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Assignment questions
NursingDiscussion postMood disorders

Herzing NU 670 Unit 3 DQ 1: mood stabilizers in bipolar

Discuss conventional mood stabilizers in bipolar depression, list at least two FDA-approved medications with risks and benefits, identify preferred agents in geriatric and paediatric populations, and discuss topiramate and gabapentin including their psychiatric uses, monitoring and side effects.

Editorial process

Last reviewed · August 14, 2026

01

Bipolar depression is not unipolar depression treated in a bipolar patient

Read the prompt precisely: it asks about bipolar DEPRESSION, which is a narrower question than bipolar disorder and has a much shorter list of approved treatments. Most agents called mood stabilizers earned that name in mania or in maintenance, and several are ineffective or actively unhelpful in the depressed phase. Lithium remains the reference agent and is the only one with consistent evidence for reducing suicide risk, so it belongs in the answer with its narrow therapeutic index, the level monitoring, and the renal and thyroid surveillance that go with it. Lamotrigine is the anticonvulsant with the best evidence in the depressed phase and requires slow titration because of serious rash. For FDA approval specifically in bipolar depression, the approvals sit mainly with atypical antipsychotics and combinations — quetiapine and the olanzapine-fluoxetine combination among them — so say clearly which of your named agents carry approval for depression rather than for mania or maintenance.

The special populations and the two named drugs are where marks are lost. In older adults, renal decline, drug interactions, falls and cognitive effects change the calculation: lithium requires lower doses and closer monitoring, valproate carries sedation and fall risk, and lamotrigine is often better tolerated. In children and adolescents the approved list is short and age-banded, and you should give the actual ages rather than saying that some agents are approved. Then topiramate and gabapentin: neither has an FDA indication in bipolar disorder, and the evidence does not support either as a mood stabilizer, which is the answer the question is looking for. Say what each is genuinely used for off-label in psychiatry — topiramate for antipsychotic-associated weight gain, alcohol use disorder and binge eating, with cognitive slowing, metabolic acidosis, kidney stones and glaucoma to monitor; gabapentin for anxiety and withdrawal adjunctively, with sedation, misuse potential and renal dose adjustment.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Distinguish agents approved for bipolar depression from those approved for mania or maintenance.
  • 02
    Weigh risks and benefits of specific agents in the depressed phase.
  • 03
    Adjust selection for geriatric and paediatric populations.
  • 04
    State the evidence and monitoring for two commonly misattributed anticonvulsants.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

Herzing NU 670 Unit 3 DQ 1 Discussion Prompt Discuss the use of conventional mood stabilizers in the treatment of bipolar depression. For this discussion, list at least two medications that have an FDA approval for bipolar depression. What are the risks/benefits of using these medications to treat bipolar depression? Which mood stabilizers are preferred for use in the geriatric population? Discuss topiramate. What is it used for (in psychiatry)? For this discussion include any associated monitoring, testing, or major side effects. Which mood stabilizers are FDA approved in children and adolescents for psychiatric disorders? Discuss gabapentin. What is it used for (in psychiatry)? For this discussion include any associated monitoring, testing, or major side effects. Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position. Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format. Please review the rubric to ensure that your response meets the criteria. Estimated time to complete: 3 hours
Course-wide instructions that accompany this question

ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. Herzing NU 670 Unit 3 DQ 1 One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

02

Turn the brief into deliverables

  1. 01
    The use of conventional mood stabilizers in the treatment of bipolar depression.
  2. 02
    At least two medications with FDA approval for bipolar depression.
  3. 03
    The risks and benefits of using those medications.
  4. 04
    Which mood stabilizers are preferred in the geriatric population.
  5. 05
    Which are FDA approved in children and adolescents, with ages.
  6. 06
    Topiramate and gabapentin: psychiatric use, monitoring, testing and major side effects.
03

Approved agents, then the two that are not

01

Why the depressed phase is different

Approvals for mania and maintenance do not transfer to depression.

02

Lithium

Benefits including suicide risk reduction; levels, renal and thyroid monitoring.

03

Lamotrigine and the approved options

Titration and rash; which agents actually carry a depression indication.

04

The geriatric population

Renal decline, interactions, falls and cognition; which agents are preferred.

05

Children and adolescents

Approved agents with their age bands.

06

Topiramate and gabapentin

Actual psychiatric uses, monitoring, testing and major adverse effects.

04

Labels, guidelines and monitoring requirements

Recommended databases

  • FDA drug labels
  • StatPearls, NCBI Bookshelf
  • PubMed Central
  • CANMAT and ISBD guidelines

Search sequence

  1. 1.
    Check each agent's label for the indication and the age range.
  2. 2.
    Read the bipolar disorder overview for the phase-specific evidence.
  3. 3.
    Find the guideline recommendation for bipolar depression specifically.
  4. 4.
    Look up the monitoring requirements for lithium and valproate.
  5. 5.
    Confirm what the evidence says about topiramate and gabapentin before writing.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Bipolar Disorder

    StatPearls, NCBI Bookshelf · 2023

    Phase-specific treatment, agent classes and monitoring requirements.

  2. 02

    Bipolar Disorder

    National Institute of Mental Health · 2025

    Current treatment overview and the patient-facing framing for education.

  3. 03
  4. 04

    Mood Disorder

    StatPearls, NCBI Bookshelf · 2023

    Diagnostic framing that separates bipolar from unipolar depression.

06

Review before submission

Common mistakes

  • Answering about bipolar disorder generally rather than the depressed phase.
  • Claiming an approval for depression when the approval is for mania.
  • Presenting topiramate or gabapentin as mood stabilizers.
  • Giving paediatric answers with no age bands.
  • Omitting lithium's monitoring requirements while recommending it.
  • Missing lamotrigine's titration schedule and rash risk.

Submission checklist

  • The depressed phase is treated as the specific question.
  • At least two agents with a depression indication are named.
  • Risks and benefits are given for each.
  • Geriatric and paediatric sections each contain specifics.
  • Topiramate and gabapentin are correctly described as off-label in bipolar disorder.
  • Monitoring and testing are stated, with peer-reviewed citations in APA format.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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