Leahy Laura G
J Psychosoc Nurs Ment Health Serv. 2017 Sep 1;55(9):10-16. doi: 10.3928/02793695-20170818-08.
As a new school year approaches, nurses will find themselves faced with students with symptoms of attention-deficit/hyperactivity disorder (ADHD). Navigating the diagnostic label changes and numerous psychopharmacological treatment options can prove time-consuming and confusing. The current article explores the early years of symptom identification, various diagnostic labels, and subsequent psychopharmacological treatments from psychostimulants to non-stimulant alternatives (including a prescription medical food). The current article also serves as a discussion guide for nurses and clinicians when providing education to patients and their loved ones, teachers, coaches, and others who may question the diagnosis and treatment of ADHD. This disorder can have a significant impact on one's ability to function within family, school, work, and social settings. A historical context is provided for the evolution of today's diagnostic criteria and the pharmacotherapy used in the treatment of ADHD. [Journal of Psychosocial Nursing and Mental Health Services, 55(9), 10-16.].
随着新学年的临近，护士们会发现自己面对的是有注意力缺陷多动障碍（ADHD）症状的学生。应对诊断标签的变化以及众多的心理药物治疗选择可能会既耗时又令人困惑。本文探讨了症状识别的早期阶段、各种诊断标签，以及随后从精神兴奋剂到非兴奋剂替代药物（包括一种处方医疗食品）的心理药物治疗。本文还可作为护士和临床医生向患者及其亲人、教师、教练以及其他可能对ADHD诊断和治疗提出质疑的人提供教育时的讨论指南。这种疾病会对一个人在家庭、学校、工作和社交环境中的功能产生重大影响。文中为当今ADHD诊断标准的演变以及用于治疗ADHD的药物治疗提供了历史背景。[《心理社会护理与心理健康服务杂志》，55(9)，10 - 16。]
