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Adolescent Depression Course: Ashley Barber, DNP, CPNP-PC, Pmhs
Adolescent Depression Course: Ashley Barber, DNP, CPNP-PC, Pmhs
Adolescent Depression Course: Ashley Barber, DNP, CPNP-PC, Pmhs
DEPRESSION
COURSE
A S H L E Y B A R B E R , D N P, C P N P - P C , P M H S
“This course provides comprehensive guidance on
assessing, screening, managing, treating, and
providing follow-up care for adolescent depression.
It covers key topics including risk assessment,
Course diagnostic tools, evidence-based treatment
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• Explain the process of using the Patient Health
Questionnaire-9 Modified for Adolescents (PHQ-9M) to
screen for adolescent depression
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Course Content
LEARN THE IMPORTANT SKILLS THE KNOWLEDGE OF UNDERSTANDING LEARN OWN CONFIDENCE IN ABILITY
HOW EXACTLY TO PERFORM AN TO APPROPRIATELY ASSESS,
OF ASSESSING, SCREENING, APPROPRIATE ASSESSMENT, INITIATE
MANAGING, TREATING, AND SCREEN, MANAGE, TREAT, AND
THE CORRECT SCREENING TOOL,
FOLLOW-UP WITH ADOLESCENT
FOLLOW-UP CARE FOR MANAGE APPROPRIATE CARE, SELECT A
TREATMENT PLAN IF NECESSARY, AND PATIENTS DIAGNOSED WITH
ADOLESCENT PATIENTS WITH DEPRESSION.
FOLLOW-UP AS APPROPRIATE.
DEPRESSION.
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Learning
Environment
Audience Modality Preparation
• Healthcare workers • Ten learners are expected in this • No preparation needed
class
• Students within the Family • No required readings prior to
Nurse Practitioner degree track • Taught at the graduate level course
at Kennesaw State University
• Approximately eight hours in
• Any experience level length and will consist of a
single day
• Any specialty area
• In-person course that is optional
for students to take
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Constructivist
Learning Theory
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Lecture with Unfolding Case Study
(5 Hours)
• Defining adolescent depression with common
symptoms
• Assessment skills and proper screening tool
• Managing depression
• Treatment options
• Appropriate follow-up care
Simulation
Teaching (1 Hour)
Strategies • Standardized adolescent patient
• Practice learned skills
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Case Study (30 Minutes)
• Determine differential diagnoses,
• Recognize key information that requires
further questioning and/or determine
what further information is needed
• Determine diagnosis
• Decipher what additional
assessment/information is needed based
on diagnosis
• Create a management, treatment, and
Assessment follow-up plan for the patient
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References
Billings, D.M. & Halstead, J.A. (2024). Teaching in nursing: A guide for faculty (7th ed). Elsevier Inc.
Burkhart, K., Asogwa, K., Muzaffar, N., & Gabriel, M. (2020). Pediatric integrated care models: A systematic review. Clinical Pediatrics,
59(2), 148–153. https://doi.org/10.1177/0009922819890004
Oermann, M., Gagne, J., & Phillips, B. (2021). Teaching in nursing and role of the educator. New York: Springer Publishing Company.
Piao, J., Huang, Y., Han, C., Li, Y., Xu, Y., Liu, Y., & He, X. (2022). Alarming changes in the global burden of mental disorders in children and
adolescents from 1990 to 2019: A systematic analysis for the Global Burden of Disease study. European Child & Adolescent Psychiatry,
31(11), 1827–1845. https://doi.org/10.1007/s00787-022-02040-4
Sarakbi, D., Groll, D., Tranmer, J., & Sears, K. (2022). Achieving quality integrated care for adolescent depression: A scoping review.
Journal of Primary Care & Community Health, 13, 21501319221131684. https://doi.org/10.1177/21501319221131684
Walter, H. J., Vernacchio, L., Trudell, E. K., Bromberg, J., Goodman, E., Barton, J., Young, G. J., DeMaso, D. R., & Focht, G. (2019). Five-
year outcomes of behavioral health integration in pediatric primary care. Pediatrics, 144(1), e20183243.
https://doi.org/10.1542/peds.2018-3243
Zuckerbrot, R. A., Cheung, A., Jensen, P. S., Stein, R. E. K., Laraque, D., & GLAD-PC STEERING GROUP (2018). Guidelines for adolescent
depression in primary care (GLAD-PC): Part I. Practice preparation, identification, assessment, and initial management. Pediatrics,
141(3), e20174081. https://doi.org/10.1542/peds.2017-4081
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