Safe Prescribing Essay

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Safe Prescribing Essay

Practicum Journal: Safe Prescribing

There is probably no greater responsibility that the psychiatric mental health nurse practitioner assumes than the responsibility of prescribing medications. While someone can be harmed by psychotherapy, the level and intensity of the harm generally does not come to the same level of harm that can occur from improper prescribing. The PMHNP must understand his/her responsibility both at a state and federal level when it comes to prescribing medications. Safe Prescribing Essay.

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In this Safe Prescribing Essay Assignment, you will explore the legalities associated with prescribing controlled substances, as well as what a DEA number is, how to obtain one, and, most importantly, how to prescribe controlled substances in your state. NURS 6670 “Captain of the Ship” Project – Depressive Disorder. Safe Prescribing Essay.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder Learning Objectives

Students will:
  • Analyze roles of the Drug Enforcement Administration
  • Analyze PMHNP responsibilities when issued a DEA number
  • Analyze DEA number application procedures
  • Analyze state requirements for safe prescribing and prescription monitoring
  • Analyze PMHNP responsibilities for safe prescribing and prescription monitoring
  • Analyze Schedule II-V drug levels
  • Safe Prescribing Essay

** Assigned in Week 2 and submitted in Week 4.

To prepare for this Practicum Journal:

  • Review the Learning Resources.

In 2-3 pages:

  • Describe the role of the Drug Enforcement Administration (DEA) as it pertains to the PMHNP.
  • Explain your responsibilities when having a DEA number.
  • Safe Prescribing Essay
  • Explain how you apply for a DEA number.
  • NURS 6670 “Captain of the Ship” Project – Depressive Disorder
  • Explain your state’s requirements for a safe prescribing and prescription monitoring program. Explain your responsibility as a PMHNP to follow these requirements.
  • Provide an example of a drug you may prescribe from each of the Schedule II-V drug levels.

As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role. NURS 6670 “Captain of the Ship” Project – Depressive Disorder. Safe Prescribing Essay.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.

NURS 6670 “Captain of the Ship” Project – Depressive Disorder Learning Objectives

Students will:
  • Recommend psychopharmacologic treatments based on therapeutic endpoints for clients with depression disorders. Safe Prescribing Essay.
  • Recommend psychotherapy based on therapeutic endpoints for clients with depression disorders
  • Identify medical management needs for clients with depression disorders
  • Identify community support resources for clients with depression disorders
  • Recommend follow-up plans for clients with depression disorders

To prepare for this Assignment:

  • Select an adult or older adult client with a depressive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

  • Describe the HPI and clinical impression for the client.
  • Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
  • NURS 6670 “Captain of the Ship” Project – Depressive Disorder
  • Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices. Safe Prescribing Essay.
  • Identify medical management needs, including primary care needs, specific to this client.
  • Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. NURS 6670 “Captain of the Ship” Project – Depressive Disorder.
  • Recommend a plan for follow-up intensity and frequency and collaboration with other providers. Safe Prescribing Essay.

Aricept (donepezil) 5 mg nursing decision tree essay

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Aricept (donepezil) 5 mg nursing decision tree essay

Begin Aricept (donepezil) 5 mg orally at BEDTIME

RESULTS OF DECISION POINT ONE

  •  Client returns to clinic in four weeks
  •  The client is accompanied by his son who reports that his father is “no better” from this medication
  •  He reports that his father is still disinterested in attending religious services/activities, and continues to exhibit disinhibited behaviors
  •  You continue to note confabulation and decide to administer the MMSE again. Mr. Akkad again scores 18 out of 30 with primary deficits in orientation, registration, attention & calculation, and recall

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Decision Point Two

Aricept (donepezil) 5 mg nursing decision tree essay

Increase Aricept to 10 mg orally at BEDTIME

RESULTS OF DECISION POINT TWO

  •  Client returns to clinic in four weeks
  •  Client’s son reports that the client is tolerating the medication well, but is still concerned that his father is no better. Aricept (donepezil) 5 mg nursing decision tree essay
  •  He states that his father is attending religious services with the family, which the son and the rest of the family is happy about. He reports that his father is still easily amused by things he once found serious

Decision Point Three

Continue Aricept 10 mg orally at BEDTIME

Guidance to Student

At this point, it would be prudent for the PMHNP to continue Aricept at 10 mg orally at bedtime. Recall that this medication can take several months before stabilization of deterioration is noted. At this point, the client is attending religious services with the family, which has made the family happy. Disinhibition may improve in a few weeks, or it may not improve at all. This is a counseling point that the PMHNP should review with the son.

There is no evidence that Aricept given at doses greater than 10 mg per day has any therapeutic benefit. It can, however, cause side effects. Increasing to 15 and 20 mg per day would not be appropriate.

There is nothing in the clinical presentation to suggest that the Aricept should be discontinued. Whereas it may be appropriate to add Namenda to the current drug profile, there is no need to discontinue Aricept. In fact, NMDA receptor antagonist therapy is often used with cholinesterase inhibitors in combination therapy to treat Alzheimer’s disease. The key to using both medications is slow titration upward toward therapeutic doses to minimize negative side effects.

Finally, it is important to note that changes in the MMSE should be evaluated over the course of months, not weeks. The absence of change in the MMSE after 4 weeks of treatment should not be a source of concern.

Anorexia Nervosa Essay

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Anorexia Nervosa Essay

Anorexia nervosa is a serious eating disorder that results in unhealthy, often dangerous weight loss. While it is most common among adolescent women, anorexia can affect women and men of all ages and is characterized by a refusal to maintain a healthy body weight, an intense fear of gaining weight, and a distorted body image… Anorexia Nervosa Essay

Anorexia nervosa is a life threatening eating disorder defined by a refusal to maintain fifteen percent of a normal body weight through self-starvation (NAMI 1). Ninety-five percent of anorexics are women between the ages of twelve and eighteen… Anorexia Nervosa Essay.

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Anorexia Nervosa is one of the most commonly known and yet least recognized eating disorders. Anorexia is a mental illness, which affects both boys and girls within normal weight ranges who think they are overweight. The early stages of Anorexia are often difficult to detect. A person should know what to look for as far as early symptoms and know what steps to take to help, but the most important thing would be to try to figure out what underlying problems could be responsible for the condition. Anorexia Nervosa Essay.
Anorexia begins with feelings of self-confidence and higher self esteem as the result of a more “attractive” appearance making the person feel as if they are more capable of handling social interaction (Anorexia, Dying to Be Thin p.1-13). As the anorexia progresses, his/her preoccupation with staying thin, which he or she believes gave his/her feelings of success, caused his/her to concentrate even more on his/her weight (Anorexia, Dying to Be Thin p.1-13). Eventually, the anorexic’s body will start to deteriorate, his/her self-esteem will diminish, and he or she will begin to remove themselves from social interaction (Anorexia, Dying to Be Thin p.1-13). Communication with his/her family or friends will also be reduced or strained (Anorexia, Dying to Be Thin p.1-13)… Anorexia Nervosa Essay.

Every generation has a set of values that they believe make a person beautiful. In the 1940’s and 50’s it was considered beautiful to be a voluptuous woman. A woman with a large chest and full hips was the ideal woman, such as Marylyn Monroe. The difference between then and now is, young women could escape this image if need be. Today it is impossible to ignore the stick thin super models on bill boards, TV, and in magazines. The influence of society on teenagers is so much that men actually expect a woman to be that stick thin model or they are considered “fat”, “tubby”, etc… Anorexia Nervosa Essay.

Attempting to comprehend why society demands a high standard for a slender appearance is bewildering. Some individuals take extreme measures to acquire this desired look, assuming that if they achieve this look the pain within will disappear. For most men and women suffering from anorexia there are deeper, more complex emotional/mental issues to be resolved. Anorexia is common destructive eating disorder that individuals can develop overtime by giving into their deranged thoughts and perceptions. My research paper will describe in detail the actions and behaviors that someone who is suffering from Anorexia Nervosa demonstrates. I will be discussing the social attitudes towards the illness from the past to the present. Furthermore, I will give information on different ways to treat Anorexia Nervosa and also preventative measure that can be taken… Anorexia Nervosa Essay.

…Many of anorexics died before they could get a well treatment. Anorexics that are in a very underweight condition, must be treated carefully, or hospitalized. After anorexics get the medical treatment, they need to get psychological counseling in order for them learn about healthy foods and lifestyle. The psychological counseling may includes nutritional counseling, individual counseling and group counseling. Nutritional counseling will teaches anorexics to count calories of body needed in comfortable method. And to help with weight gain, doctors usually use liquid food supplements. Anorexics may also need some therapies such as cognitive-behavioral therapy or known as CBT in the individual counseling. CBT teachers will help anorexics to change their attitudes and behaviors about eating. Group counseling is also needed for anorexics, to share their experiences and to encourage their friends (who also experience anorexia) to recover. Family therapy is very helpful, especially for teen with anorexics. Parents and siblings could support the anorexics during treatment emotionally and physically. Another effort to help anorexics recover is by letting them expressing their feelings and doing something enjoyable for them for instance doing their hobbies. Then, doing relaxation is also important. By having yoga, massage and the traditional Chinese relaxation exercises will build a healthy relationship with their body. Anorexia Nervosa Essay.

Insomnia sleep/wake disorders Essay

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Insomnia sleep/wake disorders Essay

Students will:
Analyze diagnostic criteria for sleep/wake disorders
Analyze evidence-based psychotherapy and psychopharmacologic treatment for sleep/wake disorders
Analyze criteria for referring clients to primary care physicians for treatment of sleep/wake disorders
Compare differential diagnostic features of sleep/wake disorders
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Insomnia sleep/wake disorders Essay.

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To prepare for this Discussion:
By Day 5 of Week 9, your Instructor will have assigned you a sleep/wake disorder, which will be the focus of your original post for this Discussion. Insomnia sleep/wake disorders Essay.
Review the Learning Resources.
By Day 3
Post:
Explain the diagnostic criteria for your assigned sleep/wake disorder.
Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned sleep/wake disorder.
Describe at what point you would refer the client to their primary care physician for an additional referral to a neurologist, pulmonologist, or physician specializing in sleep disorders and explain why.
Support your rationale with references to the Learning Resources or other academic resource. Insomnia sleep/wake disorders Essay.

Diagnostic Criteria for Insomnia

DSM-5 diagnostic criteria for insomnia includes the dissatisfaction with the quality or quantity of sleep characterized by symptoms such as: difficulties in sleep initiation, difficulty in maintaining sleep due to regular awakenings or difficulty going back to sleep after awakenings; as well as waking up early-morning and being unable to go back to sleep (Ellis et al, 2015). In addition, insomnia should cause clinically considerable distress during daytime functioning. Finally, insomnia should occur for a minimum of three nights weekly and should persist for a minimum of three months, in spite of an individual having ample opportunity for sleep (Asnis et al, 2016). Insomnia sleep/wake disorders Essay.

Evidence-based practice guidelines and ethical considerations

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Evidence-based practice guidelines and ethical considerations

You will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
Scenario 1:
The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines. Evidence-based practice guidelines and ethical considerations.

Scenario 2:
A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
Scenario 3:
A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.

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Scenario 4:
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Scenario 5:
A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.
Scenario 6:
A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.
Scenario 7:
A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home. Evidence-based practice guidelines and ethical considerations.

To prepare:
• Select one scenarios, and reflect on the material presented.
• What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
• Consider how you would respond as a nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected. Evidence-based practice guidelines and ethical considerations.
To complete:
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as a practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least 3 different references from current evidence based literature. Evidence-based practice guidelines and ethical considerations.

Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay

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Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay

Details:

Each student will select one technology application and describe its use within nursing in general or in patient education. Address the significance of the selected technology, attributes of the selected technology (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which the technology application as an educational tool would provide advantages as well as disadvantages. In addition, relate the use of the selected technology application to the appropriate professional standards and competencies. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

This assignment may be completed in one of the following formats (with quantitative criteria) listed below:

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  1. APA-formatted paper (1,000-1,250 words)
  2. PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)
  3. Podcast (10-15 minutes)
  4. Blog or Web page (1,000-1,250 words)
  5. Any other technology application as approved by the instructor
  6. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

Course materials:

  1. Educating Nurses: A Call for Radical Transformation

Benner, P., Sutphen, M., Leonard, V., & Day. L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. ISBN-13: 9780470457962 (Available as print text only)

  1. Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators

Halstead, J. A. (Ed.). (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing. ISBN-13: 9781934758380.

3. The Scope of Practice for Academic Nurse Educators 2012 Revision

National League for Nursing Certification Governance Committee. (2012). The scope of practice for academic nurse educators 2012 revision. New York, NY: National League for Nursing. ISBN-13: 9781934758175 (For students interested in academic education). Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

4. Teaching in Nursing: A Guide for Faculty

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier-Saunders. ISBN-13:9780323290548 (Available as print text only)

In addition to course materials, you are required to use a minimum of three current scholarly, peer-reviewed resources (less than 5 years old).

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay.

You are required to submit this Application of Technology in Nursing and Patient Education PowerPoint Presentation Essay assignment to Turnitin. Please refer to the directions in the Student Success Center.

CHF PICOT ESSAY

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CHF PICOT ESSAY

Create an overview of the PROJECT (Please be detailed)
Instruments; What instruments will you use? What evidence or research exists for the instruments? Have they been determined to be valid or reliable? If so, for what groups? If you are using an instrument or tool that has not been well studied, ensure that you provide evidence to justify its use in your project. CHF PICOT Essay.

• Data collection methods: Are there any other points of data that you will be collecting that have not previously been mentioned? The emphasis in this section should be on fully describing specifically what data you will be using in your study. Part of the purpose of doing this is to detect flaws in the plan before they become problems in the project. CHF PICOT Essay.

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• Data analysis plan. Data Analysis Plan: How will you analyze your data? This section should explain in some detail how you will manipulate the data that you assembled to get at the information that you will use to answer your question. When describing statistical tests, ensure that you have specified the appropriate information, such as the significance level and type of confidence interval (one- or two sided). CHF PICOT Essay.

Ø Describe what meaning the output of any statistical tests will help answer and how it relates to your PICOT/clinical problem.

Ø Please Create a substantive paper to develop a solid plan for the project that incorporates deliverable implementation.

PICOT question
PICOT QUESTION: In African American males with CHF, what are the tools needed for the effective management of this condition in the primary care clinics to help improve the overall outcome among?
P= Pt population: African American males with CHF
I= Interventions: Management of CHF among African American males in the US through effective educational and monitoring and evaluation tools in the primary care clinics, CHF PICOT Essay.
C= Comparison: As compared to noneducational and monitoring tools in the management of CHF among African American males in the US in the primary care cl
O Outcome: Decrease in the frequency of adverse events and an improved overall outcome among this population of patients with CHF.
T= Time: Over one-year period. CHF PICOT Essay.

NSG 5003 – Advanced pathophysiology

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NSG 5003 – Advanced pathophysiology

Nephron
Functional unit of kidney, forms a filtrate of protein free plasma, regulates infiltrate, maintains body fluid volume, electrolyte composition, and pH.
Tubular reabsorbtion
retains substances that are needed by the body, movement of fluids and solutes from tubular lumen to peritubular capillary plasma. H2O, glucose, Na, K, and HCO3

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Tubular secretion

excretes chemicals not needed, transfer of substances from plasma of pertibular capillary to tubular lumen. H, urea, creatine, amino acids and some drugs. NSG 5003 – Advanced pathophysiology.
Juxtaglomerular apparatus
control of renal blood flow, glomerular filtration and renin secretion occur here.
Urea
End produce of protein metabolism
Glomerular Filtration
first step in urine production in which permeable substances from the blood are filtered at the endothelial capsular membrane and the filtrate enters the proximal convoluted tubule.
Glomerular Filtration
directly related to perfusion pressure in glomerular capillaries, provides best estimate of functioning renal tissue. NSG 5003 – Advanced pathophysiology.
Glomerulonephritis
inflammation of the glomerulus, clinical manifestations include gross hematuria with casts, proteinuria, edema, HTN
Pylelonephritis
kidney infection, infection of the ureter, renal pelvis or renal parenchyma. Clinical manifestations include flank pain, fever, chills, costovertebral tenderness, purelent urine. Associated with severe strep infections, WBC, bacteria, WBC casts present in urine, and flank pain. Most commonly caused by E. Coli infections and strep infections in peds.
Cystitis
inflammation of the bladder. Clinical manifestations include frequency, dysuria, urgency, lower abdominal or suprapubic pain. WBC’s and bacteria present in urine. NSG 5003 – Advanced pathophysiology.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making

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Nursing 519: Advanced Pathophysiology for Clinical Decision Making

Introduction

Nursing 519: Advanced Pathophysiology for Clinical Decision Making is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 519 is a prerequisite course for NURS 518, NURS 522, NURS 524, NURS 526 and NURS 528. NURS 519 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 provides students with an understanding of pathophysiology that will support clinical decision making about diagnosis and treatment of acute and chronic presentations commonly managed by nurse practitioners. The course is comprised of three sections. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.  In Part I: An Overview of Pathophysiological Variations, students review cellular biology and the cellular environment and the processes of inflammatory/infectious responses. Students then examine the cellular biology of cancer and cancerous metastases. In Part II: Pathophysiological Variations of Body Systems, students study the pathophysiology of alterations of each body system and apply what they have learned to clinical scenarios depicting client presentations that students are likely to encounter in their clinical placements and in their practices as entry-level nurse practitioners. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

NURS 519 is designed as an introduction to the use of pathophysiology to support clinical decision making. The content of NURS 519 is supported by other courses in the Advanced Nursing Practice program that teach management of common acute and chronic diseases of adult men and women, children, and older adults. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

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Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Goals

After completing this course, students should be able to:

  1. explain pathophysiological processes leading to clinical manifestations of common acute and chronic diseases;
  2. apply their understanding of pathophysiological processes to support clinical decisions about the diagnosis of common acute and chronic diseases;
  3. Nursing 519: Advanced Pathophysiology for Clinical Decision Making
  4. recognize variations of pathophysiological processes in pediatric and geriatric clients; and
  5. explain factors influencing the incidence and manifestation of diseases in populations.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Materials

NURS 519 comprises online and print-based course materials.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Online Materials

  • Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.
  • Schedule: Outlines the timing of course activities.
  • Units: There are 13 units in this course.
  • Nursing 519: Advanced Pathophysiology for Clinical Decision Making
  • Assessment: Outlines the assignments/evaluation procedures of the course.
  • Reference: Listing of required readings and web sites included in the units.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Print Materials

The textbooks listed below are used in this course.

McCance, K. & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St.Louis: Elsevier Mosby.

Harold J. Bruyere (2009) 100 Case Studies in Pathophysiology. Login Bros. ISBN 978-0-7817-6145-1

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Structure

In this course, you will access health-related websites worldwide. You will also participate in email and computer conferencing with other students. Students are expected to connect to an Internet Service Provider at their own expense.

Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Course Outline

NURS 519 consists of 13 units, divided into two sections:

Part I: An Overview of Pathophysiological Variations

  • Unit 1: Cells and Tissues
  • Unit 2: Mechanisms of Self Defense: Immunity and Infection
  • Unit 3: Cellular Proliferations: Cancer

Part II: Pathophysiological Variations of Body Systems

  • Unit 4: The Neurologic System
  • Unit 5: The Endocrine System
  • Unit 6: The Reproductive System
  • Unit 7: The Hematologic System
  • Unit 8: The Cardiovascular and Lymphatic Systems
  • Unit 9: The Pulmonary System
  • Unit 10: Renal and Urologic System
  • Unit 11: The Integumentary System
  • Unit 12: The Digestive System
  • Unit 13: The Musculoskeletal System

Nursing 519: Advanced Pathophysiology for Clinical Decision Making Assessment Structure

The assessment structure for NURS 519 is based on the following course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course activities. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Short Case Conference 10%
Learning Objective Conference 20%
Exam 1 20%
Exam 2 25%
Exam 3 25%
Total 100%

In order to pass NURS 519, you must achieve a minimum mark of 65% on the short case conference, a minimum mark of 65% on the Learning Objective Conference and a combined mark of 70% on the exams.

Short Case Conference Participation
Value: 10%

Beginning in Unit 3 two students will be assigned cases from Bruyere (2009). Each student will be expected to prepare a brief presentation which addresses assigned learning points. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Learning Objective Conference
Value: 20%

For each unit students are expected to post a minimum of 2 individual posts. Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and original contributions that reflect analysis and synthesis of the material presented

Exams Due Dates: Week 5 (Exam 1), Week 9 (Exam 2) and Week 13 (Exam 3)
Value: Exam 1 is worth 20%, exams 2 and 3 and worth 25% each

These are online exams consisting of multiple choice questions based on content from units 1 through 4 (Exam 1), 5 through 8 (Exam 2) and 9-13 (Exam 3). Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

The exams must be written during the specified time period. Students who do not write the exam during the specified time period will not be allowed to write the exam at a later date and will be awarded a mark of zero on the exam. Nursing 519: Advanced Pathophysiology for Clinical Decision Making.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

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Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing 521 Pharmacotherapeutics for Nurse Prescribers is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.

Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

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Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals

After completing this course, students should be able to:

  1. describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;
  2. demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;
  3. identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;
  4. evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;
  5. evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;
  6. identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.
  7. communicate effectively in order to support, educate, coach and counsel clients in regards to their optimal treatment regimen;
  8. appropriately access antimicrobial guidelines to include community therapies;
  9. describe and analyze the impact of health system resource allocation on drug selection and utilization (pharmacoeconomics);
  10. demonstrate safe evidence-based prescriptive practices and implements ways to reduce potential medication mishaps into personal prescribing practices;
  11. integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;
  12. understand professional, ethical and legal considerations and responsibilities when prescribing;
  13. describe the current status of prescriptive authority for nurse practitioners in your province/territory;
  14. recognize polypharmacy and takes appropriate interventions to optimize therapy; and
  15. summarize the role of interdisciplinary consultation in optimizing drug therapy.
  16. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Materials

Online Materials

  • Introduction: Provides essential information about the course design and materials.
  • Schedule: Outlines the timing of course activities.
  • Units: There are eight units in this course.
  • Assessment: Outlines the assignments/evaluation procedure of the course.
  • Reference: Listing of required readings and websites included in the course.
  • Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

Textbook

Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). Pharmacotherapeutics for Advanced Practice, 4th edition. Philadelphia: Wolters Kluwer.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Structure

The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Technical Requirements

Computer System

In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the Centre for Nursing and Health Studies technical site.

Course Outline

Unit 1: Pharmacotherapeutics and the Nurse Prescriber
Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.

Unit 2: Principles of Pharmacotherapeutics
Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

 Unit 3: Drugs for the Cardiovascular and Renal Systems 
This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.

Unit 4: Drugs for the Eyes, Ears and the Hematological System 
Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,

Unit 5: Drugs for Infections and the Integumentary System
This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.

Unit 6: Drugs for the Endocrine System
This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems
Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.

Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation
Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.

Unit 9: Drugs for the Genitourinary System and Reproductive Systems
Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.

Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse
Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Assessment Structure

Conference Participation 10%
Assignment #1 Case Study 20%
Exam 1 25%
Assignment #2 Case Study 20%
Exam 2 25%
Total 100%

To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.

Conference Participation (10%)

Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Assignment 1 & 2: Case Studies (20% each)

A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

Exam 1 & 2 (25% each)

The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers