I. We produced the evidence base. Why are we not the ones delivering it?” he asked. “We need more people in clinical psychology to come aboard and start seeking training.”

Addressing sleep hygiene is something all clinicians can do with their patients. But sleep hygiene alone is not sufficient for treating clinically significant insomnia, Rubman said. If sleep problems persist for more than a few weeks, it is important to refer patients to a physician or psychologist who is certified in behavioral sleep medicine or has training in CBT-I. Too often, patients receive sleep education but do not improve, and then they mistakenly conclude that behavioral interventions didn’t work for them and may turn to sleeping pills instead. That is a missed opportunity, since their insomnia is likely to improve or resolve if they are treated with CBT-I. “Clinicians need a good understanding of variations in normal sleep and the limits of sleep hygiene, and they need to recognize when to refer someone to a specialist,” she said. “The goal is to intervene to prevent an acute problem from becoming a chronic problem.”

Screening tools and other resources


Epworth sleepiness scale

(Johns, M. W., 
Sleep, Vol. 14, No. 6, 1991)


Insomnia Severity Index

(Morin, C. M., et al., 
Sleep, Vol. 34, No. 5, 2011)


Sleep Disorders Symptom Checklist-25

(Klingman, K. J., et al., 
Sleep Medicine Research, Vol. 8, No. 1, 2017)


STOP-Bang questionnaire for sleep apnea

(Tan, A., et al., 
Sleep Medicine, Vol. 27–28, 2016)


Society of Behavioral Sleep Medicine
 (resources, education, and provider directory)


International Directory of CBT-I Providers


Web-based course in CBT-I

Further reading


Cognitive behavioral treatment of insomnia

Perlis, M. L., et al., Springer, 2005


Principles and practice of sleep medicine, 7th edition

Kryger, M. H., et al., Elsevier, 2022


Behavioral treatments for sleep disorders

Perlis, M., et al. (Eds.), Elsevier, 2011


Treatment plans and interventions for insomnia: A case formulation approach

Manber, R., & Carney, C. E., Guilford Press, 2015


Emily Grace and the what-ifs: A story for children about nighttime fears

Gehring, L. B., Magination Press, 2016

1. What screening tools can be used to affirm your initial diagnosis that a patient may meet

the diagnostic criteria for a sleep disorder?

Having a sleep disorder can be crippling to a person’s life and relationships. Research has

expressed that it can exacerbated, or quality of life can be decreased, and fatigue and sleepiness

can have very bad consequences. The screening tool that I would use for distinguishing insomnia

would be the Athens Insomnia Screening (AIS). The consistency and reliability of the AIS

determines for me to be invaluable tool in the clinical practice. this tool helps determine the

factors that affect the inability to sleep. The AIS has 8 items that are used for screening insomnia.

The first 5 items pertain to sleep induction, awakening during the night, final awakening, total

sleep duration, and sleep quality. The last three refer to wellbeing, functioning capacity, and

sleepiness during the day

2. Describe the pharmacological actions of non-z sleep medications?

Zolpidem, Zaleplon, and Eszopiclone are examples of non-z sleep medications. Nonbenzodiazepines work by enhancing a very important neurotransmitter called GABA at the

GABA A receptor. The nonbenzodiazepine hypnotics facilitate GABA A transmission by

preferential binding to the 1a receptor subunits.

3. What problems can occur when benzodiazepines are used to help with sleep?

Benzodiazepines can be used for a short term for insomnia, however there are side effects from

the use of benzodiazepines such as addiction. There are additional medications to explore for

long term use for insomnia they are associated with residual daytime sedation, rebound

insomnia, and anterograde amnesia that can be controlled by their pharmacokinetic properties.

There is a low abuse potential for these classes of drugs when taken for an extended period,

withdrawal and tolerance to the hypnotic effects can become prevalent, and long-term use has

not been studied systematically.

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Pharm: Bipolar Type II with Diabetes Type 1

ASSESSING AND TREATING PATIENTS WITH BIPOLAR II DISORDER AND DIABETES TYPE 1.

For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with bipolar disorder.

For this assignment, you will write a 5–6-page paper on the topic of bipolar and bipolar and related disorders. You will create this guide as an assignment; therefore, a title page, introduction, conclusion, and reference page are required. You must include a minimum of 3 scholarly supporting resources outside of your course provided resources.

In your paper, you will choose one of the following diagnoses: Bipolar I, Bipolar II, Cyclothymic Disorder, Substance/Medication-Induced Bipolar and Related Disorder, Bipolar and Related Disorder Due to Another Medical Condition. Your paper will include discussion for your chosen diagnosis of bipolar and related disorder on the following:

· Prevalence and Neurobiology of your chosen disorder ( Bipolar II and Type 1 Diabetes)

· Discuss the differences between your chosen disorder and one other bipolar and related disorders in relation to the diagnostic criteria including presentation of symptoms according to DSM 5 TR criteria

· Discuss special populations and considerations (children, adolescents, pregnancy/post-partum, older adult, emergency care) for your chosen bipolar and related disorder; demonstrating critical thinking beyond basics of HIPPA and informed consent with discussion of at least one for EACH category:  legal considerations, ethical considerations, cultural considerations, social determinants of health

· Discuss FDA and/or clinical practice guidelines approved pharmacological treatment options in relation to acute and mixed episodes vs maintenance pharmacological treatment for your chosen bipolar and related disorder

· Of the medication treatment options for your chosen disorder discuss side effects, FDA approvals and warnings.  What is important to monitor in terms of labs, comorbid medical issues with why important for monitoring.
(use Escitalopram for Bipolar II and Insulin for Diabetes Type 1)

 

References:

Stahl, S. M. (2021). 
Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th Ed.) Cambridge University Press.

· Chapter 7, “Treatments for Mood Disorders: So-Called “Antidepressants” and “Mood Stabilizers” (pp. 338-358)

American Psychiatric Association. (2010b). 


Practice guideline for the treatment of patients with bipolar disorderLinks to an external site.


 (2nd ed.)

https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar.pdf.

Hirschfeld, R. M. A. (n.d.). 


Guideline watch: Practice guideline for the treatment of patients with bipolar disorder

Links to an external site.
 (2nd ed.)
.  https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/bipolar-watch.pdf

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See Attached