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ANXIETY DISORDER
C
Patient Information
Identifying data: 15 yo F admitted 01/12/16 (LOS 31 days)
Legal status: MH5A
DSM diagnosis
I-Generalized Anxiety Disorder & Major Depressive Disorder
II-nonverbal learning disability
III-Postural Orthostatic Tachycardic Syndrome (POTS) & migraines
IV-Problems with primary support group, problems r/t the social environment & educational
problems
V-GAF 45
Reason for admission: + SI/HI after stopping medications in Oct. 2015 for diagnosed
mental illnesses; transferred from Queens Medical Center ER
Financial data: Tricare (Department of Defense healthcare program)
Tricare Coverage
What is not covered?
What is covered?
Family Therapy
Partial Hospitalization
Psychological Testing
Psychotherapy
Aversion therapy
Behavioral health care services and supplies related solely to obesity and/or weight
reduction
Bioenergetic therapy
Biofeedback for psychosomatic conditions
Carbon dioxide therapy
Counseling services, such as nutritional counseling, stress management, marital therapy,
or
lifestyle modifications
Custodial nursing care
Diagnostic admissions
Educational programs
Environmental ecological treatments
Experimental procedures
Filial therapy
Guided imagery
Hemodialysis for schizophrenia
Intensive outpatient treatment program
Marathon therapy
Megavitamin or orthomolecular therapy
Narcotherapy with LSD
Primal therapy
Psychosurgery
Rolfing
Sedative action electrostimulation therapy
Sexual dysfunction therapy
Telephone counseling
Therapy for developmental disorders such as dyslexia, developmental mathematics
disorders, developmental language disorders, and developmental articulation disorders
Training analysis
Transcendental meditation
Z therapy
Ethnicity: Patient does not associate with any specific ethnicity or culture.
Religion: Patient states she is spiritual but does not associate with any specific
religion.
Implications
No real sense of self
Increased risk for negative behavior (substance abuse, depression, suicide, etc.)
Limitations
Health
Mental &
physical
Low self
esteem/self hate
Pessimism
Lack of coping skills
Medication compliance
Education & SE
Inform physician if patient feels meds arent working
Community resources: Anxiety and Depression Association of America (ADAA), Hawaii Families
As Allies, TIFFE, and Catholic Charities Hawaii
The focus of the anxiety is and worry is not confined to features of an Axis I disorder;
The anxiety, worry or physical symptoms cause clinically significant distress or impairment in social,
occupational, or other areas of functioning;
The disturbance is not due to the direct physiological effects of a substance or general medical condition and
does not occur exclusively during a mood disorder, a psychotic disorder or a pervasive developmental
disorder;
Nursing Priority #1
Diagnosis: Risk for suicide r/t unstable mood (anxiety & depression) AEB history of
self harm and history of positive suicidal and homicidal ideations
Priority #1 because we need to ensure patient safety to self and others
Goals: patient agrees to inform staff upon impulse to self harm and agrees to treatment
plan to reduce risk for suicidal behavior by end of shift and is reflected in no new injuries to
self (short term goal); patient is compliant with medications with no self-harm acts and
denies thoughts of suicide before discharge as measured by a score of 0-1 on TM33
P: patient at risk for self-harm and suicide
E: patient has hx of self-harm (scratches herself) and has hx of thoughts of hurting herself
and her parents
S: patient agrees to inform staff with feelings to self harm or upon suicidal/homicidal ideations
& continues medication compliance to stabilize mood
Care Plan #1
Scientific Rationale
(In complete sentences!)
(Reference in APA format, including
page number)
Interview the patient to assess the
Gulanick and Myers (2014) state
potential for self harm and suicide q thatPeople who are suicidal are
every 24hrs. Utilize TM33.
often ambivalent about wanting to
Evaluation
TM33 score of 1, which is no precautions for
suicide. Patient states she has no feelings or
thoughts to self harm.
Nursing Priority #2
Diagnosis: Anxiety r/t academic performance and social situations/interactions with peers AEB
insomnia, restlessness, difficulty concentrating, muscle tension, irritability, feelings of
inadequacy and helplessness, and increased BP, pulse and respirations
Priority #2 because patients unstable mood interferes/impairs her ability to function
Goals: patient describes a reduction in the level of anxiety by end of shift and is reflected by normal BP,
pulse, and respirations (short term goal); patient uses effective coping mechanisms and maintains a
desired level of function before discharge which is reflected by the patients ability to sleep through the
night without medication, improvement in academic performance, building of peer relationships on the
unit, and the Hamilton Anxiety Rating Scale with a score <17
P: patient suffers from anxiety that interferes/impairs her ability to function
E: irritable, restless, poor academic performance, feelings of inadequacy and helplessness, and limited
social/peer relationships
S: educate patient on effective coping mechanisms, the use of relaxation techniques such as breathing to
decrease anxiety, and the importance of medication compliance to control anxiety/stabilize mood
Care Plan #2
Scientific Rationale
(In complete sentences!)
(Reference in APA format, including
page number)
Gulanick and Myers (2014) state that
The patient with mild anxiety will
have minimal or no physiological
symptoms of anxiety. Vital signs will be
within normal ranges. The patient will
appear calm but may report feelings of
nervousness (p. 17).
Gulanick and Myers (2014) state that
Learning to identify a problem and to
evaluate the alternatives to resolve
that problem helps the patient cope
(p. 18).
Gulanick and Myers (2014) state that
Short-term use of antianxiety
medications can enhance patient
coping and reduce physiological
manifestations of anxiety (p. 18).
Evaluation
Patient anxiety level appears mild AEB normal
VS and calm demeanor.
Nursing Priority #3
Diagnosis: Ineffective coping r/t lack of coping skills and inadequate level of confidence
in ability to cope AEB insomnia, fatigue, poor concentration, and destructive behavior
towards self
Priority #3 because her lack of coping skills affects her mood and associated behavior
Goals: patient lists and describes learned coping skills by end of shift and is measured by no acts
of destructive behavior towards herself (short term goal); patient describes positive results from
new behaviors before discharge and is reflected via Cope Inventory (long term goal)
P: patient unable to cope successfully with underlying chronic health condition, mental illnesses
that impair her ability to function, and daily stress
E: poor sleep habits, fatigue, poor concentration, and history of self harm and thoughts of
suicide/homicide
S: educate patient on effective coping skills and teach patient the use of relaxation, exercise, and
diversional activities as methods to cope with stress
Care Plan #3
Scientific Rationale
(In complete sentences!)
(Reference in APA format, including
page number)
Gulanick and Myers (2014) state that
Accurate appraisal can facilitate
development of appropriate coping
strategies. They go on to say that
Persistent stressors may exhaust the
patients ability to maintain effective
coping (p. 54).
Gulanick and Myers (2014) state that
Patients may have support in one
setting, but lack sufficient support for
effective coping in the home setting (p.
54).
Gulanick and Myers (2014) state that
Inadequate diet and fatigue can
themselves be stressors and limit
effective coping (p. 55).
Evaluation
Daily peer interactions and required school type
setting involved on the residential adolescent unit
are possible daily stressors for the patient AEB
patient staying in room and not socializing with
other patients on unit during free time.
Patients main support system consists of her
parents and siblings. She has family therapy and
psychotherapy available to her from her Tricare
insurance. Coming from a military family, she has
the support of the military community as well.
Patient sleeping well currently with a good
appetite. She has Melatonin 6 mg PO at bedtime
PRN prescribed for insomnia but has not needed to
take it recently.
Does not associate with a specific culture; doesnt consider anyone place home
Military and therefore has never had a stable living environment
Lived in Germany for 4 years prior to current move to Hawaii; lived in Hawaii a total of 4 years from 3 separate moves
Military families tend to undergo a lot more stress than your typical family
Deployment
Physical and mental health issues combined with lack of coping skills, poor self image, and lack of
communication with her parents facilitated admission to Kahi Mohala
CBT: Patient thinks that her medications arent working and that no medications can help her physical and mental
disorders which generates feelings of helplessness, hopelessness and depression so she hurts herself and stops taking
her medication. Patient also thinks she will never overcome her learning disability, thinks she isnt good enough, and
that finishing schoolwork is impossible which causes her to feel overwhelmed, anxious and depressed so she isolates
herself and avoids stressful activities or events (such as schoolwork or social situations).
Spirituality
Psychological
Life Experience
Psycho-social
Fear
Desires
Cultural
Generational
Big Picture
This patient must continue her current medications since they help
stabilize mood
Inform her parents and physician if she feels they arent working or is
experiencing SEs
Communicate with her parents and notify them if she is feeling the
need to hurt herself or is having thoughts of suicide or homicide
Learn and effectively utilize coping mechanisms to deal with daily
stress
Continue family therapy and CBT
Gain a positive self-image which is reflected in a Coppersmith SelfEsteem Inventory
Utilize resources available to her in the community and that are
available to her through Tricare (psychotherapy)
Per Erikson she is in the psychosocial development stage of identity
vs role confusion
Needs to examine her identity and find out who she is
Socialize and build peer relationships
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV (4th ed.).
Washington, DC: Author.
Birch, M. (2015). Breathing retraining in anxiety and panic disorder. Australian Nursing and Midwifery Journal, 23(4),
31.
Gulanick, M., & Myers, J.L. (2014). Nursing care plans-diagnoses, interventions, and outcomes (8th ed.).
Philadelphia, PA: Elsevier Mosby.
THE END