How to Write a Public Health Essay

May 30, | nursing, med, NURS, Paper

How to Write a Public Health Essay
Are you stranded on how to write a public health essay? With the help of an excellent guide, writing a public health admission essay has been made essay. In this blog, we pride ourselves on presenting the best tips and strategies to complete a quality public health essay.
Wiring an A+ public health essay requires you to begin by selecting the best public health essay topics which you can choose from our list. We hope this public health writing guide will help you develop subtle ideas for your essay. Fight your urge to secure the best grade by using this guide. Before we jump into details, let’s first discuss the importance of public health essay.
Why is public health important?
Pursuing public health equips you with skills and knowledge on how to educate, maintain, and advocate the importance of health strategies in public. Public health is also vital to a student’s academic and career journey. Here is a list of why it is important to write a public health career goals essay as a nurse:  

Public health studies are essential in fighting off-world pandemics and fatal diseases. Professional public health experts are constantly developing measures to help them battle diseases such as diabetes, cancer, heart disease, and dementia to ensure the health and well-being of the population.
Public health plays a crucial role in its preventative nature. Prevention is far more effective and far less expensive than cure.
Advocating for public health is essential to aiding and prolonging life. By preventing health issues, individuals can spend more of their years in good health.
Public Health helps detect health issues as early as possible and responds appropriately to avoid disease development.
It is diverse and considers the health of the whole population rather than focusing on health at an individual level.

Strategies for writing a quality public health essay
Writing is an art that can commonly be partitioned into three phases: prewriting, writing, and revising/editing. This segment will provide you with strategies to assist you with navigating every stage. While this data is introduced in a direct structure, know that the writing system is often not basic.
Authors frequently jump from one stage to another to develop their public health essays. The primary key to a fruitful writing process is time; give yourself sufficient opportunity to compose and change your drafts a few times.
1.      Prewriting
Prewriting is the primary writing phase that spotlights arranging and coordinating your writing. Assignments related to this stage incorporate:

Determining your purpose,
Developing a thesis, and
Organize your paper.

 
Ø  Determining your Purpose
Before you start to write, be sure you understand your purpose. If you are writing for a course, survey the task’s depiction and rubric. Ensure you handle any inquiries about the task with your teacher or TA. When establishing your purpose, you have to consider:

What is your discussion public health essay topic?
Who is your audience?
How does your audience understand your topic?
What style and tone of writing will help deliver your arguments convincingly?
What evidence is needed to support your points?

Ø  Developing your thesis statement
After brainstorming and extensive research on your evidence, you need to review your points and foster areas of strength for an assertion. Your thesis should be driven to distinguish the public health condition and your motivation. It should communicate to your audience, lay out a reasonable position, and blueprint your main points.
Ø  Organization
In the wake of determining your purpose, conducting research, and fostering your thesis, you should consider the structure to follow when writing your points. This step will assist you in understanding how to organize and introduce your content. Investigating your task’s guidelines and solid models are fantastic ways of understanding the structure of your public health paper.
For in-class tasks, assuming you want transparency on the best way to organize your paper, check with your teacher. Your teacher’s rules should constantly take need of broad ideas tracked down in this aide. You can also check our public health essay examples for more general information on various forms of public health admission essays.
2.      Writing
To understand public health, there are two factors to consider:

Positive writing experience for public health practitioners
Making a plan for writing and making writing social

These two ideas can assist you with making effective writing propensities for you to graduate. Creating a writing plan can help you with remaining propelled and trained. To make a writing plan, follow these basic steps:

Develop an S.M.AR.T goal (Specific, Measurable, Action-Oriented, Realistic, and Time-Sensitive) to help you identify what you want to accomplish on the assignment.
Separate your all-encompassing objectives into more modest goals. Base the more modest objectives on assignments that you should finish to accomplish your principal purpose. In distinguishing more modest errands, make sure to incorporate an opportunity to change, alter, and yet again write the paper severally to meet with others for criticism.
Given your cutoff time and different responsibilities, gauge how long you should get done with each job. Make scaled-down cutoff times for each errand, notwithstanding your general cutoff time for your paper. Give yourself sufficient opportunity to draw in with your writing.
Since you have developed an outline, focus on finding time to write. Put away the proper measure of time every week or day to deal with the paper.

3.      Revising and editing your public health essay
Global-level revisions should be your initial phase in assessing and revising your paper. While leading global-level revisions, you ought to consider your paper’s length, including your crowd, contention, association, stream, and show. While reviewing your public health admission essay, keep in mind what you feed your audience.
Your paper should be simple for your audience to understand, address the assumptions they might have, and be composed at a standard language level. Here are other general tips on assessing your paper for global issues:
·         Survey your paper’s structure
Your audience ought to have the option to distinguish your introduction, body, and conclusion effortlessly. Check to ensure that the introduction and conclusion express your fundamental points precisely.
·         Evaluate your argument
Are your arguments convincing and impact your journey to an A+ grade? Have you highlighted sufficient proof to support your contention? Have you tended to counterarguments?
·         Review the format and flow of your public health essay
Your contention ought to be introduced, organized, and upheld by the association of your paper. Is each part characterized? Do the thoughts inside a passage interface? Does every passage connect? Do the ideas introduce in each section expand on one another?
·         Prepare how to present your work.
Your paper should have clear passages, segment headers, proper line spacing, and standard textual style. Counsel your task rules to ensure your arranging is fitting. Notwithstanding a straightforward design, survey any figures, tables, or diagrams you included to ensure they are outwardly engaging and concise.
Not with standing these overall ideas, assuming you are composing for a task, ensure you neutralize the prerequisites and guidelines given by your professor. Focus on the instructions given in the task portrayal and the rubric.
How to structure and ensure your public health essay has a flow
While each type of public health essay takes its unique structure, a few parts are common to guaranteeing your paper has a logical flow.
a.       Structure
In some capacity, your writing will include the following:
ü  Introduction
Introduce your topic, briefly frame the background research, and provide a thesis statement identifying your key points. The thesis will provide an outline and a framework for the rest of your writing. Use the introduction to engage the reader and present why your topic is essential without overly dramatic or catastrophic. Beginning by defining terms or topics is a common strategy among students that you should avoid.
ü  Body
By following your thesis statement, the body of your task ought to introduce your points logically. This segment is the most factor, as each kind of public health paper is marginally unique. Review some of our public health essay examples for more information on how to construct this section for individual assignments.
ü  Conclusion
The conclusion ought to act as a recap of the arguments you made in the body segment. The evidence in the body ought to move toward a summit in the conclusion, so you shouldn’t present new points or contentions in this part. Many public health admission essays expect that the decision incorporates a source of inspiration or the last suggestion.
b.      Flow
The flow of your paper should be coherent and expand upon itself all through your composition. The following are instances of ways of improving the flow of your essay.

Build a foundation in your early paragraphs, and then build your arguments successively.
Subheadings can be helpful to guide your reader and provide a roadmap for your writing. After each subheading, you should ensure that each successive paragraph addresses the subheading theme.
Include only one central point or idea per paragraph. Ensure that each argument is well-supported by research, data, or other explanation.
Arrange related arguments/topics together.
Provide transitions between paragraphs and sections of your writing. Never leave your audience wondering where you have gone or why you have taken them there.
Ensure that each paragraph or argument relates to your thesis or desired goal. You may have many ideas, but they should all lead to and support your conclusions/recommendations.

While there is no “proper” way for your composition to stream, organizing contentions consistently can work on your capacity to make multiple cases and the audience’s capacity to figure out your conclusions.
How to work as a team to present an A+ public health essay
An essential skill in public health is the capacity to successfully work together with groups to create quality items, reports, or expectations. The public health workforce is cooperative and requires most work inside gatherings. Working in groups permits you to foster your composition and scientific abilities by teaming up with your colleagues.
Below is a guide you can use as a team to gather more relevant information for your public health essay. This part will explicitly examine the group composing process, yet you are firmly urged to audit the module to fortify your group abilities.
Tips for writing effectively as a team
1.       Timeline
One of the most ignored group hardships is setting deadlines and setting a timetable for the items. Many groups frequently follow the foreordained cutoff times for the venture, allowing for altering and causing pointless pressure. To expand adequacy and limit unpleasantness, your group should set early deadlines.
If your project is urgent, you should come together as a team immediately after receiving instructions and sharing tasks among the members. This ensures that the final product has time to be compiled, edited, and reviewed by the entire team with ample time before submission. If the project is relatively large, setting periodic team deadlines for smaller tasks along the way can maximize efficiency.
2.       Formatting and organizing your arguments
Every member will move toward the task with an alternate composing style. Your group ought to concur upon a particular design style and association for the paper as soon as possible. This incorporates references, way of composing, whether to integrate headings or list items, content structure, length of each part, how to organize points, and some other significant arranging components. Having this conversation early will smooth out the most common way of arranging all that and permit the last group proofreader to zero in on the general voice of the paper.
3.       Team strengths and task delegation
Your group would profit from first evaluating the qualities and shortcomings of each group part. Figuring out who has significant areas of strength for a foundation, relational abilities, information examination abilities, or hierarchical abilities will be valuable in designating errands.
While each part might have a specific strength, each colleague should contribute impartially to the general undertaking. Your group has to thoroughly examine the paper’s association so contentions are not rehashed in each group part’s separate segment.
4.       Co-writing
Your whole group should compose the introduction, advances, and conclusion together. The introduction will lay out a skeleton and reason until the end of the paper, the changes will aid the logical flow of the paper, and the conclusion will be the last combination of your contentions. These components expect the whole group to agree with how they might interpret the task, a shared vision, and a suitable course for your final document.
5.       Final editing
Try not to pass on all the final editing to one individual, as it tends to be highly tedious, and the editor may not completely grasp the whole vision of the task. At each cycle progression, each colleague ought to give input, alters, and ideas for the undertaking. This is particularly significant for finishing the interaction with the semi-eventual outcome before presenting the final document.
Your group should use a third eye to give one last sweep of the record and guarantee one voice, yet each colleague should revise and edit preceding this final output. Every individual ought to support the final public health paper before submitting it.
6.       Socialize as a team on life experiences
Working as a team can frequently cause migraine now and again, so offsetting pressure with fun is essential. Keep up with your comical inclination and make a move to share the entertaining side of your difficulties. The creative cycle may profit from the companionship and excitement. As the group becomes friendly, investigating crafted by your group becomes more straightforward and could eventually prompt a more grounded result.
Different types of public health essays
Writing for specific audiences to achieve public health objectives is not limited by a single genre or purpose. The most common types of documents we need to write run a broad gamut that includes: emails, policy briefs, white papers, grant proposals, research protocols, scientific reports, articles for peer-reviewed journals, abstracts, scopes of work, standard operating procedures, budget justifications, public service announcements, op-eds, letters to the editor, blog posts, tweets, and public health admission essays.
Each sort of archive has a few standard assumptions regarding language and association. We get to know a portion of the essential equations throughout our vocations. We are never on the substantial ground since the audience’s assumptions can vary, at times absolute.
A genuine model is a strategy brief that can look different depending on the topic, reason, and crowd assumptions. While certain readers accept you will know everything they expect without telling you, others will give nitty gritty directions. The writers are continuously adjusting, depending on equations that at last become natural, yet being similarly prepared to save your framework when you get definite guidelines.
Here is a list of the most common types of public health essays:

Abstracts
Critiques (including Book Reviews)
Executive Summaries
Fact Sheets
Formal Emails
Grant Proposals
Letters to the Editor
Literature Reviews
Public Health Admission Essays
Needs Assessments
Policy Briefs
Policy Memos
Project Plans
Project Reports
Professional Communication
Reflections

Research Papers

Use of references
An essential feature of an elegantly composed public health paper is using proper sources to help your contention. In this day and age of data over-burden, choosing reliable sources and accurately referring to them can be a challenge. This part will assist you with getting everything rolling on finding and referring to quality sources to upgrade your composition, support your arguments with validity, and set that guarantees you free plagiarized content.
Parting shot
You can use the above guide as your escape plan from low grades. Has this guide helped you understand how to write a public health essay? If not, you can get in touch with our experts, who will guide your step by step to ensure you grasp the necessities of writing a public health essay.
We have developed a platform to help you interact with the best online academic writers. Our experts will also help you understand the history of public health essays. An online writing platform where quality and quantity go in handy.

Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales

May 30, | nursing, med, NURS, Paper

Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales
NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion
The Psychiatric Evaluation and Evidence-Based Rating Scale
According to Saddock, Saddock, and Ruiz (2015), the psychiatric interview is the most important element in the evaluation and care of persons with mental illness.  It is how we obtain information that will drive the criteria-based diagnosis and ultimately, the plan of care.  From the beginning, the interview will establish the client-provider relationship which, can have a profound influence on the outcome of treatment.  Three important elements of the psychiatric interview include past psychiatric illness, mental status exam, and formulation NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.
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Past Psychiatric Illness
The past psychiatric history should include all psychiatric illnesses, symptoms, and treatment over the patient’s lifespan.  The symptoms should include, when they occurred, how long they lasted, and the frequency and severity of episodes (Saddock, Saddock, & Ruiz, 2015) NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.  Special considerations, such as, suicidal or homicidal ideations, and episodes of self-injury should be assessed.  Treatment episodes should include outpatient, inpatient, day, and voluntary/involuntary treatment.  The practitioner should collect and review information about medication use and other modalities such as electroconvulsive therapy (ECT) that have been used and the response experienced by the patient.  Did the patient experience side effects or any other negative effects from the treatment?  Finally, was a diagnosis made in previous episodes that should be considered now.
Mental Status Exam
The mental status exam (MSE) is intended to explore all areas of mental functioning and denotes evidence of signs and symptoms of mental illness (Saddock et al, 2015).  The practitioner will begin the MSE upon initiation of the interview through observation, direct questioning, and the cognitive screening.  According to Sadock et al (2015), components of the screening include appearance, behavior, motor, speech, mood, affect, cognition, abstract reasoning, and thought process.  If suicidal ideations are present, intention, methods, motivation, reason for living, and the patient’s therapeutic alliance should also be assessed (American Psychiatric Association, 2016) NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.
Formulation
Formulation consists of the culmination of all the data collected, the diagnosis, recommendations, and treatment planning.  The formulation should include a brief summary of the patient’s history, presentation, and current status (Saddock et al, 2015) NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.  Combined, these elements should lead to the differential diagnosis of the patient’s illness as well as the provisional diagnosis.  The formulation should include a summary of the safety assessment, an estimate of the patient’s suicide risk, rationale for treatment selection, and treatment related preferences (American Psychiatric Association, 2016).  All should be explained and collaborated with the patient; differential diagnosis, risks of untreated illness, treatment options, and benefits and risks of treatment (American Psychiatric Association, 2016). NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.
Psychometric Properties of the Geriatric Depression Scale
The Geriatric Depression Scale has been tested and used extensively with the older population. The GDS is a self-report measure of depression in older adults.  The response is a yes/no format and was formulated because of their high correlation with depressive symptoms in previous validation studies (American Psychiatric Association, 2020).  Of the 15 items on the assessment, 10 indicate the presence of depression when answered positively while the other 5 are indicative of depression when answered negatively (short form) NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion.
American Psychiatric Association (2020).  Geriatric Depression Scale (GDS).  Retrieved from https://www.apa.org/pi/about/publications/caregivers/practice-settings/assessment/tools/geriatric-depression
American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.). https//psychiatriconline.org/doi/pdf/10.1176/appi.books..9780890426760
Greenberg, Sherry A. (2020).  The Geriatric Depression Scale (GDS). Hartford Institute for Geriatric Nursing. Retrieved from https://hign.org/consultgeri/try-this-series/geriatric-depression-scale-gds
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.
 
Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales

Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.

Photo Credit: [shironosov]/[iStock / Getty Images Plus]/Getty Images

To Prepare:

Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.
Consider the elements of the psychiatric interview, history, and examination.
Consider the assessment tool assigned to you by the Course Instructor.

By Day 3 of Week 2
Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature. NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion

Read a selection of your colleagues’ responses.
By Day 6 of Week 2
Respond to at least two of your colleagues on 2 different days by comparing your assessment tool to theirs.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Main Discussion Post
 Examining, assessing, and diagnosing the client are all important aspects of being a psychiatric mental health nurse practitioner. Becoming skilled and confident in these areas helps providers to develop appropriate and effective treatment plans. One thing that has been emphasized in our reading this week and last week is the client-provider relationship. The initial assessment is where the provider lays the groundwork for a positive rapport to be developed. Sadock et al. (2015) stated one of the crucial aspects of the examination is showing empathy while retaining objectivity. Providing privacy, confidentiality, respect, and comfort are all significant factors of the assessment process as well. American Academy of Child and Adolescent Psychiatry (1995) recommended providers approach the interview with three things in mind: to obtain a diagnosis, determine if treatment will be indicated, and develop a treatment plan that will keep the client engaged. One of the objectives for this class is to feel confident with assessment tools and deciding which ones are appropriate for which clients. This post will discuss three important components of the psychiatric interview. NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion I will also be discussing the Positive and Negative Symptom Scale (PANSS) and how the provider uses it to determine appropriate diagnoses and treatment.
 The psychiatric interview, also referred to as an examination or assessment, is complex and time-consuming. With a cooperative client, the process can still take around an hour to complete. Three crucial components of the interview include the social history, family history, and past medical history NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion. The social history gives the provider vital information about how the client functions and what kinds of coping skills they currently employ. This part of the interview also allows the provider to assess the client’s use and history with illicit drugs and alcohol. Sadock et al. (2017) recommended approaching this section of the interview carefully, as the provider will need honest information to get a clear picture of the client’s situation. Asking questions about substance use and abuse should be done without judgment. This tactic includes tone of voice, inflection, and body language. This information is critical in determining which symptoms could be related to substance abuse and what treatment would be most appropriate for each individual client. An example would be a client who presents with attention deficit disorder and reveals that they have a history of meth use. In this case, the provider would probably want to steer away from effective medications such as Adderall due to the possibility of abuse NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion. 
 Many psychiatric disorders have a genetic component that can be assessed during the interview’s familial history portion. The provider can use this information to determine an accurate diagnosis and treatment. For example, if a client came in complaining of symptoms that seemed to align with anxiety and then stated her mom, sister, aunt, and grandmother all had been diagnosed with anxiety, it is very likely the client has a genetic predisposition for that particular disorder. Because genetics can also affect how successful treatment is, it could be useful to know how the client’s family responded to treatment. Another significant part of the family history is the history of suicide attempts and aggressive behaviors. American Psychiatric Association (2016) found that a family history of suicidal ideation and aggression puts the client at higher risk for the same behaviors. As a provider, I would use this information to focus a few more questions in these areas for a clearer picture of my client’s situation. 
 A client’s past medical history is important for a variety of reasons. A medical history can give the provider insight into possible risk factors for mental disorders. It also will affect how the provider develops a treatment plan. American Psychiatric Association (2016) stated that the provider would also need to determine how any current medical conditions could be affecting the presentation of symptoms and how that will influence the diagnosis. An example of this could be head injuries. The medical history is also important because it will cover any allergies or drug sensitivities the client may have had in the past. Providers use this information when developing their treatment plan if it includes medications. Another crucial component of the medical history is the current medications and supplements the client is taking. The provider will need to ensure that anything they propose to add to the client’s regimen will not cause adverse effects. Lastly, a past medical history gives the provider insight into other professionals they can collaborate with regarding the client. The physical health of the client is important and should be monitored while receiving psychiatric treatment. NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion
 One tool that can be used during a psychiatric interview is the PANSS. This tool is used to determine the severity of the disorder and the client’s quality of life. Once the diagnosis of schizophrenia is decided on, this tool can be used to determine the direction of effective treatment. Therefore, this tool is only used at the end of an interview and only when the client has been appropriately diagnosed with schizophrenia. The symptoms of schizophrenia are classified as positive and negative. Positive symptoms include things like hallucinations, delusions, paranoia, and grandiosity. Negative symptoms include social withdrawal, blunted affect, difficulty communicating with a natural flow, and apathy. This assessment can take up to 45 minutes, so it may be beneficial to schedule a time to perform just this assessment after the first consultation and diagnosis are complete. Depending on the client’s condition, the provider should also plan to include caregivers during the evaluation and information gathered from previous providers. The client is rated in 30 different areas from one to seven. The areas are broken down into positive symptoms, negative symptoms, and general psychopathology NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion. There is a PANSS-6 that only assesses six of the core symptoms of schizophrenia and a Simplified Negative and Positive Symptoms Interview (Kølbæk et al., 2018). These could be used in place of the more detailed assessment if time were a factor. One study I researched found that vitamin D levels directly correlated to the PANSS score. Prasanty et al. (2018) stated that the lower the level of vitamin D, the higher the PANSS score was. Ordering a vitamin D level would be worthwhile when treating a client with schizophrenia. 
 Psychiatric interviews should be client-centered, and the treatment should reflect the client’s goals, not those of the provider (Sadock et al., 2015). Client-centered interviews and treatment focus on the client’s strengths and culture, as well as areas identified by the client that need work. Providers should take the interview as an opportunity to begin a solid foundation of collaborative decision making between them and the client. Open-ended questions are helpful at the beginning of the interview, with more focused questions used to clarify the information required to determine differential diagnoses and treatment. Prioritizing the client’s symptoms and diagnoses will also be an important aspect of the assessment because many clients have comorbid conditions. The client’s social history, family history, and past medical history are all crucial aspects of the psychiatric interview. NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion
 
References
American Academy of Child and Adolescent Psychiatry. (1995). Practice parameters for the assessment and treatment of children and adolescents. https://www.aacap.or/App_Themes/AACAP/docs/practice_parameters/psychiatric_assessments_practice_parameter.pdf
American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults. (3rded.). https://psychiatryonline.org/doi/pdf/10.1176/appi.boooks.9780890426760
Kølbæk, P., Blicher, A. B., Buus, C. W., Feller, S. G., Holm, T., Dines, D., O’Leary, K. M., Sørensen, R. S., Opler, M., Correll, C. U., Mors, O., Bech, P., & Østergaard, S. D. (2018). Inter-rater reliability of ratings on the six-item Positive and Negative Syndrome Scale (PANSS-6) obtained using the Simplified Negative and Positive Symptoms Interview (SNAPSI). Nordic Journal of Psychiatry, 72(6), 431–436. https://doi-org.ezp.waldenulibrary.org/10.1080/08039488.2018.1492014
Prasanty, N., Amin, M. M., Effendy, E., & Simbolon, J. (2018). Low vitamin D serum level increases severity symptoms in schizophrenic patients measured by Positive and Negative Symptoms Scale (PANSS) in Batak Tribe Sumatera Utara, Medan-Indonesia. Bali Medical Journal, 7(1), 249-254. https://doi-org.ezp.waldenulibrary.org/10.15562/bmj.v7i1.921
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry(11thed.). Philadelphia, PA: Wolters Kluwer.
Sadock, B. J., Sadock V. A., & Ruiz, P. (2017). Kaplan and Sadock’s concise textbook of clinical psychiatry (4thed.). Philadelphia, PA: Wolters Kluwer. NRNP 6635 The Psychiatric Evaluation and Evidence-Based Rating Scales Discussion