Nursing Assignment

The video is on a GP doctor who gets to see Alison who is the patient and with a depressive disorder. Alison gets to describe the symptoms she is having that include being moody, being fatigued most times, has no motivation, wakes up early, losing weight, no appetite, no self-care, less concentration and having suicidal thoughts.

Running head: NURSING ASSIGNMENT 1
Nursing Assignment
Students Name
Institution Affiliation

NURSING ASSIGNMENT 2
The video is on a GP doctor who gets to see Alison who is the patient and with a
depressive disorder. Alison gets to describe the symptoms she is having that include being
moody, being fatigued most times, has no motivation, wakes up early, losing weight, no appetite,
no self-care, less concentration and having suicidal thoughts. The video is made for teaching
reasons by the University of Nottingham.
Mental health risk assessment gets identified through the Crisis within mental health may
be demonstrated in numerous ways, most notably suicidal ideation, violence, and self-harming
behaviors. It is evident that such cognitive and behavioral responses to crises can have adverse
effects upon not only the consumer but families and communities (MacKinnon, Michels, &
Buckley, 2015). Clinical reasoning is that process where the medical personnel get to collect
information, process it, get to understand the situation of the patient, come up with interventions,
implement them and get them evaluated (Delany & Golding, 2014). When it comes to mental
assessment there is need for the medical personnel to be a critical thinker as it ensures they are
able to engage the patient and the results effectively. Clinical reasoning is effectively made
possible through stages.
It starts with the Consideration of facts that should be get from the patient. There is
presentation of the clinical case where there is introduction of the patient and their medical
status. In the case when Alison comes into the office, the doctor presents herself and who she is
and what part she takes in the medical professions. After the considerations, there is the stage of
collecting data. It is the phase where the doctor gets the medical history of the patient consists of
all the current treatments they are going through, the complaints they have presently. After the
history the doctor gets to analyses the data collected and get to conclude (Yazdani,
Hosseinzadeh& Hosseini, 2017). In the case after the introduction, the doctor starts questioning

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Alison. She goes ahead to ask Alison to tell why they were there, and Alison starts telling why
she is here. The doctor digs deeper to ask for more information and how Alison has been doing,
and the feeling's doctor wants to gather more information and asks Alison to tell more on the
duration of time she has not been okay and asks Alison to go ahead and ask what has been
happening(University of Nottingham. (2019. N.p).The most exciting section is that the doctor
asks Alison if she is okay for her to ask more questions.
After collecting information, it is necessary to Process the information that has got
gathered. It is a critical and core stage that needs lots of clinical reasoning. There is processing of
the data on the current state of the patient looking at the pharmacological and pathophysiological
patterns (Lee, Bae & Seo, 2016), the outcomes get to determine the decisions that are to be made
next.
After the doctor asks and gathers information on what has been happening in the life of
Alison and how she has been feeling, the doctor tries to synthesize the information. Alison says
of how she feels dark sometimes and failing to have conversations. The doctor synthesis the
feeling of misery on Alison and the tearing. The doctor synthesis on the things that are getting
Alison sugar to fluctuate leading to her feeling sick. The doctor concludes that things are not
going well around. After the conversation, she recaps the significant feelings Alison had been
going through.
With a piece of reliable information, the next stage is the processing phase. It involves
the doctor getting to gather indications, and patterns of the patient. the doctor gets to make
prediction and a hypotheses on the outcomes where the doctor gets to identify the problem from
the doctor has got then it is possible to come up with a conclusion and determine what the reason
could be behind the current state of the patient's. After the doctor asking Alison several questions

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on how she has been doing, her concentrations, feeding, sleeping and communication habit she
concludes that Alison has depression. She asks Alison what she known about depression and
goes ahead to give more information about depression.
Establishment of the treatment goals is the next stage after identifying the problem, and
here it helps in making treatment goals for the patient. After telling Alison what depression
involves, the GP doctor goes ahead to tell her the treatment options she can take. The doctor
gives Alison time to think of the treatment options she can choose (Koivisto et al., 2016). The
medical personnel needs attitudes and critical thinking skills for one to remain safe, competent,
skillful practitioners as they need to know how to use clinical reasoning skills. The skills get
used to assess the conditions of the client and get interventions that suit the situation and get to
improve the psychosocial and physiological results.
After establishing the goals, it is now time to take action and get them implemented. It
will involve the whole healthcare team, and there will be an update to the patients on the
treatment goals they make for the patient (Koharchik et al., 2015). After taking action, there is a
need to evaluate the effectiveness of the plan that gets set for the patients. It will give the medical
team and the patient the go-ahead to continue with the processor to change the line of action.
On reflection, I would say that the examination of the mental state includes observation
of the appearance of the individual's, psychomotor activity, attitudes getting affected, speech
disorientation, mood, and thought processes. It closely gets aligned with the assessment of risks.
It also gets to focus on the individual safety on the any harm that may occur whether accidental
or intentional. In the second stage which is the data collection stage, in the video the doctor asks
questions that get personal to get more information and how Alison has been doing, and the
feeling's doctor wants to gather more information and asks Alison to tell more on the duration of

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time she has not been okay and asks Alison to go ahead and ask what has been happening. The
third stage follows on the processing of the dat. The doctor gets to compile all she has got give a
diagnosis. There is also assuring that mental health assessment done is effective and also the
medical personnel should ensure they give the full report and maintain communication with the
patient.

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References
Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: an
action research project with allied health clinical educators. BMC medical
education, 14(1), 20.
Hunter, S., & Arthur, C. (2016). Clinical reasoning of nursing students on clinical placement:
Clinical educators' perceptions. Nurse education in practice, 18, 73-79.
Koharchik, L., Caputi, L., Robb, M., & Culleiton, A. L. (2015). Fostering clinical reasoning in
nursing students. AJN The American Journal of Nursing, 115(1), 58-61.
Koivisto, J. M., Multisilta, J., Niemi, H., Katajisto, J., & Eriksson, E. (2016). Learning by
playing: A cross-sectional descriptive study of nursing students' experiences of learning
clinical reasoning. Nurse education today, 45, 22-28.
Lee, J., Lee, Y. J., Bae, J., & Seo, M. (2016). Registered nurses' clinical reasoning skills and
reasoning process: a think-aloud study. Nurse education today, 46, 75-80.
MacKinnon, R. A., Michels, R., & Buckley, P. J. (2015). The psychiatric interview in clinical
practice. American Psychiatric Pub.
University of Nottingham. (2019). Psychiatric Interviews for Teaching: Depression. Retrieved
from https://www.youtube.com/watch?v=4YhpWZCdiZc

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Yazdani, S., Hosseinzadeh, M., & Hosseini, F. (2017). Models of clinical reasoning with a focus
on general practice: a critical review. Journal of advances in medical education &
professionalism, 5(4), 177.