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Assignment: Providers/psychiatric mental health nurse practitioners often find implementation of routine psychoeducation difficult due to lack of experience, training, and time. For this discussion, explain how a provider can include psychoeducation into his/her treatment plan when providing routine care to patients. List the critical ingredients of psychoeducation and discuss their benefits.
Sample paper/essay of what the paper should look like:
Psychoeducation in Mental Health
The essential elements of psychoeducation include training on problem-solving, communication, self-assertiveness, and information to patients about their illness (Sarkhel et al., 2020). The primary mental health nurse practitioner (PMHNP) can provide psychoeducation based on the four elements. According to Morgado et al. (2022), psychoeducation entails delivering relevant and up-to-date information about a mental illness by combining cognitive-behavior therapy, group therapy, and education. It focuses on providing patients and family members with knowledge of the disease, including the treatment modalities: treatment options, and expected outcome. Psychoeducation also entails explaining the aspects of living with and ways to manage the disorder. This will facilitate understanding and assist the patient and psychiatric mental health nurse providers in the treatment program (Morgado et al., 2022). Studies have shown that psychoeducation improves the outcome of mental illness.
During therapy sessions, a therapist can either provide psychoeducation verbally in podcasts or read on homework to increase client independence (Nash, 2022). During the sessions, the PMHNP can use Socratic questioning to identify the extent to which the client is aware of the illness and identify existing gaps. Identifying existing gaps forms a basis of psychoeducation sessions, whereby the therapist introduces the client to problem-solving skills. During the psychoeducation sessions, the therapist identifies communication issues, including being easily distracted, and explores them to help the client improve communication skills. For example, a PMHNP can engage the patient while providing medications to the patient by using Socratic questioning to identify if the patient is knowledgeable about their medicine. Then one can identify the gaps available and take the opportunity to teach the patient about the gaps identified. Even though psychoeducation focuses on receiving information on a particular illness, clients need emotional support and guidance (Motlova et al., 2017).
Morgado, T., Lopes, V., Carvalho, D., & Santos, E. (2022). The Effectiveness of Psychoeducational Interventions in Adolescents’ Anxiety: A Systematic Review Protocol. Nursing Reports, 12(1), 217–225. https://doi.org/10.3390/nursrep12010022
Motlova, L. B., Balon, R., Beresin, E. V., Brenner, A. M., Coverdale, J. H., Guerrero, A. P., Louie, A. K., & Roberts, L. W. (2017). Psychoeducation as an Opportunity for Patients, Psychiatrists, and Psychiatric Educators: Why Do We Ignore It? Academic Psychiatry, 41(4), 447–451. https://doi.org/10.1007/s40596-017-0728-y
Nash, J., Ph.D. (2022, May 9). How to Perform Psychoeducation Interventions: 14 Topics. PositivePsychology.Com. https://positivepsychology.com/psychoeducation/
Sarkhel, S., Singh, O., & Arora, M. (2020). Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation. Indian Journal of Psychiatry, 62(8), 319. https://doi.org/10.4103/psychiatry.indianjpsychiatry_780_19
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