Health Psychology

Models of Health Psychology

The biopsychosocial model regards illness and health as a product of biological characteristics or genes, social conditions such as social support, family relationships, cultural influences, and behavioral factors such as health beliefs, stress, and lifestyle. According to Straub (2014), it is important to look at health and illness in terms of various contexts. In relation to Juanita, it can be noted that a combination of various factors has caused her condition. Juanita has a history of alcoholism, and when events that she considers stressful, such as the departure of her son and the probability of losing her job, take place, her coping mechanism is re-indulgence in alcohol. Coupled with these stressors, Juanita may have a genetic predisposition to alcoholism. Psychological processes like poor coping skills, high levels of depression and stress, and the possibility of having strong feelings of personal responsibility for domestic abuse might have contributed to her ill health.

Socio-cultural factors such as lack of support, as well as stigma, shame, and fear linked to domestic violence, could explain her inability to talk about the violence and use of alcohol and increased attachment to her son as coping skills. Whereas some mothers develop a poor attachment with their children, others compensate for the abuse by being excessively attached, protective, and attentive to their children (Rogers, 2019). Furthermore, research shows that women in violent domestic relationships tend to experience self-blame, and the stigma associated with the violence, as well as shame for sticking to the relationships, causes them to keep silent about domestic violence (Thapar-Björkert & Morgan, 2010; Overstreet & Quinn, 2013; Patrick, 2018). This explains Juanita’s behavior of being adamant about talking about the domestic violence she experiences at home, which has resulted in depression, a ruptured eardrum, constant headaches, and loss of balance. Anxiety and panic attacks could also be linked to domestic violence. Research shows that depression, as well as panic attacks, are common among women experiencing domestic partner violence, and all these factors point to the possibility of post-traumatic stress syndrome (Kop?avar Gu?ek & Seli?, 2018; Health Talk, 2019). These factors work together to result in Juanita’s ill health.

The systemic process that contributes to the unhealthy behaviors in Juanita can be explained using the biopsychosocial model. This means that a combination of factors acted together to result in her current condition. Juanita claims that her job is on the line, and her youngest son is about to depart from home, making her feel depressed and resort to alcohol as a coping mechanism. The biological process that could be present in this situation is a genetic predisposition to anxiety as well as alcoholism. The psychosocial process involved in this case is a high level of stress as well as poor coping skills, as observed in her previous history with alcoholism and the current relapse following her inability to cope with the fact that her youngest son is leaving home and her job is on the line. The social influence, in this case, is the lack of support from the husband since she undergoes domestic violence and is even adamant about speaking about it with the nurse. All these processes work together to result in such behaviors as feelings of depression, headaches, racing heart, chest pain, reduced body weight, balance problems, or dizziness.

The mind-body connection is explained in the manner in which such factors as domestic violence, the son’s departure from home, and the probability of being laid off result in poor coping skills, depression, panic attacks, and anxiety, which are then manifested through constant headaches, loss of weight, chest pains and relapse.

 Client’s Needs

The physical problems that are manifested through chest pains, severe headaches, and ear problems, which cause balance problems and dizziness for Juanita, need to be addressed first. Emotional and psychological needs such as panic attacks, anxiety, and depression also need to be addressed. After this, it is important to address the problem of relapsing with the help of the local Drug and Alcohol Treatment Center to make it possible for Juanita to have better-coping mechanisms and also lead a healthy and quality life. The fourth problem should be addressing the issue of domestic violence, and then lastly, it would be important to address the work-related issues to prevent her from being laid off.

To be able to address these needs, there is a need for a collaborative and multidisciplinary team composed of such individuals as a physician, psychologist, social worker, and, if necessary, a case manager to help Juanita make a holistic recovery. A physician will be required to make a medical assessment of Juanita and recommend the necessary treatment for problems such as ruptured eardrum, chest pains, and headaches. Painkillers and antibiotics, among other drugs, can be recommended to help her heal. The second step will be to recommend a psychologist who needs to help Juanita deal with depression, panic attacks, and anxiety. The psychologist is also expected to help Juanita understand various factors, such as her strong attachment to her son and the strong emotions she feels due to her son’s departure, and will also guide her through adaptive behaviors that will help her cope with stressful events in her life. Cognitive behavioral therapy is highly recommended in this case. Straub (2014) recommends using a problem-focused coping approach since it results in reduced psychological distress, better health outcomes, and weaker physiological reactions to stressors.

Juanita should then be encouraged to seek help from the local Drug and Alcohol Treatment Center. The doctor is concerned that Juanita might fail to attend these therapy sessions. In this case, offering support will be of great importance since Straub (2014) claims that social support and motivation, as well as readiness to change, are important predictors of the failure or success of the treatment. Helping Juanita understand the need for the therapy and motivating her to attend these sessions, even by offering transportation, could be important. Relapse prevention programs are important in helping individuals remain alcohol-free and deal with circumstances that tempt their relapse. Most acculturated Hispanics are said to have a high probability of drinking alcohol, even though alcoholism is not common among Hispanics (Castañeda et al., 2019). This is increased by such factors as discrimination and low income. As an agent of change, it will be important to advocate for poverty and alcohol reduction strategies among Hispanics in the US and promote education programs that will help Hispanics and other minority groups learn to control their drinking.

The issue of domestic violence needs to be addressed with the help of a psychologist and a social worker. Undergoing counseling will be important to help deal with the consequences of the abuse, such as trauma, stress, panic, and depression. The psychologist can help educate Juanita on appropriate interactions in relationships and help her vocalize concerns whenever she is harmed or disrespected. It would also be important to offer training on psychoeducation and how to stay safe in the event that Juanita is willing to remain in her marriage. However, if she chooses to leave, a social worker should be employed to guide her through the process. Hispanics are known for their values of familism, which encourages family closeness and places emphasis on family cohesion (Taylor et al., 2012). As an agent change, it would be important to educate Juanita about the dangers of sticking to an abusive relationship and help her to air her concerns and not be afraid to make a decision that might go against her cultural values. Lastly, it will be important to help Juanita with other problems, and a case manager can be assigned to her case to help her through the alcohol rehabilitation, housing, and employment needs.

Treatment Plan for Juanita

Diagnosis

Based on the history of Juanita, she is diagnosed with alcoholism, depression, anxiety disorder, and domestic abuse.

Treatment Goals

In 1 year, it is expected that Juniata will have made a full recovery from alcoholism and will be able to show adaptive coping behaviors. It is also expected that Juanita will have normal relations with her spouse, report domestic abuse or separation from the spouse, and have appropriate measures taken against the husband. Full physical, emotional, and psychological recovery is also expected. To attain these goals, Juanita is expected to maintain her attendance at therapy sessions for alcohol use and relapse, as well as counseling for domestic abuse and psychological problems like depression and anxiety. She is also expected to maintain a healthy routine in which she indulges in proper self-care by eating healthy, exercising, and maintaining a normal weight.

The short-term goals are as follows:

Short Term Treatment Goals	Time Frame	Steps to Achieve Goals	Rationale for Treatment Recommendation
Recovery from chest pains, headaches, and the ruptured eardrum is expected.	3 weeks	Antibiotic treatment and painkillers are to be administered by a physician to treat the ruptured eardrum and the chest pain and headaches. An x-ray should also be conducted to determine if Juanita is responsive to treatment and whether additional damages are present.	Antibiotics are commonly used in the treatment of ear infections, whereas painkillers are important for headaches and chest pains.
Alcohol avoidance is expected.	2 weeks	Given her previous history with alcoholism, it is expected that relapse prevention programs will be incorporated into the Drug and Alcohol Treatment therapy. Juanita should also engage in complementary and alternative medicine, such as meditation, yoga, and CBT treatment (Patterson, 2019).	Relapse prevention programs help patients gain control over scenarios that may precipitate relapse in drinking (Straub, 2014). Meditation helps in general well-being, and together with CBT, it can facilitate adaptive coping mechanisms and prevent relapse (Edenfield & Saeed, 2012; Ali et al., 2017).
Reduced depressive symptoms	6 months	Through CBT, Juanita is expected to show reduced depressive symptoms. She is also expected to start a supervised workout regime since research shows great efficacy of exercise in lessening depressive symptoms (Harvey et al., 2018). Antidepressants are also recommended in small dosages.	CBT is highly effective in the treatment of anxiety and depression, and this is even more effective when coupled with a small dosage of antidepressants, particularly when the patient works out (Harvey et al., 2018).
A report of the domestic abuse is expected.	1 month	Juanita needs the help of a social worker to help her report domestic violence in case it continues. Support from family is also expected to guide her through her decisions in case she chooses to separate from her husband and report him.	Mandatory reporting will help end the abuse and could prevent the perpetrator from continuing the behavior by seeking help for the behavior or encountering harsh penalties for the abuse.
Improved productivity at work and job stability.	1 month	Juanita is expected to go to work regularly or take a leave to recover and report back with increased productivity.	Taking a leave can be helpful in the recovery process, allowing Juanita to go back to work and be more productive.
Recovery of normal weight	2 months	A proper diet and constant exercise regimen need to be incorporated into Juanita’s daily life to enable her to regain her weight.	Exercise and a proper diet are essential for holistic health since exercise can help reduce stress and facilitate mental health.

References

Ali, S., Rhodes, L., Moreea, O., McMillan, D., Gilbody, S., Leach, C.,& Delgadillo, J. (2017). How durable is the effect of low-intensity CBT on depression and anxiety? Remission and relapse in a longitudinal cohort study. Behavior research and therapy, 94, 1-8.

Castañeda, S. F., Garcia, M. L., Lopez-Gurrola, M., Stoutenberg, M., Emory, K., Daviglus, M. L., & Talavera, G. A. (2019). Alcohol use, acculturation and socioeconomic status among Hispanic/Latino men and women: The Hispanic Community Health Study/Study of Latinos. PloS one, 14(4), e0214906.

Edenfield, T. M., & Saeed, S. A. (2012). An update on mindfulness meditation as a self-help treatment for anxiety and depression. Psychology Research and Behavior Management, 5, 131

Harvey, S. B., Øverland, S., Hatch, S. L., Wessely, S., Mykletun, A., & Hotopf, M. (2018). Exercise and the prevention of depression: results of the HUNT cohort study. American Journal of Psychiatry, 175(1), 28-36.

Health Talk. (2019). Women’s experiences of Domestic Violence and Abuse: Impact of domestic violence and abuse on women’s mental health. Retrieved from https://healthtalk.org/womens-experiences-domestic-violence-and-abuse/impact-of-domestic-violence-and-abuse-on-womens-mental-health

Kop?avar Gu?ek, N., & Seli?, P. (2018). Depression in intimate partner violence victims in Slovenia: A crippling pattern of factors identified in family practice attendees. International journal of environmental research and public health, 15(2), 210.

Overstreet, N. M., & Quinn, D. M. (2013). The intimate partner violence stigmatization model and barriers to help-seeking. Basic and Applied Social Psychology, 35(1), 109-122.

Patrick, W. (April 9, 2018). How Social Stigma Silences Domestic Violence Victims. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/why-bad-looks-good/201804/how-social-stigma-silences-domestic-violence-victims

Patterson, E. (November 4, 2019). Complementary and Alternative Treatment for Drug Addiction. American Addiction Centers. Retrieved from https://www.rehabs.com/complementary-alternative-medicine-for-addiction/

Rogers, S. (2019). Domestic Abuse, Attachment, and Cedar. Retrieved from https://www.cedarnetwork.org.uk/wp-content/uploads/2013/07/EDITED-attachment-write-up-21.pdf

Straub, R. O. (2014). Health psychology: A Biopsychosocial Approach, 4th Edition. Worth Publishers, Macmillan.

Taylor, Z. E., Larsen?Rife, D., Conger, R. D., & Widaman, K. F. (2012). Familism, interparental conflict, and parenting in Mexican?origin families: A cultural–contextual framework. Journal of Marriage and Family, 74(2), 312-327.

Thapar-Björkert, S., & Morgan, K. J. (2010). “But sometimes I think… they put themselves in the situation”: Exploring blame and responsibility in interpersonal violence. Violence against women, 16(1), 32-59.

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Juanita is a middle-aged Hispanic female. She goes to her doctor because she is having severe, frequent headaches, heart racing, chest pain, and dizziness/balance problems. Juanita has a long history of other health issues that her doctor has not been able to explain from a physical point of view. She has also had frequent accidents, falls, etc. Juanita’s doctor has decided that it is time for her to have a complete physical. Her doctor asks her if there is anything else he should know. Juanita tells her doctor that all is fine. Juanita’s doctor is aware that about 8 years ago, Juanita attended and completed an inpatient rehab for alcohol use. Sensing that Juanita might be resistant to opening up with him, her doctor asks her how her recovery is progressing. The doctor wonders if Juanita is eating okay and exercising since she has lost a lot of weight. Juanita finally tells her doctor that her job is on the line, her youngest child is about to leave home, and she feels depressed. Juanita admits that, as a result of her problems, about six weeks ago, she relapsed into alcohol and has been drinking regularly since then.

The doctor suspects possible anxiety-related problems or panic attacks but is puzzled by the balance problems. He examines her inner ear and finds that her eardrum has been ruptured. However, when inquiring about ear infections, Juanita reports nothing of that nature recently. He tells Juanita that the next logical explanation is head trauma and that, based on the numerous unexplained injuries, he expects physical abuse. Reluctantly, she admits that there is physical violence in her marriage. The doctor states that he knows that there is a major problem with the relapse, and she needs help; she also needs treatment for domestic violence. The doctor makes an appointment at the local Drug and Alcohol Treatment Center, which specializes in trauma-informed care. Juanita agrees to keep the appointment; however, the doctor is concerned that Juanita may not go.

Read the case study. Begin your paper with a brief overview of at least three of the concepts covered in the course. Include these concepts as you address the following:

Evaluate how specific models of health psychology apply to the client in this scenario. Explain in your own words the systemic process that contributes to your client’s healthy or unhealthy habits. Evaluate the mind-body connection between your client and her health.

Please make a list of at least five of your client’s needs, prioritize them, and develop a plan for meeting these needs. Include two specific actions through which you could become an agent of change to meet the culturally based aspects identified in the above section.

Using the client’s needs and plan identified above, create a treatment plan for your client. A treatment plan typically includes a diagnosis of the problem based on the client’s history, treatment goals, and steps the client will take in order to achieve the treatment goals. Make sure your plan is specific, measurable, and achievable and that it contains timeframes for the goals to be achieved.

Explain your rationale for the treatment recommendations in the treatment plan, ensuring that your explanation is thorough enough to demonstrate sound reason.

Implementation Steps Outline

Communication of the needs, goals, and objectives (AMA, 2020).

Identify and embrace an interdisciplinary team.

Develop the budget and financial plan.

Vendor evaluation (AMA, 2020).

Acquisition and installation of the educational technology (AMA, 2020).

Staff training (AMA, 2020).

Selection of full-time educators to coordinate the educational programs (AMA, 2020).

Evaluate performance (Garber & Gustin, 2022).

Resource Requirements

Resources will be channeled in:

Staff training (Hamilton et al., 2021).

Acquisition of telehealth devices such as smartphones, laptops, and computers (AMA, 2020).

Installation of telehealth software (Hamilton et al., 2021).

Facilitation of nurse educators.

Maintenance of telehealth devices (Hamilton et al., 2021).

Budget projections:

Forty smartphones will be acquired.

The cost of each smartphone is approximately $190 (Amazon, n.d.)

The cost of staff training is approximately $1,000.

The cost of installing the new telehealth technology is approximately $10 per smartphone.

The cost of facilitating nurse educators is approximately $800.

Total cost is approximately $9,800.

End-User Training Requirements

End-users are the ultimate users of a technology or protocol (Flanders et al., 2019).

In this context, the end-users are the nursing staff.

Currently, the end-users are not familiar with telehealth educational technology.

The end-users are expected to use the telehealth technology effectively in their periodic educational programs (Flanders et al., 2019).

The end-users will require regular training on the use of telehealth technology (Galiatsatos et al., 2020).

Training will include the various types of telehealth technological tools, such as video conferencing.

Evaluation

The effectiveness of the implemented new technology can be evaluated using various indicators.

They include:

Nursing staff attendance to the educational programs (Garber & Gustin, 2022).

The time required to complete training programs (Hughes 2019).

Competency assessment (Garber & Gustin, 2022).

Satisfaction of end-users

Satisfaction of other stakeholders, such as the members of the administration (Garber & Gustin, 2022).

References

AMA. (2020). Telehealth Implementation Playbook. Ama, 1–78. https://www.ama-assn.org/terms-use

Amazon. (n.d.). Smartphones. https://www.amazon.com/smartphones/s?k=smartphones

Flanders, D., Pirpiris, A., Corcoran, N., Forsyth, R., & Grills, R. (2019). Lessons Learned and New Challenges: Re-evaluation of End-User Assessment of a Skills-Based Training Program for Urology Trainees. Journal of Medical Education and Curricular Development, 6, 238212051983455. https://doi.org/10.1177/2382120519834552

Galiatsatos, P., Kachalia, A., Belcher, H. M. E., Hughes, M. T., Kahn, J., Rushton, C. H., Suarez, J. I., Biddison, L. D., & Golden, S. H. (2020). Health Equity and Distributive Justice Considerations in Critical Care Resource Allocation. Journal of Cleaner Production, 8(August), 758–760. https://doi.org/10.1016/S2213-2600(20)30277-0

Garber, K., & Gustin, T. (2022). Telehealth Education: Impact on Provider Experience and Adoption. Nurse Educator, 47(2), 75–80. https://doi.org/10.1097/NNE.0000000000001103

Hamilton, H., Iradukunda, F., & Aselton, P. (2021). The Integration of Telehealth in Nursing Education: A New Frontier. Journal of Informatics Nursing, 6(1), 18–25. https://search.ebscohost.com/login.aspx?direct=true&db=jlh&AN=149661516&site=ehost-live

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Assessment 4 Instructions: Vila Health: Implementing New Educational Technology
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Develop and record an 8-10-slide, asynchronous, audiovisual presentation to executive leaders of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2. In addition, develop a detailed outline of your implementation plan as a supplement to your presentation.

Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.

The incorporation of technology into educational settings is a learned skill, and nurse educators must have a thorough understanding of a technology’s capabilities, benefits, and use. In nursing and health care, the use of technology is no longer an option (Axley, 2008). Nursing educators recognize the need for technology and are taking a proactive role in its adoption and use in teaching and learning. The use of technology in academic settings mirrors the technology that is being used in practice areas.

This assessment provides an opportunity for you to develop and present a plan for implementing a proposed educational technology change.

Reference
Axley, L. (2008). The integration of technology into nursing curricula: Supporting faculty via the technology fellowship program. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No3Sept08/ArticlePreviousTopic/IntegrationofTechnology.html

Note: Complete the assessments in this course in the order in which they are presented.

Preparation
For this assessment, you will develop and record an asynchronous, audiovisual presentation, to executive leaders, of your plan for implementing the proposed educational technology change detailed in the needs assessment and impact statement you completed in Assessments 1 and 2.

To prepare for the assessment, you are encouraged to begin thinking about how to implement your plan and how best to present it to executive leaders. You may also wish to:

Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
Be sure that your audiovisual equipment works and that you know how to record and upload your presentation.
Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

The following resources are required to complete the assessment.

MSN Program Journey
Please review this guide for your degree program. It can help you stay on track for your practice immersion experience, so you may wish to bookmark it for later reference.

MSN Program Journey.
Templates
Use this template for your implementation plan outline:

Implementation Plan Template [DOCX].
Media
Vila Health: Implementing New Educational Technology.
Vila Health is a virtual environment that simulates a real-world health care system. In the various Vila Health challenges, you will apply professional strategies, practice skills, and build competencies that you can apply to your coursework and in your career. This interactive exercise offers some insight into the potential implications of educational technology use, which can be helpful when developing your technology implementation plan.
Audiovisual Equipment Setup and Testing
Because you will make a video recording of your presentation, it is a good idea to check that your recording hardware and software is working properly and that you are familiar with its use.

If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your video in the courseroom.
See the Course Overview for links to these resources.

You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Requirements
Using Kaltura or similar software, record an audiovisual presentation of your plan for implementing new educational technology, an upgrade in existing technology, or a change in how existing technology is currently being used.

Note: If you have not already done so, complete the Vila Health: Implementing New Educational Technology challenge.

Before you begin work on your presentation, develop a detailed outline of your implementation plan, using the Implementation Plan Template. The outline will guide the development of your presentation and serve as a useful handout for the attendees.

The implementation plan requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for presentation format and length and for citing supporting evidence.

Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
Consider contingent steps for areas of uncertainty.
Determine the resource requirements for a successful implementation. Be sure to include:
Required human and capital resources.
Budget projections.
Technical support requirements.
Determine the end-user training requirements for successful implementation.
What is the current level of end-user knowledge and expertise with regard to the proposed changes?
What are the end-user performance expectations?
What type of initial and ongoing support will end users need?
Formulate a plan to evaluate the effectiveness of the change.
What performance measurement data do you need for a valid assessment?
What reasonable conclusions can be drawn from the data?
Develop slides that augment your presentation.
Refer to the presentation design tips in the Suggested Resources.
Communicate effectively with executive leaders in presenting your educational technology change implementation plan.
Consider the information needs of your audience and any potential concerns they might have about the plan.
What questions or objections are they likely to raise?
How would you respond?
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
Integrate relevant and credible evidence from 3–5 peer-reviewed journals or professional industry publications.
Be sure your supporting evidence is clear and explicit.
How or why does particular evidence support a claim?
Will your reader see the connection?
Be sure to summarize, paraphrase, and quote your sources appropriately.
Presentation Format and Length
Remember, you may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you decide to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:
Title.
Introduction. (The reasons for your presentation.)
Planned Change. (Describe the new technology, upgrade, or change in current use.)
References. (At the end of your presentation.)
Your slide deck should consist of 8–10 slides, not including the title, introduction, planned change, and references slides.
Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation.

Additional Requirements
Be sure to submit both your presentation slides and implementation plan outline for this assessment.

Proofread your slides to minimize errors that could distract the audience and make it more difficult to focus on the substance of your presentation.

Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Plan for the implementation of technology into nursing education.
Outline the steps in a plan for implementing changes in existing educational technologies or aspects of their current use.
Determine the resource requirements for a successful technology change implementation.
Determine the end-user training requirements for successful technology change implementation.
Competency 4: Assess the value of educational technology in academic and/or health care environments.
Formulate a plan to evaluate the effectiveness of an educational technology change.
Competency 5: Communicate effectively with diverse audiences in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
Develop slides that augment a multimedia presentation.
Communicate effectively with executive leaders in presenting an educational technology change implementation plan.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Foundational Neuroscience Concepts

Foundational neuroscience concepts are the basic ideas about neuroscience that each scholar and professional in the field should know. The importance of understanding the concepts cannot be overstated, especially for PMHNPs. PMHNPs perform important roles in psychiatry, like diagnosing people, determining the extent of their issues, and prescribing the appropriate treatment for their clients’ health issues (Rodriguez-Menendez et al., 2022). Understanding the concepts is very important for PMHNPs because it enables them to perform their various functions more effectively and accurately. A good understanding of the basic concepts enables professionals to understand the reasons for the various choices they may need to make to ensure high-quality prescriptions and safe prescriptions.

Some of the basic concepts concern neuroanatomical knowledge. Understanding the different types of neurons and the tissues involved is important for knowing the parts of the nervous system that play different roles and are, therefore, impacted by the various chemical agents. Neuroanatomical and neurophysiological concepts enable professionals to know the normal functioning of the nervous system and, therefore, gain the knowledge needed to properly diagnose patients and prescribe relevant medications (Godoy et al., 2018). For instance, the various parts of the brain are involved differently in illnesses like addiction and memory loss. Therefore, various pharmacological agents affect the parts differently, and taking the appropriate medications ensures improved outcomes. Understanding how the fundamental units interact helps guide proper prescriptions while avoiding adverse consequences like addiction to medications like SSNRs.

Foundational Neuroscience Concepts

PMHNPs also depend on knowledge of pharmacology and pharmacodynamics to determine the medications to prescribe. Different medications interact differently with different parts of the nervous system (Gadow, 2018). Some are analogs of neurotransmitters like dopamine and GABA, and their functions involve increasing or reducing the functions of various neurotransmitters. Understanding basic concepts ensures that PMHNPs offer evidence-based prescriptions that are effective and target appropriate areas of the brain and the patients’ nervous systems (Gadow, 2018). For instance, understanding the various neurotransmitters and concepts like action potential helps PMHNPs know why they should prescribe certain drugs over others and the medications to avoid safely care for their patients.

References

Gadow, K. D. (2018). Fundamental concepts in pharmacotherapy: An overview. Children On Medication Volume II, 1-20. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429489051-1/fundamental- concepts-pharmacotherapy-kenneth-gadow

Godoy, L. D., Rossignoli, M. T., Delfino-Pereira, P., Garcia-Cairasco, N., & de Lima Umeoka, E. (2018). A comprehensive overview on stress neurobiology: basic concepts and clinical implications. Frontiers in behavioral neuroscience, 12, 127. https://doi.org/10.3389/fnbeh.2018.00127

Rodriguez-Menendez, G., Shelton, S., Steinman, J., Barr, M., Cunningham, A., Glaser, D., … & Rom-Rymer, B. N. (2022). Toward a new predoctoral model: Education and training in clinical psychopharmacology. Experimental and Clinical Psychopharmacology, 30(1), https://psycnet.apa.org/doi/10.1037/pha0000514

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Foundational Neuroscience Concepts

Explore the potential impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

.Compare the actions of g couple proteins to ion-gated channels

Analyze the role of epigenetics in pharmacologic action

Analyze the impact of foundational neuroscience on the prescription of medications

References x 3

Downward Causation

Causal processes occur in either downward or upward causation. In downward causation, changes in an aspect of a process cause changes in another aspect of the same process. Further, these changes in an aspect of a whole cannot be predicted by another aspect of the whole (Gambini & Pullin, 2016). The downward causation is also referred to as top-down causation. Examples of downward causation are evident in the universe.

Examples of downward causation are evident in nature. One example is the formation of rainbows. It is known that rainbows form on days when the weather consists of rainfall and sunlight; however, the formation of rainbows involves a downward causation process. For the formation of rainbows, sun rays must pass through the raindrops; this light from the sun is then refracted, resulting in the formation of rainbows. This illustrates that the first change in weather conditions is the presence of rainfall and sunlight, causing the passing of light through raindrops, resulting in another change, rainbow formation.

Examples are evident in health. For instance, a calm individual tends to have a deep sleep; however, when an individual goes through a stressful situation, sleep issues develop, resulting in insomnia, which contributes to the development of diseases. Subsequently, a change in the aura and mental state due to various factors results in a change in the sleep patterns in individuals. The consequences might be mild, such as trouble sleeping, or severe, such as insomnia and night paralysis. However, these results cannot be predicted initially.

In my case, under normal circumstances, my body’s functionality is in a healthy state. However, my digestive system is affected under stress, resulting in digestive issues such as indigestion and gas. Thus, a change in my mental state results in a change in my physical body.

References

Gambini, R., & Pullin, J. (2016). Event ontology in quantum mechanics and downward causation. http://philsci-archive.pitt.edu/12231/1/eventontology.pdf.

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Discussion posts should be between 150-300 words, and resources must be cited using APA formatting.

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Community Health

Even though the quality of health care in the United States has been improving over the years, several health disparities still exist. There are disparities in the prevalence of diabetes among different populations. Type 2 diabetes mellitus is more likely to affect individuals from minority populations. Minority populations make up 25% of the adults with diabetes mellitus in the US (Kahn et al., 2019). Asian Americans, Hispanic/Latino Americans, and African Americans are at a high risk of developing type 2 diabetes mellitus.

Several measures have been put in place to reduce diabetes health disparities. For instance, the National Diabetes Prevention Program has been crucial in helping individuals with prediabetes delay or prevent type 2 diabetes. Different ethnic and racial minority groups have been enrolling in the program, thus helping reduce the prevalence of type diabetes among the populations. While working with a lifestyle coach, the participants of the program learn to cope with stress, be physically active, and make better food choices. These practices help in preventing the development of type 2 diabetes mellitus.

Since the prevalence of type 2 diabetes in Native Americans is 2 to 3 times that of whites, programs have been initiated to reduce the prevalence of diabetes in this population. The Native Diabetes Wellness Program is one of the programs that aims at preventing type 2 diabetes in Native Americans by honoring a balance between cultural practices and Western science in the Indian country (DeBruyn et al., 2020). The program promotes physical activity and healthy eating among children by developing a series of colorful books.

Moreover, national diabetes quality improvement initiatives have played a key role in reducing the disparities in the prevalence of diabetes. For instance, some of the deficiencies in health care have been addressed through the Diabetes Quality Improvement Project (DQIP). DQIP is a collaborative effort of health services organizations, insurance organizations, diabetes organizations, and diabetes health care providers. It allows the collaboration of different healthcare providers and organizations in preventing diabetes.

All in all, several measures have been put in place to address the health disparities in diabetes. By allowing individuals from minority groups to enroll in the program, the National Diabetes Prevention Program has played a key role in preventing type 2 diabetes. The Native Diabetes Wellness Program mainly targets the prevention of diabetes among Native Americans.

References

DeBruyn, L., Fullerton, L., Satterfield, D., & Frank, M. (2020). Integrating culture and history to promote health and help prevent type 2 diabetes in American Indian/alaska native communities: Traditional foods have become a way to talk about health. Preventing Chronic Disease, 17, 1–14. https://doi.org/10.5888/pcd17.190213

Kahn, H. S., Gregg, E. W., Fujimoto, W. Y., & Imperatore, G. (2019). Prevalence of Diabetes by Race and Ethnicity in the United States, 2011-2016. Jama Network, 30341(24), 2389–2398. https://doi.org/10.1001/jama.2019.19365

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Examine Healthy People 2020 health promotion and disease prevention objectives. Identify a health disparity and research this topic; how is it being addressed at both the local and national level?