NRNP 6634 Week 7 Treatment Plan Example

Course	NRNP 6634 Psychiatric Mental Health Advanced Practice Nursing Care of Adults and Older Adults
Week	Week 7
Paper type	Treatment plan
Length	About 800 words, 5 pages
Format	APA 7 student paper
School	Walden University
Program	MSN Psychiatric Mental Health Nurse Practitioner (PMHNP)
Updated	October 2026

Free sample paper for NRNP 6634 Week 7

Treatment Plan: Three Observable Problems for a 72-Year-Old With Recurrent Depression, Each With One Target, One Measure, and One Date

Student Name

College of Nursing, Walden University

NRNP 6634: Psychiatric Mental Health Advanced Practice Nursing Care of Adults and Older Adults

Instructor Name

Month Day, Year

What this page is doingThe title promises accountable elements for each problem. An intervention without a target, or a target without a measure, leaves the evaluation row empty however sound the clinical choice.

Treatment Plan: Three Observable Problems for a 72-Year-Old With Recurrent Depression, Each With One Target, One Measure, and One Date

Problem List, Written as Observations

Composite patient, followed from the interview in week 2 through the formulation in week 6: a woman of 72 with recurrent major depression after her sister's death.

Problem 1. Waking between 03:00 and 04:00 most nights, describing her mood as empty most of the day, and no longer attending the quilting group or baking, for 4 months.

Problem 2. Forgetting whether she has taken her evening pills (twice in the past month), losing her place in conversations, and a MoCA of 23 of 30 with free recall 2 of 5.

Problem 3. A glass of wine every evening and a diphenhydramine sleep aid on most nights since April, taken to get to sleep.

What this page is doingEach problem is written as something that can be observed changing, rather than as the diagnosis repeated in other words.

Problem 1: Mood, Interest, and Early Waking

Target, in terms she would recognize: "Sleep until 6 and want to go back to quilting."

Interventions: sertraline, a selective serotonin reuptake inhibitor, started at a low dose and increased gradually, chosen for this problem because of her prior response to an antidepressant and a favorable side-effect profile in older adults; weekly psychotherapy with behavioral activation, scheduling one valued activity at a time, starting with a single quilting session with a friend driving.

Monitoring attached to the medication: serum sodium at baseline and again within the first month, because hyponatremia with SSRIs is more likely with older age, female sex, and lower body weight (Jacob & Spinler, 2006); falls asked about at each visit; nausea, which caused her to stop an antidepressant at 48, asked about at each dose change.

Measure: PHQ-9 every visit, with a target below 10; number of valued activities per week from her activity log.

Review date: 4 weeks from the start, then every 4 weeks; if the PHQ-9 has not fallen by at least 25% by week 8 on an adequate dose, the plan is revised.

Problem 2: Memory Lapses

Target: "No more wondering if I took my pills."

Interventions: a weekly pill organizer with an evening phone alarm, set up with her daughter; removal of diphenhydramine (Problem 3), which may be contributing; treatment of the depression (Problem 1).

Measure: missed or uncertain doses per week, from the organizer; repeat MoCA, the screen designed to detect mild cognitive impairment that scored her at 23 (Nasreddine et al., 2005), after remission of the depression and at least 4 weeks off diphenhydramine and alcohol.

Review date: MoCA repeated at 12 weeks or at remission, whichever is later. If her score has not improved by then, she is referred for neuropsychological testing; the plan does not assume the memory lapses are only depression.

Problem 3: Wine and Diphenhydramine for Sleep

Target: "Get to sleep without the pill."

Interventions: stop diphenhydramine now, with an explanation of its anticholinergic effects on memory; reduce wine to none on weeknights; begin components of cognitive behavioral therapy for insomnia, including a fixed wake time, getting out of bed when unable to sleep, and limiting time in bed. Cognitive behavioral therapy for insomnia improved sleep onset, waking after sleep onset, and sleep efficiency in a meta-analysis of 20 trials, although those trials excluded people with comorbid psychiatric disorders (Trauer et al., 2015), so its effect in her depression is an extrapolation and will be measured, not assumed.

Measure: nights per week with diphenhydramine and with wine, from a sleep diary; time of waking.

Review date: 2 weeks.

Safety, Carried Across the Plan

Her passive death wish is monitored at every visit with the same direct questions used at intake, and the plan is revised at once if active thoughts, a plan, or intent appear. Her daughter was told, with her permission, what to watch for and whom to call. Because she lives alone and will be starting an antidepressant, she has the clinic's number and the 988 Lifeline, and the first follow-up is set at 2 weeks rather than 4.

The Conversation, on the Record

The plan was built with her and, for the last part of the visit, her daughter. She said her main worry about medication was repeating the nausea she had at 48; she agreed to a low starting dose with a slow increase and a call if nausea occurs. She said she had refused an antidepressant earlier because she wanted to know about her memory first; when told that treating the depression and stopping the sleep aid might improve her memory, and that her memory would be retested, she said, "Then I'll try it." She chose to stop the sleep aid immediately and to keep one glass of wine on Saturdays with her daughter. She was told she could decline any part of the plan and still continue in care.

References

Jacob, S., & Spinler, S. A. (2006). Hyponatremia associated with selective serotonin-reuptake inhibitors in older adults. The Annals of Pharmacotherapy, 40(9), 1618-1622. https://doi.org/10.1345/aph.1G293

Nasreddine, Z. S., Phillips, N. A., Bédirian, V., Charbonneau, S., Whitehead, V., Collin, I., Cummings, J. L., & Chertkow, H. (2005). The Montreal Cognitive Assessment, MoCA: A brief screening tool for mild cognitive impairment. Journal of the American Geriatrics Society, 53(4), 695-699. https://doi.org/10.1111/j.1532-5415.2005.53221.x

Trauer, J. M., Qian, M. Y., Doyle, J. S., Rajaratnam, S. M. W., & Cunnington, D. (2015). Cognitive behavioral therapy for chronic insomnia: A systematic review and meta-analysis. Annals of Internal Medicine, 163(3), 191-204. https://doi.org/10.7326/M14-2841

Reading the NRNP 6634 Week 7 instructions

Week 7 of NRNP 6634 typically asks for a psychiatric treatment plan for the course patient. You write problems as observations, give each a target, a measure and a date, choose interventions that answer specific problems, carry safety through the plan and record the patient's input. Faculty deduct wherever a target lacks a measure or an intervention lacks a target. Cite treatment guidelines and evidence in APA 7. Medication and psychotherapy may answer different problems, and the plan should say which answers which. Older adult safety issues such as sedating medications belong in it. Many sections leave specific drug names out of this week; check yours. The plan should connect back to the formulation.

Inside the NRNP 6634 Week 7 example

The finished plan begins with a problem list three items long, each written as something observable rather than as the diagnosis repeated in other words. Every problem then carries the same four lines: the target stated in terms the adult would recognize, the intervention chosen, the measure that will show movement, and the date the item comes back for review. Medication appears as one entry among these, named with the class it belongs to and the problem it answers, alongside the monitoring the choice brings with it. A therapy element sits under a different problem with a target of its own, since the two are not doing the same work. Shared decision making is recorded, including what was explained and what was agreed. Safety, referral and follow-up close the file.

Reading the NRNP 6634 Week 7 rubric

Plans lose marks wherever the elements are unaccountable. An intervention with no target, or a target with no measure, leaves the evaluation row empty however sound the clinical choice behind it was. Restating the diagnosis as the problem costs the problem-list criterion, since nothing there can be observed changing. Plans arranged by intervention type rather than by problem tend to lose the same point twice over. The next common loss is the absent conversation: a document never recording what the adult was told or agreed to reads as a plan made about a person rather than with one. Monitoring pooled at the end costs safety points. Where citations support the choice of one element and not the others, the evidence row is marked on the weakest line rather than the strongest.

NRNP 6634 Week 7 help from the desk

Treatment plans lose marks when an intervention has no target or a target has no measure. Give each problem all three. Another common gap is writing problems as diagnoses rather than observations, such as "depression" instead of early waking and loss of interest. Rewrite them. Writers also leave safety in a single paragraph at the end. Carry it through each problem. Avoid ignoring the wine and diphenhydramine, which worsen sleep and memory in older adults. Address them directly. Record what she wants. Set realistic dates for each measure. Close with the next visit and what will be reviewed. Writers also forget to tie each problem back to the formulation, which explains why these three were chosen. Add one sentence each.

Get a NRNP 6634 Week 7 example written to your instructions

Send the Week 7 prompt, the case your section is using and its rubric, and the desk writes the plan out as a finished document with each problem targeted, measured and dated. The first sample is free and returns inside 24-48 hours. It is written to your assignment, and it prescribes nothing for any real person.

More NRNP 6634 papers and PMHNP samples

NRNP 6634 Week 7 questions, answered

Does the example name a specific medication?

The finished plan document names the agent it chose and the class that agent belongs to, because a plan that does not is unmarkable. This page repeats neither, and nothing on it amounts to a recommendation for any patient anywhere. What the page describes is where the decision sits in the document, what has to travel with it, and how the review is written.

Why do medication and therapy answer different problems?

Because the rubric is looking for a plan rather than a pair of habits. When both elements are attached to the same line, nothing in the document explains why both are present or how either would be judged later. The example gives each its own problem, its own measure and its own review date, which lets a marker see the reasoning that put them together.

Is the plan written for a real patient?

No. It works from a composite adult, assembled so that the problem list has something to sit on, with no detail that could identify anyone. Plans you write on placement stay inside the documentation you keep there. The example demonstrates document structure and the standard of justification, both of which carry over to whatever case your classroom hands you.

Where can I find a free NRNP 6634 Week 7 sample paper?

The three-problem plan for the 72-year-old is reproduced here with targets, measures and dates, safety carried throughout and her part in the conversation.

What three problems does the NRNP 6634 Week 7 plan set?

Mood and early waking, memory lapses, and wine and diphenhydramine used for sleep, each with one target, one measure and one date.