THE IMPORTANCE TO IDENTIFY IF HELICOBACTER PYLORI, A GRAM NEGATIVE BACTERIUM, IS PRESENT, DISCUSS THE DIAGNOSTIC TOOL FOR H PYLORI, WHICH CAUSES MORE THAN 77% OF THE PEPTIC ULCER ( GASTRIC AND DUODENAL), PLEASE DISCUSS ABOUT THE PHARMACOLOGICAL TREATMENT FOR HPYLORI, KEEP IN MIND THAT HPYLORI AND PEPTIC ULCER DISEASE ARE VERY OFTEN

 PLEASE FOLLOW THE INSTRUCTION BELOW

ZERO PLAGIARISM 

4 REFERENCES

Infant, childhood, and adolescent development are a continual interplay between nature (genetic or biologic predisposition) and nurture (environmental experiences). The nature/nurture continuum and debate will always be a part of your career as a PMHNP.  Knowing common developmental milestone is important in the role as a child provider. Not only is it essential to the diagnostic process, but it is also important to the interdisciplinary interactions with other mental health professionals. The study of normal developmental processes, however, is only one tool that allows the mental health professional to understand the child being evaluated. There are many different assessment instruments and interviewing techniques that PMHNPs can have in their toolkit when working with children and adolescents.

In this Discussion, you examine the differences in assessing and treating children and adolescents versus adults. You take into consideration your own clinical experiences, as well as your experiences in your clinical rotation, and the information from the readings thus far.

Learning Objectives

Students will:

• Analyze the importance of developmental assessments
• Analyze assessment instruments used for evaluating children and adolescents
• Analyze treatment options used for children and adolescents

Post your answers to the following:

• Explain why a developmental assessment of children and adolescents is important.
• Describe two assessment instruments and explain why they are used for children and adolescents but not adults. 
• Describe two treatment options for children and adolescents that may not be used when treating adults.
• Explain the role parents play in assessment and treatment.

Healthcare Informatics in Primary Care Pediatrics

The focus of this assignment is to increase your knowledge and understanding of how informatics, specifically the electronic medical record, improves the pediatric patient health outcomes. Caring for the pediatric patient has unique elements that are not applicable in the adult population. Examples are growth and development surveillance, vaccine records, transitional changes that affect “normal findings” by age group. For example, the normal respiratory rate of a newborn is significantly different from a 10-year-old. Additionally, pediatric healthcare providers are expected to educate parents with “anticipatory guidance” according to the age of the patient. For this assignment, you are expected to analyze the utilization of the EMR that you are using in your clinical practicum and evaluate how this particular EMR system is improving health outcomes. For example, does the EMR that you are using have mechanisms in place that track growth and development, which has led to early identification of abnormals?

This assignment has three parts. The first part is identifying the recommended pediatric-specific functionalities of the EMR system you are using. The template will guide you through the first part of the assignment by addressing a sample of key functionalities.

Part 2 addresses some basic functions that would be recommended in any non-specific EMR.

Part 3 asks you to discuss how your system is addressing certain outcomes such as safety, collaboration, and the prevention of medication errors.

Formal Research Article Critique Paper

For the critique, choose a faculty approved peer

reviewed article from a journal with a focus on nursing.



Please follow the APA (6 ed.) format, the critique template, and the 

grading rubric

 2-3 pages (not including title page and references

Discussion

Journal

 Respond to your  colleagues .  Provide at least two additional treatment strategies that could be used  with this client and at least one additional cultural influence that you  think should be considered. Explain your responses. 

NOTE; (positive comment)

                                                     Main post

Gender Dysphoria

According  to the National Health Service, gender dysphoria describes anxiety,  unease, or dissatisfaction a person has between their assigned gender  and their gender identity. People who experience gender dysphoria may  suffer from low self-esteem, depression, anxiety, or feelings of  isolation. This can sometimes manifest in risk-taking behavior or  self-neglect. It is important to note that gender dysphoria in and of  itself is not a mental disorder, but may lead to more severe disorders  if left untreated. 

The  most effective means of treating gender dysphoria is seeing a clinician  who has specialized in gender studies and identity. These clinicians  can help a patient determine if they are experiencing gender dysphoria,  and what treatment options may be available to them. While some who  suffer from gender dysphoria may wish to change their appearance through  medical treatment, this is not universal, and speaking with a  specialized clinician may help a patient decide what course of action is  best for them. 

Treatment  options available for children and adolescents with gender dysphoria  may be more limited compared to adults. Many clinicians are hesitant to  prescribe medical treatment to younger patients with gender dysphoria  because the effects hormone therapy may have on a young person are still  not completely understood. Treatment for younger patients may include  talk therapy, or addressing the issues that may arise from gender  dysphoria, such as self-harm or depression. 

Diverse gender identities have been known in some cultures for some time, and some 

cultures  may be more accepting of those whose gender identity falls outside the  gender binary. Cultures who do not yet recognize other gender identities  may reject a person who has gender dysphoria, and this can have a  negative effect on the person.  

References

Overview -Gender dysphoria. (2020, May 28). Retrieved from 

https://www.nhs.uk/conditions/gender-dysphoria/

Parekh, R. (2016). What Is Gender Dysphoria? Retrieved from 

https://www.psychiatry.org/patients-families/gender-dysphoria/what-is-gender-dysphoria

For  Hisfa

Prepare an outline for a persuasive speech on Has texting diminished communication skills? be sure to indicate which side you are taking

(e.g., Animal testing is moral or The U.S. should not legalize marijuana).  Otherwise, your speech will be informative and not persuasive

Template for outline is attached.

its 2 different assignments ill be paying for both , you can pick a topic common in the medical field.

I need a response to this assignment

1 page 

zero plagiarism

3 references

Cognitive-Behavioral Therapy (CBT) is one of the most studied psychotherapies. Its uniqueness stems from the use of cognitive and behavioral therapeutic approaches to fix a problem. It is a short-term, goal-oriented therapy, that focuses on fixing unwanted patterns of thinking or behavior and changes false, distressing beliefs, because it is often not only the things and situations themselves that cause problems, but the importance that we attach to them too (Institute for Quality and Efficiency in Health Care [IQWiG], 2016).

CBT use in group and family settings have some similarities. Both therapies utilize a therapist who is the main conductor towards pointing out issues that families have between each member and problems that individuals in groups may have in common with others (Landa et al., 2016). Both serve to help point out each other interpersonal problems, which has caused them to over-generalize triggers in their minds and behaviors. Also, in group and family therapies, the sessions focus on current problems, not problems from the past. There is a small insight into what could have led up to the current issue, but the main idea is to help each group or family member help themselves, in order to see positive change and combat negative stressors (Landa et al., 2016).

From my own personal experiences,  group and family CBT sessions do share these similarities. I have noticed that families are much easier at opening up about their dysfunction because everyone is familiar with each other, whereas, in group sessions, there is more hesitancy from fear of judgment. An example of this was with a group of patients who had Major Depressive Disorder (MDD), a few weeks ago that I helped lead, when asked an open question like “ What causes you all to think so negatively about your life,” most of the clients in the group session did not want to answer, or said they do not want to hear what others think. Compared to the families, I have interviewed who lay everything on the table, because they do not know what else to do. One family when asked “What do you think is causing your son, to be so distant from you.” Both the mother and father felt comfortable talking about their family because there was a set foundation already in place.

A challenge when using CBT in group therapy is the differences in personalities. Since the group’s members may not know each other personally, one may take something that is said out of context. Studies show that clashes in personalities occur often in group settings when there is a difference in viewpoints or opinions based on what an individual said, this results in disputes between group members who have different ethical morals or beliefs (Biggs et al., 2020). Another challenge is being comfortable. It can be very hard for someone to have to speak their personal business with a group of people they do not know. It leads to anxiety and a lack of return to therapy sessions. Research shows that dropout rates for group therapy are between 30-60 percent with 42 percent of dropout happening after the second session (Simon et al., 2012).

References

Biggs, K., Hind, D., Gossage-Worrall, R., Sprange, K., White, D., Wright, J., Chatters, R., Berry, K., Papaioannou, D., Bradburn, M., Walters, S., & Cooper, C. (2020). Challenges in the design, planning and implementation of trials evaluating group interventions. Springer Link, 21(116). https://doi.org/10.1186/s13063-019-3807-4

Institute for Quality and Efficiency in Health Care. (2016). Cognitive behavioral therapy. Informed Health. https://www.ncbi.nlm.nih.gov/books/NBK279297/

Landa, Y., Mueser, K., & Walkup, J. (2016). Development of a group and family-based cognitive behavioral therapy program for youth at risk for psychosis. Early Interventions in Psychiatry, 10(6). https://doi.org/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5685498/

Simon, G., Ding, V., & Savarino, J. (2012). Early Dropout from Psychotherapy for Depression with Group- and Network-model Therapists. Administration and policy in mental health, 39(6), 7. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708590/