he purpose of this assignment is for students to:
1. Improve their ability to formulate diagnoses based on clinical presentation of patients
2. Design relevant treatment plan
3. Link pathophysiologic concepts to medication choices
4. Collaborate without outside providers and resources
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Describe the psychodynamic principles of alcohol, opioids, stimulants and benzodiazepines
2. Discuss harm reduction principles in SUD
3. Discuss FDA approved treatment options for SUD
4. List the benefits of using medication assisted treatment (MAT) for SUD
5. Identify resources to complete the DATA waiver process
6. Discuss when and how to taper patients off of common addictive medications, such as benzodiazepines and psychostimulants
7. Identify treatment options for special populations
Requirements
Complete the following case studies:
1. The patient is a 58-year-old woman with chronic pain due to inflammatory arthritis. She presents for her first appointment with you in a primary care office. She states that she is aware that she is asking for an early refill of her Oxycontin however she is traveling out of state and she is concerned that she may have a flare up on her trip.
· Apply the steps in SBIRT to this scenario
· Identify additional questions for this patient
· Develop a treatment plan for this patient
2.The patient is a 24-year-old man brought to your clinic by his family for an evaluation. The patient states that he is struggling with prescription pain pills and wants help. He appears to be in opioid withdrawal; he describes anorexia and diarrhea, he is yawning and sweating upon examination. He scores 15 on the Clinical Opioid Withdrawal Scale (COWS), indicating moderate withdrawal.
· Initiate office-based buprenorphine/naloxone (Suboxone) with a plan for observation.
· Include your rationale for each treatment decision
· Develop a treatment plan for this patient that includes ongoing MAT and psychosocial treatment interventions.
· Construct a safe taper schedule for a patient taking alprazolam (Xanax) 2mg TID. Include a brief narrative explaining the evidence for tapering a patient who has been on a benzodiazepine for an extended amount of time.
Foli, K. J., Huang, W., Adams, N., Kersey, S., Good, B., Ott, C., & Duha, M. S. (2021). Nurses’ Substance Use Education Through a Massive Open Online Course (NSUE-MOOC). Purdue University, School of Nursing, West Lafayette, Indiana.
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeDiscussion Content |
| 50 pts
Excellent
Post contributes clinically accurate perspectives/insights applicable to the case study by: linking tests/interventions accurately to diagnoses, applies learned knowledge specifically to the symptoms and patient information using original dialogue i.e., little to no direct quotes. Initial post includes the most likely diagnosis/specific treatment plan that reflects National Guidelines given case study information. Clinical insights are supported by rationale and student answers all questions presented in the case. |
46 pts
V. Good
Post contributes clinically accurate perspectives or insights and original dialogue with little or no direct quotes, but lacks some applicability/specificity to the assigned case study in one content area OR does not fully incorporate National guidelines into treatment plan. |
42 pts
Satisfactory
Partially demonstrates course knowledge/assigned readings by: linking tests/interventions accurately to diagnoses, applies learned knowledge specifically to the symptoms and patient information using original dialogue i.e., little to no direct quotes in one content area. |
25 pts
Needs Improvement
Post has limited clinical perspective, insights and/or applicability to assigned case study in more than one content area. |
0 pts
Unsatisfactory
Post contributes unique perspectives or insights and original dialogue with little or no direct quotes, but lacks some applicability/specificity to the assigned diseases in one assigned area. |
|
50 pts |
| This criterion is linked to a Learning OutcomeSupport from Evidence-Based Practice (EBP) |
| 20 pts
Excellent
Initial discussion posts are supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. |
18 pts
V. Good
Initial discussion posts are partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based reference(s) used but may not fully support the treatment plan. |
17 pts
Satisfactory
Initial discussion posts are partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing. |
10 pts
Needs Improvement
Citations to non-scholarly websites given as rationale to support differential diagnoses and/or treatment plan. |
0 pts
Unsatisfactory
Discussion posts contain no evidence-based practice reference or citation. *Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO (0) for this section for the week. |
|
20 pts |
| This criterion is linked to a Learning OutcomeInteractive Dialogue |
| 20 pts
Excellent
Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted throughout the week. A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate. |
18 pts
V. Good
Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources. Responds to some direct faculty questions posted throughout the week. A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate. |
17 pts
Satisfactory
Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion. Does include evidence from appropriate sources. |
10 pts
Needs Improvement
Responds to a student peer and/or faculty, but the nature of the response is not substantial. Does not include evidence from any resources. |
0 pts
Unsatisfactory
Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday. |
|
20 pts |
| This criterion is linked to a Learning OutcomeDiscussion Format |
| 5 pts
Excellent
Discussion post presents case study findings in a logical, meaningful, and understandable sequence. |
4 pts
V. Good
Discussion posts and are relevant to the topic but may be unclear or difficult to follow in places. |
3 pts
Satisfactory
Discussion post not fully relevant to the topic. May be unclear or difficult to follow in places. |
1 pts
Needs Improvement
Discussion post presents case findings and plan or intervention that are sometimes unclear to follow and may not always be relevant to topic. |
0 pts
Unsatisfactory
Discussion post is not relevant to case study. |
|
5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Syntax, APA |
| 5 pts
Excellent
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. |
4 pts
V. Good
Two to four errors in APA format, grammar, spelling, and syntax noted. |
3 pts
Satisfactory
Five to seven errors in APA format, grammar, spelling, and syntax noted. |
1 pts
Needs Improvement
Eight to nine errors in APA format, grammar, spelling, and syntax noted. |
0 pts
Unsatisfactory
Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. |
|
5 pts |
| |
