SC 270 Herzing University Environmental Issues Discussion

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SC 270 Herzing University Environmental Issues Discussion

SC 270 Herzing University Environmental Issues Discussion

Unit 1 Discussion – Environmental Issues

Discussion: Unit 1, Due Wednesday by 11:59 pm CT

Environmental Issues

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INSTRUCTIONS:

As a way of introducing yourselves to the instructor and your peers, please post the following:

  • Your name and a description of your current job. (If not currently employed, what are your employment expectations when you complete your program?)
  • What degree are you pursuing?
  • How do you see yourself applying knowledge from this course?
  • Post a photo of yourself (self-portrait, family or other picture that includes you). If not a self-portrait describe where you are in the picture. SC 270 Herzing University Environmental Issues Discussion

Answer the following questions:

  • To what extent is a society’s population size tied to environmental factors? Did geography or environment affect social organization or forms of governance?
  • Looking in your own community, has your community suffered habitat loss? Is there a community wide recycling program? Are there any environmental factors that your community is experiencing?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Estimated time to complete: 2 hours

This topic is valued at 20 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria (Read Me First Section of the Course).

Peer Response: Unit 1, Due Sunday by 11:59 pm CT

Environmental Issues

INSTRUCTIONS:

Please post 1 peer response.

In your response post, please include the following:

  • A commonality between yourself and your peer, or something about them that you find interesting.
  • Ask a peer an open-ended question about their post answer.
  • Discuss the environmental issues in the community or in the World. SC 270 Herzing University Environmental Issues Discussion

Please be sure to validate your opinions and ideas with citations and references in APA format.

Estimated time to complete: 1 hour

NRNP 6635 Week 3 Mood Disorders Assignment

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NRNP 6635 Week 3 Mood Disorders Assignment

NRNP 6635 Week 3 Mood Disorders Assignment

Week 3: Mood Disorders

While most people experience the sadness or grief at some point in their lives, it is typically of short duration and may occur in response to some type of loss. Clinically significant depression, on the other hand, is more disruptive and serious. It lasts longer and has more symptoms that interfere with daily functioning. NRNP 6635 Week 3 Mood Disorders Assignment

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This week, you will explore the differences among mood disorders such as depressive, bipolar, and related disorders, and you will examine challenges in properly differentiating among them for the purpose of accurately rendering a diagnosis. You also will look at steps that can be taken to increase the likelihood that patients who are diagnosed with these disorders benefit from treatment and refrain from physically harming themselves or others. NRNP 6635 Week 3 Mood Disorders Assignment

Learning Objectives

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with mood disorders across the lifespan

Learning Resources

Required Readings (click to expand/reduce) 

American Psychiatric Association. (2013). Bipolar and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm03

American Psychiatric Association. (2013). Depressive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.).

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 8, Mood Disorders
  • Chapter 31, Child Psychiatry (Section 31.12 only)

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Required Media (click to expand/reduce) 

Classroom Productions. (Producer). (2015). Bipolar disorders [Video]. Walden University.

Classroom Productions. (Producer). (2015). Depressive disorders [Video]. Walden University.

Classroom Productions. (Producer). (1992). Mood disorders [Video]. Walden University.

Classroom Productions. (Producer). (2005). Bipolar disorder in children [Video]. Walden University. NRNP 6635 Week 3 Mood Disorders Assignment

MedEasy. (2017). Mood disorders (depression, mania/bipolar, everything in between) | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=59umGpQyaHs

Video Case Selections for Assignment (click to expand/reduce) 

Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2016). Training title 2 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-2

Symptom Media. (Producer). (2016). Training title 8 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-8

Symptom Media. (Producer). (2017). Training title 18 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-18

Symptom Media. (Producer). (2016). Training title 28 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-28

Symptom Media. (Producer). (2016). Training title 38 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-38

Symptom Media. (Producer). (2016). Training title 43 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-43

Symptom Media. (Producer). (2018). Training title 118 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-118

Symptom Media. (Producer). (2018). Training title 144 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-144

Symptom Media. (Producer). (2018). Training title 150 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-150

Document: Case History Reports

Assignment: Assessing and Diagnosing Patients With Mood Disorders

Photo Credit: Getty Images

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes. NRNP 6635 Week 3 Mood Disorders Assignment

To Prepare:

  • Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document. NRNP 6635 Week 3 Mood Disorders Assignment
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.
By Day 7 of Week 3

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Submission and Grading Information – NRNP 6635 Week 3 Mood Disorders Assignment

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission. NRNP 6635 Week 3 Mood Disorders Assignment
Grading Criteria

To access your rubric:

Week 3 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 3

To participate in this Assignment:

Week 3 Assignment

NRNP 6635 Week 3 Mood Disorders Assignment Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6635_Week3_Assignment_Rubric

Excellent Good Fair Poor
Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. 

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
18 (18%) – 20 (20%)
The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
16 (16%) – 17 (17%)
The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis.
14 (14%) – 15 (15%)
The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. NRNP 6635 Week 3 Mood Disorders Assignment
0 (0%) – 13 (13%)
The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
18 (18%) – 20 (20%)
The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.
16 (16%) – 17 (17%)
The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.
14 (14%) – 15 (15%)
Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.
0 (0%) – 13 (13%)
The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
23 (23%) – 25 (25%)

The response thoroughly and accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected.
20 (20%) – 22 (22%)

The response accurately documents the results of the mental status exam.

Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected. NRNP 6635 Week 3 Mood Disorders Assignment
18 (18%) – 19 (19%)

The response documents the results of the mental status exam with some vagueness or innacuracy.

Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy.
0 (0%) – 17 (17%)
The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.
Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
9 (9%) – 10 (10%)
Reflections are thorough, thoughtful, and demonstrate critical thinking.
8 (8%) – 8 (8%)
Reflections demonstrate critical thinking.
7 (7%) – 7 (7%)
Reflections are somewhat general or do not demonstrate critical thinking.
0 (0%) – 6 (6%)
Reflections are incomplete, inaccurate, or missing.
Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).
14 (14%) – 15 (15%)
The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making.
12 (12%) – 13 (13%)
The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. NRNP 6635 Week 3 Mood Disorders AssignmentNRNP 6635 Week 3 Mood Disorders Assignment
11 (11%) – 11 (11%)
Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification.
0 (0%) – 10 (10%)
Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.
Written Expression and Formatting—Paragraph development and organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting—English writing standards:
Correct grammar, mechanics, and punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors
0 (0%) – 2 (2%)
Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

PRAC – 6665 Assignment: Clinical Skills Self-Assessment

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PRAC – 6665 Assignment: Clinical Skills Self-Assessment

PRAC – 6665 Assignment: Clinical Skills Self-Assessment

 

Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

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The PMHNP Clinical Skills List and PMHNP Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The skills list covers all necessary skills you should demonstrate during your practicum experiences.

For this Assignment (just as you did in PRAC 6645), you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind. As you complete your self-assessment this week, you may wish to look back over your self-assessments from prior practicums to reflect on your growth.

To Prepare

Review the clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.
Download the PMHNP Clinical Skills Self-Assessment Form to complete this Assignment.
The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

Rate yourself according to your confidence level performing the skills identified in the Clinical Skills Self-Assessment Form.
Based on your ratings, summarize your strengths and opportunities for improvement.
Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.
By Day 7 of Week 1

Submit your completed PMHNP Clinical Skills Self-Assessment Form.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK1Assgn2+last name+first initial.(extension)” as the name.
Click the Week 1 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 1 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn2+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 1 Assignment 2 Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 1 Assignment 2 draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment 2

 

PRAC – 6665 Week 1 Assignment: Practicum Site Information

 

Photo Credit: EscoLux / E+ / Getty Images

Prior to starting the course, you should have applied for a practicum site following the guidelines for psychiatric-mental health nurse practitioner (PMHNP) practice. Now it is time to make it official. For this Assignment, you provide your Clinical Faculty with information about your practicum site, your Preceptor, and your clinical calendar. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

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To Prepare

Verify that your practicum application has been approved by logging in to Meditrek.
Access the Practicum Site Information Form from the Learning Resources.
The Assignment

Complete the designated areas of the Practicum Site Information Form, including your practicum site and contact information, your Preceptor and contact information, and a schedule of when you plan to engage in practicum activities onsite.

By Day 2 of Week 1

Submit your completed Practicum Site Information Form.

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment 1

 

Assignment 3: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course). By the end of Week 1, make sure you confirm that your Preceptor and Clinical Faculty are set up in Meditrek. PRAC – 6665 Assignment: Clinical Skills Self-Assessment

Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

Dates
Course
Clinical Faculty
Preceptor
Total Time (for the day)
Notes/Comments (including the objective to which the log entry is aligned)
Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

Date
Course
Clinical Faculty
Preceptor
Patient Number
Client Information
Visit Information
Practice Management
Diagnosis
Treatment Plan and Notes: You must include a brief summary/synopsis of the patient visit. This does not need to be a SOAP note, however the note needs to be sufficient to remember your patient encounter. PRAC – 6665 Assignment: Clinical Skills Self-Assessment
By Day 7 of Week 1

NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

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NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

 

Scenario 1:As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.
Scenario 2:A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.
Scenario 3:You see another nurse practitioner writing a prescription for her husband who is not a patient of the nurse practitioner. The prescription is for a narcotic. You can’t decide whether or not to report the incident.
Scenario 4:During your lunch break at the hospital, you read a journal article on pharmacoeconomics. You think of a couple of patients who have recently mentioned their financial difficulties. You wonder if some of the expensive drugs you have prescribed are sufficiently managing the patients’ health conditions and improving their quality of life. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Week 1: Basic Pharmacotherapeutic Concepts/Ethical and Legal Aspects of Prescribing

How do beta-blockers work? What exactly do antibiotics do to the bacteria they target? What effects does an anti-depressant have on blood flow?

Questions like these are related to the underlying pharmacokinetic and pharmacodynamic processes of pharmacotherapeutics. As an advanced practice nurse, understanding these fundamental pharmacotherapeutic concepts is important to ensure that the prescription drugs you recommend for your patients will be safe and effective to treat and/or manage their symptoms. Additionally, as the advanced practice nurse, it is your responsibility to ensure that when prescribing prescription drugs, you adhere to the ethical and legal principles set forth for prescribing drugs as an added layer of protection and safety for the patients you will treat. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

This week, you will analyze factors that may influence pharmacokinetic and pharmacodynamics processes of a patient and assess the details of a personalized plan of care that you develop based on influencing factors and patient history. You will also evaluate and analyze ethical and legal implications and practices related to prescribing drugs, including disclosure and nondisclosure, and analyze the process of writing prescriptions to avoid medication errors.

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Learning Objectives

Students will:

  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients
  • Assess patient factors and history to develop personalized plans of care
  • Evaluate ethical and legal implications related to prescribing drugs
  • Analyze ethical and legal practices of prescribing drugs
  • Analyze strategies to address disclosure and nondisclosure
  • Justify advanced practice nurse strategies to guide prescription drug decision-making
  • Analyze the process of writing prescriptions to avoid medication errors

Learning Resources – NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Required Readings (click to expand/reduce) 

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

  • Chapter 1, “Prescriptive Authority” (pp. 1–3)
  • Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)
  • Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)
  • Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
  • Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)
  • Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767

American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

 

This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

 

This website outlines the code of federal regulations for prescription drugs.

Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

 

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.legalsideofpain.com/uploads/pract_manual090506.pdf
This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html

 

This website details key aspects of drug registration.

Fowler, M. D. M., & American Nurses Association. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements: Development, Interpretation, and Application (2nd ed.). Silver Spring, Maryland: American Nurses Association.

This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list

 

This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

This article provides NPs with information regarding state-based laws for NP prescribing.

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association ofNursePractitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446

The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

Required Media (click to expand/reduce) 

Introduction to Advanced Pharmacology

Meet Dr. Terry Buttaro, associate professor of practice at Simmons College of Nursing and Health Sciences as she discusses the importance of pharmacology for the advanced practice nurse. (8m)

Discussion: Pharmacokinetics and Pharmacodynamics

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Photo Credit: Getty Images/Ingram Publishing

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare
  • Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
  • Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
  • Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
  • Think about a personalized plan of care based on these influencing factors and patient history in your case study.
By Day 3 of Week 1

Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples.

By Day 6 of Week 1

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by suggesting additional patient factors that might have interfered with the pharmacokinetic and pharmacodynamic processes of the patients they described. In addition, suggest how the personalized plan of care might change if the age of the patient were different and/or if the patient had a comorbid condition, such as renal failure, heart failure, or liver failure.

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 on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Example Discussion

A 77-year-old female is having shortness of breath and on assessment the patient is noted to have crackles in bilateral upper lungs on auscultation. The patient has a history of Congestive Heart Failure (CHF), Type II Diabetes, and Chronic Renal Failure. The patient received dialysis the previous day. The patient stated that she had been extremely thirsty, and her daughter-in-law bought her some sodas and she drank the soda and knew that she exceeded her daily fluid intake of 1 liter.

Factors that influence pharmacokinetic and pharmacodynamic processes

Pharmacokinetic is the study if drug movement throughout the body (Rodenthal, L.D., & Burchum, J. R., 2018).  The four processes of pharmacokinetic is absorption, distribution, metabolism, and excretion (Smith, Y., 2019). Scientists study the pharmacokinetic of drugs to enhance the efficiency of drug delivery and to decrease any risk of drug toxicity. Drugs are absorbed most where the blood flow is greater.  Lipid soluble medications cross the cell membrane most readily. Factors that affect drug absorption includes lipophilicity, solubility, ionization, degradation, metabolism, and physiology. With aging, there is a reduction in the person’s lean body mass this can result in the volume of distribution for some drugs causing unpredicting effects in the frail older person. A decrease in in volume of distribution can result in an increase of plasma concentration.  In Metabolism the medication is metabolized by the liver, kidneys, or other sites, but mostly by the kidneys so that why it is especially important to monitor the kidney function of the patient presented in the scenario.  If the kidneys are not functioning the medication is not excreted from the body properly which can lead to toxicity. Pharmacodynamic is defined as the science or study how the body reacts to drugs (Your Dictionary. 2020). Pharmacodynamic can be affected by physiologic changes due to disease process, aging, other drugs, or genetic mutations (Hallworth, M., 2013). NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Personalized plan of care developed based on influencing factors and patient history

            The Physician ordered Furosemide (Lasix) 80 mg Intravenous (IV). Lasix is a loop diuretic which are called such because their action site is the loop of Henle.  Before administering any medication there are several things to consider such as ‘is this the right medication for the situation’ or ‘is it the right dosage and route?’ The nurse must know the patient’s medical history and other medication that the patient is taking to make sure that there will not be any negative drug interactions. The patient’s blood pressure was taken because Lasix can cause a drop in blood pressure. Lasix can also cause an excessive loss in sodium and water, so it is important to ensure that the patient is getting an adequate amount of fluids but to exceed the restricted daily intake. If Lasix is IV push, administer slowly. Potassium and Magnesium is loss through excretion of urine therefore labs needs be collected to be monitored. If the potassium and magnesium is too low, it can cause heart arrhythmia. Potassium and Magnesium protocols are in place if they must be replaced. Patient is to be monitored on telemetry to monitor heart rhythm when receiving IV Potassium. Lasix can increase blood glucose and patient is diabetic, so blood glucose is to be monitored. Urine output is to be monitored because of CHF and chronic renal failure. The patient and the family members will be educated on the importance of adhering to a fluid restriction with a patient who have a history of CHF and chronic kidney failure.

References:

Rodenthal, L. & Burchum, J. 2018. Pharmacokinetics, Pharmacodynamics, and Drug Interactions. Lehner’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier. p. 17

Hallworth, M., (2013). Therapeutic drug monitoring: Pharmacodynamic Factors. Retrieved from https://www.sciencedirect.com/topics/medicine-and-dentistry/pharmocodynamics

Smith, Y., (2019). Pharmacokinetics. Retrieved from https://www.news-medical.net/amp/health/Pharmacokinetics.aspx

Your Dictionary. (2020). Pharmacodynamics. Retrieved from https://www.yourdictionary.com/pharmacodynamics

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

Rubric Detail – NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6521_Week1_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. 

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. 

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s). 

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately. 

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. 

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits synthesis, critical thinking, and application to practice settings. 

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth. 

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. 

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. 

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. 

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth. 

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed. .

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. 

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days
Total Points: 100

Name: NURS_6521_Week1_Discussion_Rubric

Assignment: Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient? NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

These are some of the questions you might consider when selecting a treatment plan for a patient.

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare
  • Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.
  • Review the scenario assigned by your Instructor for this Assignment.
  • Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.
  • Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.
By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
  • Explain the process of writing prescriptions, including strategies to minimize medication errors. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

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Grading Criteria

To access your rubric:

Week 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 1

To participate in this Assignment:

Week 1 Assignment

Rubric Detail

 

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6521_Week1_Assignment_Rubric. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

Excellent Good Fair Poor
Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.
23 (23%) – 25 (25%)
The response accurately and thoroughly explains in detail the ethical and legal implications of the scenario selected on all stakeholders involved. 

The response includes accurate, clear, and detailed explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.
20 (20%) – 22 (22%)
The response explains the ethical and legal implications of the scenario selected on all stakeholders involved. 

The response includes accurate explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains the ethical and legal implications of the scenario selected for all stakeholders involved. 

The response includes vague explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.
0 (0%) – 17 (17%)
The response vaguely and inaccurately explains the ethical and legal implications of the scenario selected for all stakeholders involved, or the response is missing. 

The response vaguely and inaccurately explains how these implications affect the prescriber, pharmacist, patient, and the patient’s family, or is missing.
Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state.
18 (18%) – 20 (20%)
An accurate, detailed, and clear description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. 

The response includes specific, detailed, and accurate reference to state laws related to the scenario.
16 (16%) – 17 (17%)
An accurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts 

The response includes accurate reference to state laws related to the scenario. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts
14 (14%) – 15 (15%)
A vague or inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided. 

The response includes inaccurate or vague reference to state laws related to the scenario.
0 (0%) – 13 (13%)
A vague and inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided, or is missing. 

The response includes vague and inaccurate reference to state laws related to the scenario, or is missing.
Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
18 (18%) – 20 (20%)
The response accurately and thoroughly explains in detail at least two strategies that an advanced practice nurse would use to guide decision making in the scenario. 

The response accurately and completely explains whether they would disclose the error, including an accurate, detailed, and clear justification for the explanation provided.
16 (16%) – 17 (17%)
The response accurately explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario. 

The response accurately explains whether they would disclose the error, including an accurate justification for the explanation provided.
14 (14%) – 15 (15%)
The response inaccurately or vaguely explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario, or only explains one strategy. 

The response inaccurately or vaguely explains whether they would disclose the error, including a justification that is vague, inaccurate, or misaligned to the explanation provided.
0 (0%) – 13 (13%)
The response inaccurately and vaguely explains only one strategy that an advanced practice nurse would use to guide decision making in the scenario, or is missing. 

The response inaccurately and vaguely explains whether they would disclose the error, with no justification provided, or is missing.
Explain the process of writing prescriptions including strategies to minimize medication errors.
18 (18%) – 20 (20%)
The response provides an accurate, detailed, and thorough explanation of the process of writing prescriptions, including detailed strategies to minimize medication errors.
16 (16%) – 17 (17%)
The response provides an accurate explanation of the process of writing prescriptions, including some strategies to minimize medication errors.
14 (14%) – 15 (15%)
The response provides an inaccurate or vague explanation of the process of writing prescriptions, including inaccurate or vague strategies to minimize medication errors.
0 (0%) – 13 (13%)
The response provides an inaccurate and vague explanation of the process of writing prescriptions, including inaccurate and vague strategies to minimize medication errors, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. NURS 6521N Week 1: Basic Pharmacotherapeutic Concepts

NURS 6050 Module 6: Global Healthcare Issues

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NURS 6050 Module 6: Global Healthcare Issues

Assignment: Global Healthcare Comparison Matrix and Narrative Statement

Week 11-Look at the WHO organization link in your Resources.  Go to the Global Health Agenda- There are seven.  Investing in Health to Reduce Poverty is number 1, or 3 Universal Coverage, Gender equality, Health Related Human Rights.  Alternatively, Tackling Health Determinants of Health. Number 4.  Here you could address Diet, nutrition; environmental issues like measles, roundworm, TB, West Nile and Zika.  You pick a country and then compare it to the US. The Sustainable goals, which are published by the United Nations (WHO part of), will be quite helpful.   NURS 6050 Module 6: Global Healthcare Issues

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If you chose obesity look at Japan and how they regulate weight where in the US the Obesity epidemic is skyrocketing.  

Learning Objectives

  • Compare healthcare policies related to global healthcare issues in the U.S. and abroad
  • Analyze the impact of the social determinants of health on global healthcare issues
  • Analyze how policy impacts the health of the global population
  • Analyze how policy impacts the role of the nurse
  • Compare how global health issues impact local healthcare organizations and policies in the U.S and abroad
  • Recommend advocacy for the incorporation of a global perspective into local practice and the role of the nurse leader
  • Analyze impacts of the incorporation of a global perspective into local practice and the role of the nurse leader
  • Analyze how a global perspective represents and contributes to social change

Shape

Learning Resources

Required Readings

 

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.).

 

Burlington, MA: Jones & Bartlett Learning.

Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 194–208)

 

Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415. doi:10.1016/j.outlook.2018.06.003

Note: You will access this article from the Walden Library databases.

 

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1). doi:10.1136/bmjgh-2017-000603

Note: You will access this article from the Walden Library databases. NURS 6050 Module 6: Global Healthcare Issues

Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e- government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81. doi:10.1016/j.giq.2011.09.004

Note: You will access this article from the Walden Library databases.

 

World Health Organization (WHO). (n.d.). Global health agenda. Retrieved September 20, 2018, from http://www.who.int/about/vision/global_health_agen…

Assignment: Global Healthcare Comparison Matrix and Narrative Statement

If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided?

You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures.

Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve.

In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.

To Prepare:

  • Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
  • Select at least one additional country to compare to the U.S. for this Assignment.
  • Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
  • Review and download the Global Health Comparison Matrix provided in the Resources. NURS 6050 Module 6: Global Healthcare Issues

The Assignment: (1- to 2-page Global Health Comparison Matrix;– 3 references are needed 1-page Plan for Social Change) – 3 References are needed

 

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

  • Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
  • Explain the strengths and weaknesses of each policy.
  • Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
  • Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
  • Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
  • Explain how the health policy you selected might impact the role of the nurse in each country.
  • Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

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Part 2: A Plan for Social Change

Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.

In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

  • Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader. NURS 6050 Module 6: Global Healthcare Issues
  • Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
  • Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples.

 

Global Healthcare Issues and Policies

Part 1: Global Health Comparison Matrix

Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

• Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study

The Nurse’s Role in Global Healthcare

  • Part 2: A Plan for Social ChangeReflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment. In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

    • Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.

    • Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.

    • Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

 

  • Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

 

  • A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria

 

  • Written Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation

 

  • Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. NURS 6050 Module 6: Global Healthcare Issues

Nursing Care of the Child Concept Map

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Nursing Care of the Child Concept Map

 

Patient Information

Sam Knight, A 17-year-old male, who sustained a head injury while playing football. He was noted to have concussion symptoms upon examination by the team physician and removed from the game. Sam was admitted 2 hours ago for observation. He has been alert and oriented x 4, complains of a slight headache, but no visual disturbances or nausea. An IV of LR is infusing at 125 ml/hour to left forearm. Upon entering the room, the nurse notes the following: Sam is talking, but slurring his words, Pupils are dilated, Sam states his headache is getting “worse” and is complaining of nausea. Vital signs: B/P 110/60. HR78. T98.9, RR 14 and irregular. Nursing Care of the Child Concept Map

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Category 

 

 Acuity Explanation
Educational Needs Increased acuity Possible subdural hematoma and concussion will require educational directions
Health Increased acuity Patient is talking but slurring his words. Pupils are dilated … states his headache is getting “worse” and is complaining of nausea. 

 
LOC Increased acuity
Patient is talking but slurring his words. Pupils are dilated.

 

 
Pain Increased acuity
Patient states his headache is getting “worse”.

 

 
Psych Normal acuity Status assessment reports no indication of increased Psychiatric acuity 

 
Safety Increased acuity Patient has IV of LR infusing at 125 ml/hour to left forearm making him a fall risk. 

 

 

 

Diagnosis

Deficient Knowledge Status assessment reports signs of neurological deficit (slurring of words, pupils dilated, headache getting worse). 

 
Risk for injury Status assessment reports signs of neurological deficit and has an IV line. 

 
Acute pain
Status assessment reports headache is getting “worse”.

 

 
Risk for aspiration
Patient with neurological deficit should not have anything to eat or drink.

 

 

 

 

Scenarios

1-You have an order for Mannitol IV push to be given and you are to assess for increased ICP. Upon entering the room, you notice the overhead lights are bright and bed alarm settings are on high.

2-You are directed to implement measures to reduce increased ICP.

3-Moments after entering the room, Sam begins experiencing a grand mal (tonic-clonic) seizure.

4-Sam has a sluggish return to cognitive abilities. He is in ICU two days post seizure episodes.

5-Educate Sam on concussion symptoms and prevention of further injury.

 

Patient Info

DOB: 8/19/2003 (17yo)

MRN: 82911040

Weight: 180 lbs

Diagnosis: Head Injury

Allergies: None

Provider: Dr Childs

 

Meds:

Drugs Amount Frequency Route
Acetaminophen, Childrens (Tylenol) 

 

 320mg TID Oral
dexamethasone (Dexamethasone) 

 

 30mg Once; 50 mls NS bag over 30min 

 

 IV
phenobarbital-oral sol (phenobabital ) 

 

 2mg/kg bid po
History of Present Illness (HPI), Pathophysiology of Admitting Dx (Cite References) Medical, Surgical, Social History (1). 

WHAT BROUGHT THE PT TO THE HOSPITAL?   WHAT EVENTS LEAD UP TO THIS?  WHAT HAPPENED WHEN THEY GOT TO THE HOSPITAL? (USE SEPARATE SHEET WHEN NEEDED)

 

 

 

 

 

 

Medical History:

PAST DIAGNOSED MEDICAL PROBLEMS

 

 

 

 

 

Surgical History:

PAST DIAGNOSED SURGICAL PROBLEMS

 

 

 

 

Social History:

SMOKING/ CIGARETTE/ TOBACCO/ E-CIGARETTE /MARIJUANA USE ALCOHOL/ ELICIT DRUG USE
  

Chief Complaint

 

 

 

 

Admitting Diagnosis & Admission Date

 
Cultural considerations, ethnicity, occupation, religion, family support, insurance. (1) (14) Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations/Concerns: include the following Social Determinants of Health (SDOH) 

❋Economic Stability

❋ Education -school

❋Social and Community Context

❋ Health and Health Care

❋ Neighborhood and Built Environment

Parents-Who takes care of the child at home?

Siblings

Extended Family

 

 

(based on objective assessment)
Erickson’s Developmental Stage Related to pt. & Cite References (1) *List and Discuss specific stage with real examples (based on objective assessment)
Concept Map 

Student Name:

Instructor:

Date of Care:

 

 

 
Key Diagnostic Tests/ Procedures and Lab Results with Dates and Normal Ranges (3) 

 

 

Lab Tests Normal Ranges Admission       Lab Values 

 

 Current Lab Values Explain Abnormal Labs R/T Your Pt
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 
 

 
 

INCLUDE:  Appro. Diagnostic Tests/ Procedures- DATEs and RESULTS

 
Patient Education (In Pt.) for Transfer/ Discharge Planning 

 

ASSESS LEARNING STYLE:

LEARNING PREFERENCE: WRITTEN, VIDEO, etc.

 

LEARNING BARRIER(S): Patient’s age, Parents Present, LANGUAGE, EDUCATION LEVEL

ASSISTIVE DEVICES: GLASSES, HEARING AIDES, etc.

 

 

 

 

 
 Medications & Allergies (2) 

 

Medication Name Dose – 

Show math with mg/kg for your patient’s weight

 Route Freq. Indications (PRN meds must include MD ordered Indication) Mechanism of Action Side Effects/ 

Adverse Reactions

 Nursing 

 Considerations

 RN Considerations
                 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 

 

 

 

  

 

 
 

 

 

 
 

 

 

 
 

 

 

 
 

 

 

 

 
 

 

 

 

 

 
ASSESSMENT/ 

REVIEW OF SYTEMS

 
Respiratory (7) 

 

 

 

 
Neurological (5) 

 

 

 

HEAD

 
Cardiovascular (6) 

 

 

 

FOCUSED

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Musculoskeletal 

(8)

 

 

 

PALPATION

ASCULTATION

 

 

 

-OR-

 

Rest/ Exercise (11) 

 

 

 

 

 

 
GI 

Hydration/Nutrition (9)

 

 

TO

 

 

TOE
GU (10) 

 

 

 

ASSESSMENT

 
Endocrine (13) 

 

 

ASSESSEMENT

 
Misc. 

 
Psychosocial (14) 

 

 

 
Integumentary (12) 

 

 

 

ASCULTATION

PALPATION

 

 

 

Priority Nursing Diagnosis #2 

APPROPRIATE NSG DX

WRITTEN CORRECTLY

i.e.  Nsg. DX.   R/T _________ AEB  à assessment findings/ diagnostics___________

 
Outcome/Goal #1 

S-PECIFIC

M-EASURABLE

A-TTAINABLE

R-EALISTIC

T-IMED
 Evaluation #1 

 

GOAL MET

GOAL PARTIALLY MET (EXPLANATION OF PARTIAL)

GOAL NOT MET (EXPLANATION OF WHY-NOT MET)

 
Interventions # 2 

 

ASSESS:  system, site, pt problem

MONITOR:  labs, dx, loc

NON PHARM:  reposition, elevate/lower hob/extrem. cool measures (heat/ice),

ambulate, imagery/distraction, incentive spirometer, tcdb.

ADMIN MEDS: r/t to problem

PT EDU:  meds, treatments, tests, procedures, room/unit/phone/visitors

COLLABORATE: w/MDT & update MD/PA/NP

 

(Enough to accomplish the Goal)
Outcome/Goal #1 

S-PECIFIC

M-EASURABLE

A-TTAINABLE

R-EALISTIC

T-IMED
Evaluation #2 

 

GOAL MET

GOAL PARTIALLY MET (EXPLANATION OF PARTIAL)

GOAL NOT MET (EXPLANATION OF WHY-NOT MET)

 
At Risk Interventions 

(TO PREVENT BECOMING ACTUAL PROBLEM)

ASSESS:  system, site, pt problem

MONITOR:  labs, dx, loc

NON PHARM:  reposition, elevate/lower hob/extrem. cool measures (heat/ice),

ambulate, imagery/distraction, incentive spirometer, tcdb.

ADMIN MEDS: r/t to problem

PT EDU:  meds, treatments, tests, procedures, room/unit/phone/visitors

COLLABORATE: w/MDT & update MD/PA/NP

 
At Risk Evaluation Plan 

 

GOAL MET

GOAL PARTIALLY MET (EXPLANATION OF PARTIAL)

GOAL NOT MET (EXPLANATION OF WHY-NOT MET and possible revision of plan)

 

PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

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PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

PRAC – 6665  Assignment: Practicum Experience Plan (PEP)

 

Photo Credit: Getty Images

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, your plan must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

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For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep PMHNP clinical skills in mind.

To Prepare

  • Review your Clinical Skills Self-Assessment Form you submitted last week, and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims? There may be overlap between your skills goals and your PEP goals.
  • Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:
    • Specific
    • Measurable
    • Attainable
    • Results-focused
    • Time-bound
    • Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)
  • Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)
  • Select one nursing theory and one counseling theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
  • Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including three to four (3–4) measurable practicum Learning Objectives you will use to facilitate your learning during the practicum experience.

By Day 7 of Week 2

Submit your Experience Plan for assessment and Faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor, and retain a copy for your records.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK2Assgn2+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn2+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

Grading Criteria

To access your rubric:

Week 2 Assignment 2 Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment 2 draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Week 2 Assignment

Week 2: Practicum Experience Plan

What do I have to do? When do I have to do it?
Review your Learning Resources. Days 1–7
Reminder: Introductory Communication Complete your orientation email by Day 7.
Assignment 1: Clinical Hour and Patient Logs Record your clinical hours and patient encounters
in Meditrek by Day 7.
Assignment 2: Practicum Experience Plan (PEP) Submit Assignment 2 by Day 7.

Introduction

When setting sharp, clearly defined goals and objectives, you focus on what you wish to accomplish and how and when you will get there. Based on your assessment of your strengths and opportunities related to psychiatric-mental health nurse practitioner (PMHNP) clinical skills, you can develop goals and objectives for your clinical practicum that can guide your activities. What are some steps you can take on the way to a larger goal? How might you gain confidence in a clinical skill or seek out more opportunities to practice? What external activities might boost your professionalism or enhance your skill set? As you settle in at your practicum site, keep these questions in mind.

This week, you continue engaging with patients at your practicum site, recording your time and experiences in your Clinical Hour and Patient Logs. You will also develop a Practicum Experience Plan (PEP) made up of goals and objectives designed to formally identify specific categories of clinical skills you wish to gain during your practicum experience.

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Learning Objectives

Students will:

  • Describe clinical hours and patient encounters
  • Develop a Practicum Experience Plan
  • Create a timeline of practicum activities based on your practicum requirements

Learning Resources

Required Readings (click to expand/reduce)

 

American Academy of Child and Adolescent Psychiatry. (n.d.). Toolbox of forms. Retrieved November 18, 2020, from

https://www.aacap.org/AACAP/Member_Resources/AACAP_Toolbox_for_Clinical_Practice_and_Outcomes/Forms.aspx

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers Criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. https://doi.org/10.1111/jgs.15767

 

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.

  • Section I. General Principles of Effective Interviewing (Chapters 1–13)
  • Section III. Interviewing for Diagnosis: The Psychiatric Review of Symptoms (Chapters 19–22)
  • Appendixes A–C

Meditrek

https://edu.meditrek.com/Default.html
Note: Use this link to log into Meditrek to report your clinical hours and patient encounters.

Pumariega, A. J., Rothe, E., Mian, A., Carlisle, L., Toppelberg, C., Harris, T., Gogineni, R. R., Webb, S., Smith, J., & American Academy of Child and Adolescent Psychiatry Committee on Quality Issues. (2013). Practice parameter for cultural competence in child and adolescent psychiatric practice. Journal of the American Academy of Child and Adolescent Psychiatry, 52(10), 1101–1115. https://doi.org/10.1016/j.jaac.2013.06.019

Walden University Academic Skills Center. (2017). Developing SMART goals.

https://academicguides.waldenu.edu/ld.php?content_id=51901492

Document: Practicum Experience Plan Template (Word document)

 

Reminder: Introductory Communication

Photo Credit: Ellagrin / iStock / Getty Images Plus / Getty Images

This week, you must coordinate an introductory email with your Clinical Faculty and Preceptor. The purpose of this communication is for orientation and onboarding, goals discussion, and questions. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

By Day 7 of Week 2

Complete your orientation email. Attach your clinical schedule calendar developed in Week 1 in your email. Include a summary of your goals and objectives for this practicum experience.

Assignment 1: Clinical Hour and Patient Logs

Photo Credit: auremar / Adobe Stock

Clinical Hour Log
For this course, all practicum activity hours are logged within the Meditrek system. Hours completed must be logged in Meditrek within 48 hours of completion in order to be counted.
You may only log hours with Preceptors that are approved in Meditrek. Students with catalog years before Spring 2018 must complete a minimum of 576 hours of supervised clinical experience (144 hours in each practicum course). Students with catalog years beginning Spring 2018 must complete a minimum of 640 hours of supervised clinical experience (160 hours in each practicum course).

Each log entry must be linked with an individual practicum Learning Objective or a graduate Program Objective. You should track your hours in Meditrek as they are completed.

Your clinical hour log must include the following:

  • Dates
  • Course
  • Clinical Faculty
  • Preceptor
  • Total Time (i.e., for the day)
  • Notes/Comments (including the objective to which the log entry is aligned)

Patient Log

Throughout this course, you will also keep a log of patient encounters using Meditrek. You must record at least 80 encounters with patients by the end of this practicum (40 children/adolescents and 40 adult/older adult).

The patient log must include the following:

  • Date
  • Course
  • Clinical Faculty
  • Preceptor
  • Patient Number
  • Client Information
  • Visit Information
  • Practice Management
  • Diagnosis
  • Treatment Plan and Notes: You must include a brief summary/synopsis of the patient visit. This does not need to be a SOAP note, however the note needs to be sufficient to remember your patient encounter. PRAC – 6665 Assignment: Practicum Experience Plan (PEP)

GCU NUR-514 Organizational Leadership and Informatics

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GCU NUR-514 Organizational Leadership and Informatics

Organizational Leadership and Informatics Course Syllabus

Course Description

This course examines the role of leadership, organizational science, policy, and informatics in supporting safe, high-quality, cost-effective patient care within interprofessional, dynamic health care environments. Learners explore various organizational relationships within health care systems and prepare to participate in the design of cost-effective, innovative models of care delivery and practice change proposals. Professional leadership theories and how they shape the nurse leader in such things as collaboration, conflict resolution, decision-making, and negotiation are introduced.

Learners discuss change management theories and evaluate the ethical, social, legal, economic, and political implications of practice change and health care informatics along with strategies for managing human, fiscal, and health care resources in a variety of organizational systems. Learners also examine the uses of patient-care, information systems, and communication technologies and discuss the design, implementation, and evaluation of electronic health record systems and clinical decision support systems. GCU NUR-514 Organizational Leadership and Informatics

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Pre-Requisites

None

Co-Requisites

None

NUR-514

Course Materials

Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019). Leadership in nursing practice: Changing the landscape of health care (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284146530

Nursing Informatics and the Foundation of Knowledge

Description:

McGonigle, D., Mastrian, K. G. (Eds.). (2018). Nursing informatics and the foundation of knowledge(4th ed.). Jones & Bartlett Learning. ISBN-13: 9781284121247

This text will be used as a resource throughout your program. Download the book in this course so it can be accessed as needed in subsequent courses.

NUR-514 Course Objectives

Description:

In this course, the learner will:

  1. Explore various health care system and organizational relationships (e.g., stakeholders, economic, financial, political, ethical issues, organizational structure, and delivery of care, including mission/vision/philosophy and values).
  2. Discuss professional leadership theories and how they shape the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation.
  3. Discuss change management theories and strategies and the ethical, social, legal, economic, and political implications of practice change on nursing practice decisions.
  4. Analyze the impact of health care policy on health care organizations and cost-effective quality care.
  5. Evaluate strategies for managing human, fiscal, and health care resources in the design of cost-effective, innovative models of care delivery or practice change proposals. GCU NUR-514 Organizational Leadership and Informatics
  6. Explore current and emerging patient care, information system, and communication technologies that can deliver and enhance safe, high quality, cost-effective patient care and health outcomes.
  7. Examine the implications of health care informatics and the role of the advanced registered nursing specialties leader on performance measures and standards related to quality.
  8. Discuss the design, implementation, and evaluation of electronic health record systems and clinical decision support systems.
  9. Evaluate legal (HIPAA), ethical, reimbursement, emerging technologies, and interprofessional issues related to informatics and information systems.

LopesWrite

Description:

Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.

APA Writing Style

Description:

APA Style is required for all writing assignments in this course, where indicated. Please prepare these assignments according to the APA Style Guide, located in the in the Student Success Center.

You may want to consider purchasing a copy of the APA style guide as this will be a useful resource throughout your program

The Writing Process

Description:

View “The Writing Process” media presentation for information on how to strengthen your writing for future assignments.

University Policy Handbook

Description:

Read the Code of Conduct and Academic Standards section of the University Policy Handbook.

Library Walk Through Tutorial

Description:

View the “Library Walk Through Tutorial.”

Academic Integrity

Description:

Read the “About LopesWrite” and “Plagiarism” sections of the Academic Integrity page of the GCU website.

GCU Library: General Research Guide

Description:

Review the “General Research” guide, located on the GCU Library website.

GCU Library: Persistent Links

Description:

Review “Persistent Links,” located on the GCU Library website, to learn how to locate persistent links for library articles, videos, etc.

RefWorks and EndNote: RefWorks and EndNote Login

Description:

Manage your citations with the RefWorks tool, located on the GCU Library website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.). GCU NUR-514 Organizational Leadership and Informatics

 

GCU Library Research Guides: Citing Sources

 

Description:

 

Reference the “GCU Library Research Guides: Citing Sources” resource for information on how to cite sources properly.

 

APA Writing Checklist

 

Description:

 

Use the “APA Writing Checklist” to act as a checklist for each paper you will write throughout your GCU graduate program.

 

Discussion Forum Guidelines and Example

 

Description:

 

Review the “Discussion Forum Guidelines and Example” document for your weekly discussion forum participation.

Topic 1: Health Care Systems, Organizational Relationships, and Interprofessional Health Care Environments

Description

Objectives:

  1. Discuss the evolution of the S. health care system its impact on nursing and the delivery of care.
  2. Explain how interprofessional relationships increase collaboration and improve patient
  3. Examine how leaders benefit from applying systems

Study Materials

Tasks

GCU NUR-514 Organizational Leadership and Informatics Topic 2: Professional Leadership

Description 

Objectives:

  1. Differentiate between leadership and
  2. Analyze different leadership theories and
  3. Analyze characteristics of the professional nurse leader and nursing
  4. Evaluate leadership and management strategies within health care
  5. Discuss potential causes of conflict, principles of negotiation, and conflict resolution models and

Study Materials

Description:

 Read “From Trait to Transformation: The Evolution of Leadership Theories,” by Johns and Moser, from Education

(1989).

Nursing Leadership From Bedside to Boardroom: Opinion Leaders’ Perceptions

Description:

Read “Nursing Leadership From Bedside to Boardroom: Opinion Leaders’ Perceptions,” by Blizzard, Khoury, and McMurray (2015), located on the Campaign for Action website.

Leadership Styles: Choosing the Right Approach for the Situation

Description:

Read “Leadership Styles: Choosing the Right Approach for the Situation,” located on the Mind Tools website.

Transformational Leadership: Becoming an Inspirational Leader

Description:

 Read “Transformational Leadership: Becoming an Inspirational Leader,” located on the Mind Tools website.

Servant Leadership: Putting Your Team First, and Yourself Second

Description:

Read “Servant Leadership: Putting Your Team First, and Yourself Second,” located on the Mind Tools website.

What Is the Difference Between Management and Leadership?

Description:

Read “What Is the Difference Between Management and Leadership?” by Murray (2014), located onThe Wall Street Journal website.

An Alternative Approach to Nurse Manager Leadership

Description:

Read “An Alternative Approach to Nurse Manager Leadership,” by Henriksen, from Nursing Management (2016).

Nurse Manager Skills Inventory

Description:

Complete the “Nurse Manager Skills Inventory,” by the Nurse Manager Leadership Partnership (NMLP), located on the HWE Resources page of the American Association of Critical-Care Nurses (AACN) website. The resource is located under the “Authentic Leadership” heading.

Leadership Style Reflective Essay Assignment Self-Assessment Resources

Description:

These resources will be used to complete the Leadership Style Reflective Essay assignment, due in this topic. Please refer to the assignment details for additional instructions. GCU NUR-514 Organizational Leadership and Informatics

  1. Emotional Intelligence Assessment: “Emotional Intelligence Test”: http://testyourself.psychtests.com/testid/3038
  2. Personality Tests: “Big Five Personality Test”: https://testyourself.psychtests.com/category/1
  3. Learning Styles Assessment: “The VARK Questionnaire: How Do I Learn Best?”: http://vark-learn.com/the-vark-questionnaire/
  4. Values Assessment: “Values Profile”: https://testyourself.psychtests.com/testid/3620
  5. Diversity Assessment: “Cultural Competence Self-Test”:

https://www.oregon.gov/DHS/SENIORS-DISABILITIES/DD/PROVIDERS-PARTNERS/SCPAconference/Cultural%20

What Is Servant Leadership?

Description:

Explore the “What Is Servant Leadership?” page of the Greenleaf Center for Servant Leadership website.

Grand Canyon University Initial Course Survey

Description:

In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated. Click on the link to begin the “Grand Canyon University Initial Course Survey.”

Tasks

APA Assignment: Leadership Style Reflective Essay

Description:

The purpose of this assignment is to assist learners in developing effective communication by emphasizing the proper application of APA style. APA style is required for the graduate program.

Refer to the resources in the course materials and Student Success Center for assistance with APA. Use the APA Style Guide resource, located in the Student Success Center, to complete this assignment.

For this assignment, complete the following:

Self-Assessment

Self-awareness is essential for developing leadership skills. Recognizing your own strengths, weaknesses, and values, and understanding emotional intelligence and learning styles can help you to be a more effective nurse leader.

For this assignment, you have the opportunity to take a variety of self-assessments to learn more about yourself and identify your assets and weaknesses as a leader. This will assist you in discovering how you can improve your own self-leadership skills. You will be asked to think critically about your results and submit a reflection as directed below.

Refer to the study materials. Select and complete three self-assessments. Be sure to document the results of each assessment to assist you in completing the reflection portion of the assignment below.

Self-Assessment Reflection

Becoming self-aware is an ongoing process requiring introspection. The more often people practice self-reflection, the more opportunities they have to understand their own behaviors and adapt their approaches to working with other people, which can improve both your own and other’s abilities to meet their professional goals.

In a 1,000-1,250 word reflective essay, address the following:

  1. Provide a rationale and brief summary for selecting each self-assessment. Summarize the results you obtained on each assessment.
  2. Identify the leadership style that closely aligns to your philosophy of care and explain what appeals to you about that style.
  3. Reflect on how you might incorporate elements of that particular style as you exercise leadership in a practice or health care organization setting. GCU NUR-514 Organizational Leadership and Informatics
  4. Discuss any particular areas for improvement the assessments helped you identify and some steps for improving your leadership capabilities.
  5. Analyze the characteristics of an effective professional nurse leader, or individuals in nursing leadership. Discuss the characteristics and explain why they are effective for leadership in nursing.
  6. Analyze different leadership theories and leadership styles. Select one theory and leadership style, different from your own, and explain how they each support a professional nurse leader or individual in nursing leadership. Consider how the theory shapes the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Topic 2 DQ 1

Description:

Differentiate between “leading” and “managing.” Based on your experience in the health care industry, explain how an advanced registered nurse can lead well and provide management. Share at least one strategy you have used to effectively lead and manage staff within health care organizations Consider interactions with patients, team members, daily tasks, and responsibilities as you formulate your response.

Topic 2 DQ 2

Description:

Discuss potential causes of conflict occurring within health care organizations. What are some principles of negotiation and conflict resolution used by the nurse leader to address conflict? What model or leadership theory would be effective to use in addressing conflict?

Topic 2 Participation

Description:

NA

GCU NUR-514 Organizational Leadership and Informatics Topic 3: Organizational Change Theories and Strategies


Description 

Objectives:

  1. Discuss the advanced registered nurse’s role as change agent within the interprofessional health care
  2. Analyze factors driving organizational change within health care
  3. Evaluate change theories and collaborative models for promoting
  4. Evaluate the ethical, social, legal, economic, and political implications of practice

Study Materials

Tasks  

Implementing Change With an Interprofessional Approach Presentation

Description:

As an advanced registered nurse, you will serve as a leader within your organization. Part of this role will entail being a change agent and spurring positive change on behalf of patients, colleagues, and the industry.

Consider a situation you experienced previously where change did not go as planned in your health care organization. Create a 10-15-slide PowerPoint presentation in which you will assess the situation and the steps that should have been taken to successfully implement change. Create speaker notes of 100-250 words for each slide. Include an additional slide for the title and references. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the study materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and another at the end for References.

Include the following in your presentation:

  1. Describe the background of the situation and the rationale for and goal(s) of the change. Consider the ethical, social, legal, economic, and political implications of practice change in your response.
  2. Outline the advanced registered nurse’s role as change agent within the interprofessional and dynamic health care environment.
  3. Identify the key interprofessional stakeholders (both internal and external) that should be involved in change
  4. Discuss an appropriate change theory or model that could be used to achieve results. Explain why the theory or model selected is best for the situation. Include the ethical, social, legal, economic, and political implications of applying the change management strategies to practice change in your response.
  5. As an advanced registered nurse, outline how you would initiate the change.
  6. Describe the impact to the organization if the change initiative is unsuccessful again, and potential steps the interprofessional team could take if the change is unsuccessful.
  7. Predict what additional factors will drive upcoming organizational change for the organization and outline the advanced registered nurse’s role as change agent.

Topic 4: Nurse Leadership and Health Care Policy and Advocacy

Description 

 Objectives:

  1. Propose strategies to support patient advocacy in health care policy making as an advanced practice
  2. Analyze the impact health care policy on health care organizations and cost-effective quality

Study Materials 

Review Chapter 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Leadership in Nursing Practice: Changing the Landscape of Health Care

Description:

Read Chapters 11 and 13-15 in Leadership in Nursing Practice: Changing the Landscape of Health Care.

Preparing Nurses for Leadership in Public Policy

Description:

Read “Preparing Nurses for Leadership in Public Policy” (2014), located on the Robert Wood Johnson Foundation website.

Arizona State Legislature

Description:

Explore your state legislature website and access legislation information. The link to the Arizona State Legislature website is provided, but learners living in other states should access their state departments. This resource will be used for the Topic 5 assignment. GCU NUR-514 Organizational Leadership and Informatics

Consumer Information and Insurance Oversight

Description:

Read “Consumer Information and Insurance Oversight,” located on the Programs and Initiatives page of the Centers for Medicare and Medicaid Services (CMS, 2019).

Guide to Healthcare Reimbursement Models

Description:

Read “Guide to Healthcare Reimbursement Models,” located on the DECO Recovery Management website (2019).

Understanding the Value-Based Reimbursement Model Landscape

Description:

Read “Understanding the Value-Based Reimbursement Model Landscape,” by LaPointe (2020), located on the Revcycle Intelligence website.

Generational Differences and Professional Memberships

Description:

Read “Generational Differences and Professional Memberships,” by Martin and Waxman, from Nurse Leader (2017).

Differences and Importance of IPPS, OPPS, MPFS and DMEPOS

Description:

Read “Differences and Importance of IPPS, OPPS, MPFS and DMEPOS,” located on the NursingAnswer.net website.

GCU NUR-514 Organizational Leadership and Informatics Topic 5: Cost-Effective, Innovative Models of Care Delivery

Description 

 Objectives:

  1. Define nursing informatics and how the specialty has
  2. Analyze how nursing informatics affects nursing leadership, clinical practice, administration, education, and
  3. Describe the role of the nurse in transforming health care data into knowledge that can improve patient
  4. Explain how innovative models of care affect collaboration between advanced registered nurses and other stakeholders across the
  5. Describe the role of the nurse leader in implementing innovative care

Study Materials 

Read Chapter 5 in Leadership in Nursing Practice: Changing the Landscape of Health Care. Review Chapter 1.

CMS -Accountable Care Organizations (ACOs): General Information

Description:

Read “Accountable Care Organizations (ACOs): General Information,” located on the Centers for Medicare and Medicaid Services (CMS) website (2015).

CMS – Accountable Care Organizations (ACOs)

Description:

Read “Accountable Care Organizations (ACOs),” located on the Centers for Medicare and Medicaid Services (CMS) website (2015).

Productivity and Quality of Hospitals That Joined the Medicare Shared Savings Accountable Care Organization Program

Description:

Read “Productivity and Quality of Hospitals That Joined the Medicare Shared Savings Accountable Care Organization Program,” by Highfill and Ozcan, from International Journal of Healthcare Management (2016).

Accountable Care Organizations (ACOs)

Description:

Read “Accountable Care Organizations (ACOs),” by Dewey, from Salem Press Encyclopedia of Health (2020).

Nursing Informatics Certification Worldwide: History, Pathway, Roles, and Motivation

Description:

Read “Nursing Informatics Certification Worldwide: History, Pathway, Roles, and Motivation,” by Cummings, Gundlapalli, Gundapalli, Murray, Park, and Lehmann, from Yearbook of Medical Informatics (2016).

Emergence of Nursing Innovation Influenced by Advances in Informatics and Health IT

Description:

Read “Emergence of Nursing Innovation Influenced by Advances in Informatics and Health IT,” by Kelly, from Nurse Leader (2019). GCU NUR-514 Organizational Leadership and Informatics

Assessing Nurses’ Informatics Competency and Identifying its Related Factors

Description:

Read “Assessing Nurses’ Informatics Competency and Identifying its Related Factors,” by Khezri and Abdekhoda, from

Journal of Nursing Research in Nursing (2019).

American Nursing Informatics Association

Description:

Explore the American Nursing Informatics Association (ANIA) website.

Tasks – The Evolution of Nursing Informatics Presentation

Description:

As an advanced registered nurse leader, you have an opportunity effect change through the practice of nursing health informatics. Informatics has evolved over time to become what it is today. Using the resources provided in this assignment, prepare a 12-15 PowerPoint presentation. Create speaker notes of 100-250 words for each slide. Include an additional slide for the title and references. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the study materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and another at the end for References.

Include the following in your presentation:

  1. Define nursing informatics.
  2. Provide a brief history of the field of nursing informatics. Discuss how the specialty has evolved.
  3. Discuss how nursing informatics affects nursing leadership, clinical practice, administration, education, and
  4. Explain how organizational policy on health information systems can be affected or impacted by government regulation.
  5. Discuss nurse-led innovation as it relates to the advances in informatics and how informatics innovation can be used to improve the quality of patient care.
  6. Provide an example of the role of the nurse in transforming health care data into knowledge that can improve patient care using nursing informatics practice.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance. GCU NUR-514 Organizational Leadership and Informatics

Topic 5 DQ 1

Description:

Review the American Nursing Informatics Association (ANIA) website and discuss the resources that you found there. Discuss how the website might be used for networking in the nursing informatics profession.

Topic 5 DQ 2

Description:

Explain the role of the nurse leaders in implementing innovative care models. Explain how innovative modes of care affect collaboration between advanced registered nurses and other stakeholders in the industry.

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Topic 5 Participation

Description:

Topic 6: Improving Access and Quality Care through Health Care Informatics and Health IT

Description

Objectives:

  1. Analyze the role of health information technology and informatics in improving access to care and promoting patient safety and
  2. Analyze the critical role of health information and technology standards and interoperability in improving access to care and the exchange of health
  3. Discuss best practice for implementing informatics technologies that impact advanced practice nursing and the delivery of care, including clinical provider order entry (CPOE) and clinical decision support systems (CDSS).
  4. Evaluate the role of workflow analysis, human factors, and user-centered design concepts in developing health information. GCU NUR-514 Organizational Leadership and Informatics

Study Materials

Tasks

Topic 7: Informatics in Practice

Description 

 Objectives:

  1. Analyze ethical, legal, and security measures related to EHRs and the protection of patient information.
  2. Evaluate the role and components of the electronic health record (EHR) and its value in patient care.
  3. Evaluate emerging consumer, mobile, and telehealth technologies that impact patient care and the storage of health 

S     Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapter 15 in Advanced Practice Nursing: Essential Knowledge for the Profession. Review Chapter 17.

Nursing Informatics and the Foundation of Knowledge

Description:

Read Chapters 8, 14, 16, and 18 in Nursing Informatics and the Foundation of Knowledge.

Quality Measures

Description:

Review “Quality Measures,” located on the Centers for Medicare and Medicaid Services (CMS) website (2020).

Public Health and Promoting Interoperability Programs

Description:

Explore the Public Health and Promoting Interoperability Programs section of the Centers for Disease Control and Prevention (CDC) website.

ONC Cures Act Final Rule

Description:

Explore the ONC Cures Act Final Rule page of the HealthIT.gov website.

HHS Finalizes Historic Rules to Provide Patients More Control of Their Health Data

Description:

Read “HHS Finalizes Historic Rules to Provide Patients More Control of Their Health Data,” by the HHS Press Office (2020), located on the U.S. Department of Health and Human Services (HHS) website.

5 Critical Considerations for Patient Privacy in Telehealth

Description:

Read “5 Critical Considerations for Patient Privacy in Telehealth,” by Nayyar (2020), located on the HIT Consultant website.

HIPAA Guidance Materials

Description:

Explore the HIPAA Guidance Materials page of the Health Information Privacy section of the U.S. Department of Health and Human Services (HHS) website (2020).

Tasks  

GCU NUR-514 Organizational Leadership and Informatics Topic 8: Interprofessionalism and Interrelationships in Informatics and Information Systems

Description

Objectives:

  1. Analyze the role of the advanced registered nurse in promoting evidence-based practice and leading quality and performance improvement
  2. Analyze quality standards and performance measures related to the use of informatics for continuous quality improvement in practice
  3. Discuss project management strategies and methodologies for implementing health care informatics initiatives that improve quality within clinical

Study Materials 

Nursing Informatics and the Foundation of Knowledge

Description:

Read Chapters 16 and 20 in Nursing Informatics and the Foundation of Knowledge.

Health IT

Description:

Explore the HealthIT.gov website.

Artificial Intelligence Research: The Utility and Design of a Relational Database System

Description:

Read “Artificial Intelligence Research: The Utility and Design of a Relational Database System,” by Diling, from

Advances in Radiation Oncology (2020).

Application of Project Management Tools and Techniques to Support Nursing Intervention Research

Description:

Read “Application of Project Management Tools and Techniques to Support Nursing Intervention Research,” by Rew, Cauvin, Cengiz, Pretorius, and Johnson, from Nursing Outlook (2020).

How Data Can Save Lives: Informatics for Health 2017

Description:

Read “How Data Can Save Lives: Informatics for Health 2017,” by Cookson, from BMC Series Blog (2017), located on the BioMed Central website.

Electronic Health Record (EHR) System Testing Plan

Description:

Read “Electronic Health Record (EHR) System Testing Plan,” located on the HealthIT.gov website.

EHR Testing: Specifics and Best Practices

Description:

Read “EHR Testing: Specifics and Best Practices,” by Mikhailau (2019), located on the Health IT Outcomes website.

Health IT Standards

Description:

Read “Health IT Standards,” located on the HealthIT.gov website. GCU NUR-514 Organizational Leadership and Informatics

Perspectives of Healthcare Practitioners: An Exploration of Interprofessional Communication Using Electronic Medical Records.

Tasks 

  1. Outline strategies for implementing the new EHR proposal. Consider communication changes, transitioning to the new EHR, and managing resources (human, fiscal, and health care resources).
  2. Discuss what professional, ethical, and regulatory standards must be incorporated into the design and implementation of the system.
  3. Describe the measures and steps you would take to evaluate the success of the EHR implementation from a staff, setting, and patient perspective to measure effectiveness and ensure continuous quality improvement in practice?
  4. Explain what leadership skills and theories would be needed to facilitate collaboration with the interprofessional team and provide evidence-based, patient-centered care.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

2.3: Develop leadership skills to collaborate on interprofessional teams in the provision of evidence-based, patient-centered care.

5.2: Apply professional, ethical, and regulatory standards of practice in the provision of safe, effective health care.

Topic 8 DQ 1

Description:

Open and clear communication is critical for the effective functioning of the interprofessional team and the delivery of safe patient care. Discuss the way communication technologies can enhance coordination of care by interprofessional teams. Be sure to discuss a specific communication technology in your response. GCU NUR-514 Organizational Leadership and Informatics

Topic 8 DQ 2

Description:

Virtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care/telehealth, particularly related to the collaboration and coordination of care and the role of the advanced registered nurse. GCU NUR-514 Organizational Leadership and Informatics

Topic 8 Participation

Description:

NA

Grade Categories

Assignments (%) Points Percentile
APA Assignment: Leadership Style Reflective Essay 125.0 —
Emerging Technology Brief 125.0 —
Benchmark – Electronic Health Record Implementation Paper  

210.0

  

—
The Evolution of Nursing Informatics Presentation 150.0 —
Implementing Change With an Interprofessional Approach Presentation  

150.0

  

—

 

Discussion Question (%) Points Percentile
Topic 6 DQ 1 5.0 —
Topic 5 DQ 2 5.0 —
Topic 1 DQ 2 5.0 —
Topic 2 DQ 2 5.0 —
Topic 6 DQ 2 5.0 —
Topic 5 DQ 1 5.0 —
Topic 3 DQ 2 5.0 —
Topic 7 DQ 1 5.0 —
Topic 8 DQ 1 5.0 —
Topic 8 DQ 2 5.0 —
Topic 1 DQ 1 5.0 —
Topic 4 DQ 2 5.0 —
Topic 7 DQ 2 5.0 —
Topic 3 DQ 1 5.0 —
Topic 2 DQ 1 5.0 —
Topic 4 DQ 1 5.0 —

GCU NUR-514 Organizational Leadership and Informatics

Participation (%) Points Percentile
Topic 7 Participation 20.0 —

 

Participation (%) Points Percentile
Topic 1 Participation 20.0 —

 

Participation (%) Points Percentile
Topic 3 Participation 20.0 —

 

Participation (%)                                                                                               Points                                                                                                                               Percentile

 

Topic 4 Participation                                                                                             20.0                                                                                                                                 —

 

Participation (%) Points Percentile
Topic 6 Participation 20.0 —

 

Participation (%) Points Percentile
Topic 8 Participation 20.0 —

 

Participation (%) Points Percentile
Topic 2 Participation 20.0 —

 

Participation (%) Points Percentile
Topic 5 Participation 20.0 —

 

Class Effective Start: Jun 10, 2021

GCU NUR-514 Organizational Leadership and Informatics

Walden NRNP 6645 Psychotherapy with Multiple Modalities

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Walden NRNP 6645 Psychotherapy with Multiple Modalities

Walden NRNP 6645 Psychotherapy with Multiple Modalities

Week 1: Foundations of Psychotherapy

Unexpressed emotions will never die. They are buried alive and will come forth later in uglier ways.

—Sigmund Freud

While working with a patient in the late 1800s, Sigmund Freud discovered the health benefits of talking about emotions and illnesses. When Freud introduced his “talking cure” (fundamental psychotherapy), his efforts were met with considerable skepticism. However, as more and more psychiatrists learned that Freud’s methods brought about change in patients who suffered from a variety of mental health issues, his methods were adopted and refined. Today, psychotherapy is recognized as a viable treatment for a wide variety of mental health issues—many of which are examined throughout this course—and it is used in a variety of settings, such as individual, group, and family therapy. Walden NRNP 6645 Psychotherapy with Multiple Modalities

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This week, you explore the foundations of psychotherapy and consider its biological basis. You also examine the influence of culture, religion, and socioeconomics on psychotherapy treatments. Finally, you consider how legal and ethical considerations vary across psychotherapy settings.

Learning Objectives
Students will:

Evaluate whether psychotherapy treatments have a biological basis
Analyze influences of culture, religion, and socioeconomics on personal perspectives of psychotherapy treatments
Compare legal and ethical considerations among individual, family, and group modalities of therapy
Explain how differences in legal and ethical considerations among individual, family, and group therapy modalities impact therapeutic approaches
Learning Resources – Walden NRNP 6645 Psychotherapy with Multiple Modalities
Required Readings (click to expand/reduce)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.)

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Pearson.

Chapter 2, “Basic Techniques of Family Therapy” (pp. 33–35 only)

Petiprin, A. (2016). Psychiatric and mental health nursing. Nursing Theory. https://www.nursing-theory.org/theories-and-models/psychiatric-and-mental-health-nursing.php

Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.

Chapter 1, “The Nurse Psychotherapist and a Framework for Practice”

Chapter 2, “The Neurophysiology of Trauma and Psychotherapy”

Required Media (click to expand/reduce)
Bambling, M. (2013). Neurobiology of behavior change [Video/DVD] https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/neurobiology-of-behavior-change

Boyd, L. (2017, April 27). After watching this, your brain will not be the same [Video]. [TEDxVancouver] YouTube. https://www.youtube.com/watch?v=LNHBMFCzznE

Harrigan, J. (Director). (2007). Human brain development: Nature and nurture [Video/DVD]. Davidson Films. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/human-brain-development-nature-and-nurture

Shuttlesworth, M. (2013, August 14). Ethical and legal issues in abnormal psychology [Video]. YouTube. https://www.youtube.com/watch?v=pRXibYiorQ0. Walden NRNP 6645 Psychotherapy with Multiple Modalities

Getting Started: Analyzing Journal Articles
In this course, you will be asked to support your work with references to peer-reviewed, scholarly references. Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The purpose of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary source and secondary source papers; the former usually is noted as original research and the latter as reviews and commentaries. You may still use professional publications (e.g., professional competencies or practice guidelines) or textbooks, but these should be supporting resources in addition to the required peer-reviewed, scholarly resources. Popular resources that are open source, rely heavily on advertising, or are opinion pieces should be avoided or used only sparing for a specific purpose and identified as such.

Review the following resources for more information about scholarly articles and evaluating resources:

Carnegie Vincent Library. (2013, March 22). Scholarly and popular sources [Video]. YouTube. https://youtu.be/tN8S4CbzGXU

Walden Academic Skills Center. (2020). Critical reading for evaluation. https://waldenacademicskills.wordpress.com/2020/02/24/critical-reading-for-evaluation/

Walden Library. (2020). Evaluation resources: Introduction. https://academicguides.waldenu.edu/library/evaluating/introduction

Acknowledgment
Practicum Manual Acknowledgment
The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

Field Experience: MSN Nurse Practitioner Practicum Manual
Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.

PMHNP Study Support Lounge
he PMHNP Study Support Lounge is offered throughout the course as a place of academic refuge, where you can ask questions, offer insights, and interact with your peers. Your Instructor may also weigh in to provide global feedback to the group based on trends, common problems, and common strengths in student posts.

As a peer, you are encouraged to provide constructive, helpful feedback to your peers. Advanced practice nurses always benefit from the feedback of others.

 

Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images

Your Study Support Lounge posts may be procedural (“How do I attach a Kaltura video to a Discussion post?”), conceptual (“How does this relate to the other therapy approaches we have studied?”), or analytical (“What do these diagnostic results actually mean in the context of this specific patient case?”). Although not mandatory, this is an opportunity to interact and study together as you navigate the assignments, so you are highly encouraged to take part in this activity. Full participation in activities like these is a statistically significant predictor of success. Walden NRNP 6645 Psychotherapy with Multiple Modalities

To participate in this Discussion:

PMHNP Study Support Lounge

Discussion: Biological Basis and Ethical/Legal Considerations of Psychotherapy
Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?

Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.

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Photo Credit: Getty Images/iStockphoto

For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.

To prepare:

Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).
Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.
By Day 3
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Read a selection of your colleagues’ responses.

By Day 6
Respond to at least two of your colleagues on 2 different days by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource. Walden NRNP 6645 Psychotherapy with Multiple Modalities

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 on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information
Grading Criteria
To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6
To Participate in this Discussion:

Week 1 Discussion

Rubric Detail – Walden NRNP 6645 Psychotherapy with Multiple Modalities

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6645_Week1_Discussion_Rubric

Grid View
List View
Excellent
Point range: 90–100

Good
Point range: 80–89

Fair
Point range: 70–79

Poor
Point range: 0–69

Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)
Thoroughly responds to the discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least 3 current credible sources.

35 (35%) – 39 (39%)
Responds to most of the discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least 3 credible references.

31 (31%) – 34 (34%)
Responds to some of the discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with fewer than 2 credible references.

0 (0%) – 30 (30%)
Does not respond to the discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only 1 or no credible references.

Main Posting:
Writing

6 (6%) – 6 (6%)
Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)
Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)
Written somewhat concisely.

May contain more than two spelling or grammatical errors. Walden NRNP 6645 Psychotherapy with Multiple Modalities

Contains some APA formatting errors.

0 (0%) – 3 (3%)
Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:
Timely and full participation

9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.

Posts main discussion by due date.

8 (8%) – 8 (8%)
Posts main discussion by due date.

Meets requirements for full participation.

7 (7%) – 7 (7%)
Posts main discussion by due date.
0 (0%) – 6 (6%)
Does not meet requirements for full participation.

Does not post main discussion by due date.

First Response:
Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. Walden NRNP 6645 Psychotherapy with Multiple Modalities
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
First Response:
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
Second Response:
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing. Walden NRNP 6645 Psychotherapy with Multiple Modalities

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)
Posts by due date. Walden NRNP 6645 Psychotherapy with Multiple Modalities
0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100
Name: NRNP_6645_Week1_Discussion_Rubric. Walden NRNP 6645 Psychotherapy with Multiple Modalities

N521 Advanced Pharmacology Progress Test 2 Answers

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N521 Advanced Pharmacology Progress Test 2 Answers

Question 1

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A 16-year-old adolescent is 6 weeks pregnant. The pregnancy has exacerbated her acne. She asks her CNM if she can resume taking her isotretinoin (Accutane) prescription, a category X drug, prescribed by her dermatologist. What is the most appropriate response by the CNM: N521 Advanced Pharmacology Progress Test 2 Answers

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Select one:

a.

“You should consult with your dermatology provider at your next visit.”

b.

“Accutane is known to cause birth defects and should never be taken during pregnancy.”

c.

“Since you have a prescription for Accutane, it is safe to resume using it.”

d.

“You should reduce the Accutane dosage by half during pregnancy.”

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Question 2

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To reduce the effect of a prescribed medication on the infant of a breastfeeding mother, how should the CNM teach the mother to take the medication?  N521 Advanced Pharmacology Progress Test 2 Answers

Select one:

a.

Immediately before the next feeding

b.

At night

c.

In divided doses at regular intervals around the clock

d.

Immediately after breastfeeding

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Question 3

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To reduce the chance of a duplicate medication order for the older patient who presents for his first outpatient visit with a CNP after a hospitalization, what action should the provider take? (Select all that apply.)

Select one or more:

a.

Call in all prescriptions to the patient’s pharmacies rather than relying on paper copies of prescriptions.

b.

Give all prescriptions to the patient’s family member.

c.

Take a medication history, including all OTC and prescription medications and a pharmacy history.

d.

Work with the patient’s other health care providers to limit the number of prescriptions.

e.

Perform the process of medication reconciliation before sending the patient home.

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Question 4

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Little human research has explored the safety or harmfulness of herbs in:

Select one:

a.

pregnancy

b.

lactation

c.

Both a and b

d.

Neither a nor b

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Question 5

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According to a survey conducted by AARP and the NCCAM in 2006:

Select one:

a.

25% of people 50 years of age or older do not talk to their doctors about their use of CAM.

b.

10% of people 50 years of age or older do not talk to their doctors about their use of CAM.

c.

69% of people 50 years of age or older do not talk to their doctors about their use of CAM.

d.

50% of people 50 years of age or older do not talk to their doctors about their use of CAM. N521 Advanced Pharmacology Progress Test 2 Answers

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Question 6

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As with prescribed medications, herbal doses may have to be adjusted in the pediatric population according to:

Select one:

a.

weight

b.

age

c.

Both a and b

d.

Neither a nor b

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Question 7

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Some herbs, when combined with pharmaceuticals that have similar or comparable actions, may have an additive effect. Additive effects may be:

Select one:

a.

beneficial

b.

detrimental

c.

Both a and b

d.

Neither a nor b

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Question 8

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The best-investigated metabolic interactions are those involving St. John’s Wort. This herb, which is claimed to be effective in the treatment of mild to moderate depression, appears to:

Select one:

a.

be a weak inducer of isozyme CYP 3A4.

b.

have no affect on isozyme CYP 3A4.

c.

be a neutral inducer of isozyme CYP 3A4.

d.

be a potent inducer of isozyme CYP 3A4.

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Question 9

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Many practitioners believe that botanical therapies should be used in conjunction with pharmaceuticals to enhance healing by strengthening the body’s immune system to protect against infection and disease. An example of an enhanced combination is:

Select one:

a.

a blend of herbals with prescription glucocorticoids.

b.

a blend of herbals with prescription antipsychotics.

c.

a blend of herbals with prescription antiepileptics.

d.

a blend of herbals with prescription antibiotics.

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Question 10

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The patient tells the CNP that he has been using the herbal product saw palmetto. She recognizes that this supplement is often used to treat which condition? N521 Advanced Pharmacology Progress Test 2 Answers

Select one:

a.

Urinary tract infection

b.

Urinary problems associated with prostate enlargement

c.

Insomnia

d.

Symptoms of menopause

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Question 11

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Antitussives, which are medications containing dextromethorphan, are common and one of the most commonly abused drugs, especially by: N521 Advanced Pharmacology Progress Test 2 Answers

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Select one:

a.

adults 65 years and older.

b.

adults between the ages of 35-50 years.

c.

adults between the ages of 21-25 years.

d.

teenagers.

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Question 12

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No evidence indicates that patients who take vitamins:

Select one:

a.

live longer.

b.

have fewer cancers.

c.

Both a and b

d.

Neither a nor b

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Question 13

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A family nurse practitioner advises a nursing mother who has postpartum mastitis to take antibiotics as prescribed and:

Select one:

a.

pump the unaffected breast with a lactation pump.

b.

continue to nurse with both breasts.

c.

temporarily switch to formula.

d.

take cool showers.

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Question 14

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The drug manual states that older adult patients are at increased risk for hepatic side effects. Which action is most important when prescribing this medication to an 80-year-old patient?

Select one:

a.

Ensure that the drug is given in the correct dose at the correct time to minimize the risk of adverse effects.

b.

Obtain pretreatment laboratory work.

c.

Give the medication intravenously so that the drug does not pass through the liver.

d.

Discontinue the order; the drug is contraindicated for this patient.

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Question 15

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The nurse practitioner is preparing to administer penicillin G intramuscularly to a child. The child’s parents ask why the drug cannot be given in an oral liquid form. What is the nurse practitioner’s reply?

Select one:

a.

“This drug has a narrow therapeutic range, and the dose must be tightly controlled.”

b.

“This drug is absorbed much too quickly in an oral form.”

c.

“This drug causes severe gastric upset if given orally.”

d.

“This drug would be inactivated by enzymes in the stomach.”

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Question 16

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A nurse practitioner is caring for a patient and her newborn immediately after delivery. The patient’s medication history includes prenatal vitamins throughout pregnancy, one or two glasses of wine before knowing she was pregnant, occasional use of an albuterol inhaler in her last trimester, and intravenous morphine during labor. What will the nurse practitioner expect to do? N521 Advanced Pharmacology Progress Test 2 Answers

Select one:

a.

Note a high-pitched cry and irritability in the infant and observe for seizures.

b.

Prepare the patient for motor delays in the infant caused by the alcohol use.

c.

Monitor the infant’s respirations and prepare to administer naloxone if needed.

d.

Administer opioids to the infant to prevent withdrawal syndrome.

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Question 17

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A nurse practitioner is teaching a class to a group of pregnant patients. The nurse practitioner correctly teaches that the highest risk of teratogen-induced gross malformations exists during which time?

Select one:

a.

During the third trimester

b.

During the second trimester

c.

During the first trimester

d.

Immediately before conception

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Question 18

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Which types of drugs taken by a pregnant patient are more likely to have effects on a fetus?

Select one:

a.

Lipid-soluble drugs

b.

Drugs that are highly polar

c.

Ionized drugs

d.

Protein-bound drugs

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Question 19

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An infant has allergies and often develops a pruritic rash when exposed to allergens. The infant’s parents ask the nurse practitioner about using a topical antihistamine. What should the nurse practitioner tell them?

Select one:

a.

Topical medications have fewer side effects than those given by other routes.

b.

Antihistamines given by this route are not absorbed as well in children.

c.

The child will also need oral medication to achieve effective results.

d.

Applying an antihistamine to the skin can cause toxicity in this age group.

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Question 20

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A thin older adult woman is admitted to the hospital after several days of vomiting, diarrhea, and poor intake of foods and fluids. She has not voided since admission. In preparing to care for this patient, the nurse practitioner will look for what laboratory values to help guide medication administration? N521 Advanced Pharmacology Progress Test 2 Answers

Select all that apply.

Select one or more:

a.

Creatinine clearance

b.

Gastric pH

c.

Plasma drug levels

d.

Serum albumin

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