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Assignment questions
NursingDiscussion postInformed consent

NU673 Unit 15 DQ 1: commitment and duty to warn

For a psychiatric evaluation in which the patient states a plan to kill his wife and himself tonight and has a gun in his car, discuss informed consent, whether he meets involuntary commitment criteria in your state, whether to warn his wife, what resources to involve, and his suicide risk profile.

Editorial process

Last reviewed · August 14, 2026

01

Consent has limits, and this case is standing on one

The first question is not the throat-clearing it looks like. Informed consent in psychiatric-mental health treatment matters here precisely because this case is about its limits: consent requires disclosure of the nature and risks of treatment, of alternatives, and — critically — of the boundaries of confidentiality, which is what a clinician relies on when those boundaries are crossed. Dale signed a consent for treatment, and a properly obtained consent will already have told him that confidentiality ends where there is a serious threat of harm to himself or an identifiable other. Say that, because it turns the third question from a dilemma into an application. Note too that capacity is decision-specific and that severe depression can impair it without removing it, and that consent is a continuing process rather than a signature obtained once at the front door of a busy outpatient psychiatric clinic.

Then work the case in the order the prompt sets. Commitment: Dale almost certainly meets the substantive criteria — a mental illness plus danger to self and to others, with a stated plan, a named target, a tonight timeframe and the means in his car — and your answer must then say what YOUR state requires, who may initiate the hold, for how long, and whether a psychiatric nurse practitioner is among the professionals authorised to do so, because that varies. Warning: this is the Tarasoff line, and in most jurisdictions an identifiable victim plus a serious threat produces a duty to warn or protect that overrides confidentiality; the safest execution is warning and notifying police, not choosing between them. Resources: police, crisis services, the receiving facility, 988, firearm removal and family support. Risk: a plan with means to hand is among the strongest short-term predictors, and add the compounding factors — male, recent separation, hopelessness, firearm access — with evidence.

Likely learning objectives

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

  • 01
    Explain informed consent in mental health care, including the limits of confidentiality.
  • 02
    Apply state involuntary commitment criteria and identify who may initiate a hold.
  • 03
    Apply the duty to warn or protect where an identifiable victim exists.
  • 04
    Assess short-term suicide and homicide risk from plan, means and compounding factors.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

NU673-7D Unit 15 DQ 1 Discussion Prompt Ms. Smith is a Psychiatric-Mental Health Nurse Practitioner working in an outpatient psychiatric clinic.  She is seeing Dale Knox, a 32-years old man for a psychiatric evaluation for the first time. Dale is currently separated from his wife, Sofie.  Dale and Sodie have been married for 9 years.  Dale has fully completed all of his pre-evaluation paperwork and he has signed the consent for treatment.  During the psychiatric evaluation, Ms. Smith observes that Dale is distraught, tearful and verbalizing feelings of worthlessness and no motivation for life in general.  He states directly that he is going to kill his wife and then kill himself tonight when she returns home from work because he can’t stand the thought of being divorced and he knows she is preparing to leave him. Mr. Knox states he has a handgun in his car and has bought additional ammunition. Answer the following questions based on the case presentation: Discuss the importance of informed consent in psychiatric-mental health treatment. Would Mr. Knox meet the criteria for involuntary commitment, explain why or why not, and then discuss the involuntary commitment process for your state and if PMHNP is able to involuntarily commit a patient the state where you practice? Should the PMHNP notify Mrs. Knox about her husband’s threat to kill her, or should the PMHNP protect the confidentiality of Mr. Knox treatment? What additional resources should you consider in this case for help for the patient and his family? What is the prevalence of suicide-related to someone who has a plan and the means? Are there any other criteria that this patient meets that places him in a higher risk category for carrying out suicide? 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: 2 hours Discussion Peer/Participation Promp NU673-7D Unit 15 DQ 1 t Please respond to at least 2 of your peer’s posts with substantive comments using the following steps: Substantive comments add to the discussion and provide your fellow students with information that will enhance the learning environment. References and citations should conform to APA standards. Remember: Please respect the opinions of others, even if their views differ. In other words, disagree professionally and respectfully. Plagiarism is never acceptable – give credit when credit is due – cite your sources. 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. Collaboration points will be forfeited if you fail to meet the response post guidelines.
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. 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 importance of informed consent in psychiatric-mental health treatment.
  2. 02
    Whether Mr Knox meets involuntary commitment criteria, and why.
  3. 03
    The commitment process in your state and whether a PMHNP may initiate it.
  4. 04
    Whether to notify Mrs Knox or protect confidentiality, and on what authority.
  5. 05
    Additional resources for the patient and his family.
  6. 06
    The prevalence of suicide with a plan and means, and this patient's risk factors.
03

Consent, commitment, warning, resources, risk

01

Informed consent, and its limits

Disclosure, capacity, continuing process, and the confidentiality exception.

02

Does he meet commitment criteria?

Mental illness plus danger to self and others; plan, target, timeframe, means.

03

The process in your state

Who initiates, on what form, for how long, and whether a PMHNP may.

04

The duty to warn

Identifiable victim, serious threat, warn and protect, notify police.

05

Resources for patient and family

Crisis services, 988, receiving facility, firearm removal, family support.

06

Risk stratification

Plan with means, separation, hopelessness, male sex, firearm access.

04

The legal authorities this case turns on

Recommended databases

  • StatPearls, NCBI Bookshelf
  • Your state statute and board of nursing
  • NIMH
  • PubMed Central

Search sequence

  1. 1.
    Read the duty-to-warn entry and note which jurisdictions mandate versus permit.
  2. 2.
    Find your state's civil commitment statute and who may initiate an emergency hold.
  3. 3.
    Check whether an advanced practice nurse is an authorised initiator there.
  4. 4.
    Read the current suicide-risk evidence on plan, means and firearm access.
  5. 5.
    Draft the safety plan before writing the ethical discussion.
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

    Duty to Warn

    StatPearls, NCBI Bookshelf · 2023

    Tarasoff and the state-by-state variation between mandatory and permissive duties.

  2. 02

    Informed Consent

    StatPearls, NCBI Bookshelf · 2023

    The elements of consent, capacity, and the disclosure of confidentiality limits.

  3. 03

    Suicide Prevention

    National Institute of Mental Health · 2025

    Risk factors and warning signs, and the evidence on means restriction.

  4. 04

    Stanley-Brown Safety Plan

    Suicide Prevention Resource Center, University of Oklahoma · 2021

    The intervention to name when the prompt asks for additional resources.

06

Review before submission

Common mistakes

  • Treating the confidentiality question as an unresolvable ethical dilemma.
  • Answering the commitment question without naming a state or its statute.
  • Assuming every state permits a PMHNP to initiate a hold.
  • Warning the wife but not contacting law enforcement.
  • Ignoring the firearm, which is the single most modifiable element here.
  • Giving a suicide-risk answer with no cited prevalence or risk factors.

Submission checklist

  • Consent is discussed including the limits of confidentiality.
  • Commitment criteria are applied to the facts of this case.
  • A named state's process and authorised initiators are described.
  • The duty to warn is grounded in case law or statute.
  • Firearm access is addressed explicitly.
  • Risk factors are supported with peer-reviewed evidence 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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