Week 5 Assignment: Ad Analysis

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Week 5 Assignment: Ad Analysis

Choose an advertisement, either on television, on the radio, on the internet, or in print.

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Describe and analyze the advertisement by answering the following questions:

Where did you find the ad?
Briefly describe the scenario depicted in the ad.
What product is being advertised?
Identify the main claim in that advertisement.
Is the claim credible? Why or why not?
What might make the claim more credible? What might make it less credible?
Your analysis must be at least 250 words in length and follow APA (6th ed.) formatting and citation guidelines as appropriate.

Scholary Paper

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Scholary Paper

Written assignment: Scholarly paper – Informatics in Nursing

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Conduct a comprehensive literature search using professional online databases and discuss the impact of informatics on nursing and healthcare
The paper should include the following analysis:
a. Why is it necessary for nurses to understand the significance of informatics in healthcare?
b. What are some of the ways that informatics has changed the role of nursing within the healthcare field?
c. How has information technology improved or hindered patient care?
APA format (6th ed.), maximum of 6 pages, proper grammar, and references.APA Similarity Index (Turnitin) must be below 15%
Submit to Brightspace on a designated due date/time (see course schedule).
Follow the grading rubric requirements.

Leadership (EI)

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Leadership (EI)

Great leaders move us. They ignite our passion and inspire the best in us. When we try to explain why they are so

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effective, we speak of strategy, vision, or powerful ideas. However, the reality is much more primal. Great leadership works through the emotions (Goleman, Boyatzis, & McKee, 2002).

Conduct some research on leading with Emotional Intelligence or resonant leadership using the South University Online Library.

Then select a leader you know and analyze his or her emotional intelligence. (Choose at least one competency from each area of emotional intelligence.)

Compose an essay (minimum 500-600 words) that summarizes your findings and analysis. Be sure to include in your response:

A brief description of your new insights on EI and/or resonant leadership as a result of your research.
Your analysis of your leaders emotional intelligence including examples of behavior that demonstrate the chosen competencies
A credible definition of a resonant leader and whether you consider your chosen leader to be a resonant leader and why.
What you learned about EI and being a resonant leader from your leader.
Emotional intelligence leadership competencies

Self-awareness
Emotional self-awareness
Accurate self-assessment
Self-confidence
Self-management
Self-control
Transparency
Adaptability
Achievement
Initiative
Optimism
Social awareness
Empathy
Organizational awareness
Service
Relationship management
Inspiration
Influence
Developing others
Change catalyst
Conflict management
Teamwork and collaboration
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Learning to lead with emotional intelligence. Boston, MA: Harvard Business School.

Must have 3 or more references with citations!

Poster presentation

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Poster presentation

Poster Presentation Students this project will allow you to formulate and hypothetically develop your own research

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project. The purpose of this project is for the student to follow all of the different steps in a research project on an already published article and presented as a poster presentation. A poster session or poster presentation is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed. Poster sessions are particularly prominent at scientific conferences such as medical congresses. Students will select a nursing research already published and following the article information you will create a poster presentation that include the below information: The outline of the poster should include the following tabs (minimum requirements) Abstract Outline: -Title of Project -Problem Statement: what is the problem that needs fixing? -Purpose of the Project -Research Question(s) -Hypothesis -Methodology (Qualitative vs. Quantitative) -Steps in implementing your project -Limitations Results (Pretend results) -Conclusion -References I have attached an example of a poster presentation for guidance. The due date for the poster presentation is WEEK 13. Please feel free to be artistic and provide graphs and data. You are welcome to use any poster template. Please submit it via turn it in. Criterion Completeness Outstanding 4 Complete in all respects; reflects all requirements Understanding Demonstrates excellent understanding of the topic(s) and issue(s) Analysis Presents an insightful and through analysis of the issue (s) identified Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied Evaluation Opinion Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is Very Good 3 Complete in most respects; reflects most requirements Demonstrates an accomplished understanding of the topic(s) and issue(s) Presents a thorough analysis of most of the issue(s) identified Makes appropriate connections between the issue(s) identified and the concept(s) studied Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is Good 2 Incomplete many respects; reflects few requirements Demonstrates an acceptable understanding of the topic(s) and issue(s) Presents a superficial analysis of some of the issue(s) identified Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied Supports opinion with limited reasons and evidence; presents a somewhat one- Unacceptable 1 Incomplete in most respects; does not reflect requirements Demonstrates an inadequate understanding of the topic(s) and issue(s) Presents an incomplete analysis of the issue(s) identified. Makes little or no connection between the issue(s) identified and the concept(s) studied. Supports opinion with few reasons and little evidence; argument is onesided and not Score Recommendations both reasonable and objective Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied Grammar and Spelling Minimal spelling and grammar errors APA guidelines Uses APA guidelines accurately and consistently to cite sources both reasonable and objective Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied Some spelling and grammar errors sided argument objective. Presents realistic or appropriate recommendation supported by the information presented and the concepts studied Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied. Noticeable spelling and grammar errors Uses APA guidelines with minor violations to cite sources Reflects incomplete knowledge of APA guidelines Unacceptable number of spelling and grammar errors Does not use APA guidelines Total Efficacy of the Implementation of Early Severe Sepsis Strategies on a Medical Surgical Unit Jorge Hirigoyen ARNP-BC Background ❖Worldwide there are approximately 18 million new cases of sepsis each year, with a mortality rate range estimated about 30% to 60%. ❖Sepsis is the 10th leading cause of death in the United States. ❖Organ failure occurred in 19.1 % of sepsis patients from 1979 to 1989 and 30.2% from 1990 to 2000. ❖Severe sepsis as the primary diagnosis increased from 326,000 in 2000 to 727,000 in 2008. ❖Severe sepsis as the secondary diagnosis increased from 621,000 in 2000 to 1,141,000 in 2008. ❖About 24 % of patients who develop severe sepsis or septic shock will do so in a Medical-Surgical unit. Significance to Nursing ❖Healthcare Practice: ❖ Nurses early sepsis recognition and management. ❖Healthcare Outcomes: ❖ Improve sepsis mortality and morbidity rates. ❖Healthcare Delivery: ❖ Improve awareness about the subject of sepsis in medical surgical units. ❖ Potential Core Measure. ❖Healthcare Policy: ❖ Generate policy changes beyond the local municipal government Theoretical Framework ❖Severe sepsis strikes about 750,000 Americans annually 28%-50% of these people die., more U.S. deaths than from prostate cancer, breast cancer and AIDS combined ❖Sepsis is on the rise due to: Aging population, increased longevity of people with chronic diseases, spread of antibioticresistant organisms, increase in invasive procedures, broader use of immunosuppressive and chemotherapeutic agents Phases Phase 1: Approval ❖Generate administration and management support for the project: Project proposal was presented to Unit Manager, Director and Hospital Nursing Council for approval. Project was also presented to Medical Executive Committee for approval. ❖Education was performed to all medical surgical nurses on the topic of sepsis in the pilot unit. All participating staff received a 30-45 minutes education program, including a PowerPoint presentation and education flyers regarding the study. Phase 2: Development of Bundle ❖ A sepsis bundle (Tool, Algorithm and Order Set) was developed for medical surgical units following the recommendations of the SSC 2012. ❖The sensitivity and specificity of a severe sepsis tool was calculated. Total number of admissions from pilot unit during a three month period was collected. Admitted patients with a discharge diagnosis of sepsis was attained. All patients that had at least one positive screening for severe sepsis was calculated. Those patients with a discharge diagnosis of sepsis but screened negative for sepsis was also calculated. The results yielded the sensitivity and specificity of the tool by utilizing a 2×2 designs and receiver operating curve. Phase 3: Implementation ❖Decrease hospital length of stay: retrospective data collection will be conducted on all patients who have screened positive for sepsis during a three month period prior from implementation with focus on hospital length of stay. The same method will be employ after the implementation of the new sepsis bundle. With again focus on hospital length of stay. An independent t-test will be utilized to obtain results and measure outcome. ❖Decrease septic patients transfer to higher level of care: retrospective study will be conducted on all patients who have screened positive for severe sepsis during a three month period with focus on transfers to higher level of care. The same method will be utilized after the implementation of the new algorithm and sepsis bundle. With focus on transfer to higher level of care on all patients that screen positive for severe sepsis. A chi-square will be utilized to obtain results and measure outcome. Phase 4: Data Analysis ❖Data Analysis and Presentation of Outcomes to Stakeholders. Phase 5: Evaluation ❖Evaluation of Project. Problem Statement The problem is that no sepsis bundles exists for the identification and treatment of septic patients on medical surgical units. Purpose The purpose of this pilot study is to develop and implement a severe sepsis bundle on a medical surgical unit to determine if there is a reduction in hospital length of stay and transfer to higher level of care. Methodology ❖Quasi Experimental, non-randomized one group pre test-posttest design. ❖ Retrospective review of the data ❖ Pre-Implementation ❖ Education ❖ Implementation ❖ Post-Implementation Algorithm Results ❖It is the intent that the implementation of a severe sepsis bundle on a medical surgical unit will decrease the hospital length of stay and transfer of septic patients to higher level of care. ❖Implementation of this project will allow for further exploration of sepsis work in medical surgical wards. Results of the capstone project are pending References Anderson, R. & Schmidt, R. (2010). Clinical biomarkers in sepsis. Front Bioscience (Elite Edition), 2(5), 504-520. Carter, C. (2007). Implementing the severe sepsis care bundles outside the ICU by outreach. Nursing Critical Care, 12(5), 225-230. Gyang, E., Shieh, L., Forsey, L., & Maggio, P. (2011). A simple screening tool for the early identification of sepsis in a non-icu setting. Poster session presented at: Surgical infection society. 31st Annual Conference of the Surgical Infection Society. May 11-14, Palm Beach, Fl. Hall, M. J., Williams, S. J., DeFrances, C, J., & Golosinskiy, A. (2011). Inpatient care for septicemia or sepsis: A challenge for patients and hospitals. Centers for Disease Control and Prevention National Center for Health Statistics, 62, Retrieved from: http://www.cdc.gov/nchs/data/databriefs/db62.pdf. Sankar, V. & Webster, N. R. (2013). Clinical application of sepsis biomarkers. Journal of Anesthesia, 27, 269-283. Sample Size: Power Analysis Objectives ❖Generate administration and management support for the project ❖Educate medical surgical nurses on the topic of sepsis ❖Develop and implement a severe sepsis bundle (Tool, Algorithm, Order Set) for medical surgical units ❖Evaluate the sensitivity and specificity of a severe sepsis screening tool ❖Decrease septic patients hospital length of stay. ❖Decrease septic patients transfer to higher level of care. RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com ❖Power Analysis ❖ Sepsis Hospital Length of Stay ❖ Level of significance (α error probability), power (1-β error probability) and effect size. ❖ Cohen’s recommendation ❖ α value was set at 0.05 ❖ β value was set at 0.95. ❖ Anticipated effect size (Cohen’s d) was set as medium effect, 6% of the variance: d=0.5 ❖ n=256 ❖ Transfers to Higher level of Care ❖ Cramer’s V table chi-square ❖ α value was set at 0.05 ❖ power set at 0.80 ❖ V statistics set at 0.30 ❖ n=174 Singer, M. (2013). Biomarkers in sepsis. Current Opinion in Pulmonary Medicine, 19(00), 1-5. Tazbir, J. (2012). Early recognition and treatment of sepsis in the medical-surgical setting. Medical Surgical Nursing, 21(4), 205-208. Tromp, M., Tijan, D. H. T., van Zanten, A. R. H., Gielen-Wiffels, S. E. M., Goekoop, G. J. D., Van den Boogaad, M., Wallenborg, C. M., Biemond-Moeniralam, H. S., & Pickkers, P. (2011). The effects of implementation of the surviving sepsis campaign in the Netherlands. Netherlands Journal of Medicine, 69(6), 292-298.
Purchase answer to see full attachment

discussion reply

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discussion reply

1st discussion 150-200 words about these 2 discussion

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If I was the nurse that was assigned to work in rural clinic serving a diverse population of patients, I would understand that at some point in time I would be caring for a patient who does not speak English nor understand it. In our readings, it states that “An estimated 57 million Americans speak a language other than English in the home” (Giddens p.35). The text also states that “Patients with limited English proficiency face many health care barriers in the terms of understanding health care information, adherence to treatment plans, and follow-up care due to impaired patient-provider communication” (Giddens p.35). That quote describes the barriers or issues that can occur from differences in primary languages. Not understanding health care information or not being able to communicate other issues or important information to your nurse/provider are both very big issues. This can result in providers not being aware of everything going on with the patient and it can also lead to the patient not being able to care for themselves properly because they didn’t understand anything they may have been educated on. As the nurse, two communication approaches I could try in order to better communicate with my patient would be, to get an interpreter or use general gestures to show what you are trying to communicate. If the interpret is unavailable, it would be best for the nurse to use any other interpreting resources available. I know there are translator apps on smartphones and some facilities even have books that can help with communication barriers. However, I think that the interpreter is your best option if possible. Although we will come in contact with patients who do not understand us or vise versa, it is still important that we find a way to have effective communication because no matter the culture or language, all patients deserve to have the greatest possible outcome

2nd discussion

Two problems encountered when providing nursing care to patients who don’t speak English as their primary language are their inability to learn and inability to thoroughly express how they feel or what they are going through. As someone who speaks two languages, and English not being my primary one, it used to be difficult for me to express what I really feel and it was hard for me to make people understand what I actually mean. My opinions often got ignored and/or interpreted differently, which can be quite dangerous when one’s health is concern. It was much harder for my mom because it took her almost 40 years before she actually had to use the English language. It was very difficult for her to correctly interpret what she was being told. When given instructions, she would usually follow-up with, “I’m sorry can you please say that again? Slowly this time”. I think patient education can be a little difficult for patients and nurses because it increases the risk of non-compliance due to misinterpretation of messages that are being conveyed. According to Giddens, “Nursing practice has been defined as ‘the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis of treatment of human response, and advocacy in the care of patients, families, communities, and populations.’ These positive patient outcomes are often achieved through education” (Giddens, 2017, p.416).

One communication approach a nurse can do is paying more attention to non-verbal cues. Another is, making sure the education was understood by having the patient demonstrate back or re-state the teachings in their own words to figure out how they understood what they were just taught.

diversity 8 diversity discussion

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diversity 8 diversity discussion

250-300 words

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. Post a discussion which includes an analysis of at least three risk factors leading to impaired functional ability, and family dynamics that could be applied in a plan of care for diverse patient populations. Share your thoughts regarding barriers or concerns about delivering care to culturally diverse families.

Interview with a nurse

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Interview with a nurse

Write an interview with a practicing registered nurse, following the instructions in the attachment files

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Human subject samples

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Human subject samples

just a discussion 1-2 paragraphs is adequate. APA FORMAT WITH IN-TEXT CITATION. reference for the article is listed. Plus respond to 2 peer reviews

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NURS 6051N WEEK 1 Discussion: The Application of Data to Problem-Solving

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NURS 6051N WEEK 1 Discussion: The Application of Data to Problem-Solving

Discussion: The Application of Data to Problem-Solving
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge. NURS 6051N WEEK 1 Discussion: The Application of Data to Problem-Solving

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

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To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.
Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.
By Day 3 of Week 1
Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

By Day 6 of Week 1
Respond to at least two of your colleagues* on two different days, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

NURS_5051_Module01_Week01_Discussion_Rubric

Grid View
List View
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.

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. NURS 6051N WEEK 1 Discussion: The Application of Data to Problem-Solving

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.

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 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.

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.

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. NURS 6051N WEEK 1 Discussion: The Application of Data to Problem-Solving

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

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.

NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders

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NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders

Week 2 Case Assignment

Patient Factor

The patient factor I chose is to conduct factors, which centers on the AO’s obesity. Obesity is a risk factor for both hypertension and hyperlipidemia, just as different conditions, for example, diabetes that can confound treatment for cardiovascular issues. Two components influencing the pharmacokinetics for this patient incorporate helpless nourishment and diminished course. It is expected that this current patient’s sustenance is poor, as this generally goes with obesity (Burchum & Rosenthal, 2017). Decreased circulation can be influenced by restricted physical movement, vasoconstriction that goes with hypertension, and the potential for plaque development in hyperlipidemia. Understanding these danger factors just as the potential impacts they may have on the patient’s capacity to react suitably to a medicine routine and get restorative treatment, the patient should be urged to adjust their eating regimen and exercise propensities too, especially through the proposal of the DASH diet.

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Improving the Drug Therapy Plan

            There are a few regions for development in AO’s medication plan. Initially, beta-blockers are known to add to hyperlipidemia. Additionally, beta-blockers are not regularly utilized as a first-line treatment for hypertension. Getting this, the atenolol should be suspended. Since the atenolol is being ended, hydralazine should also be ceased, as it should in a perfect world be given with a beta-blocker and a diuretic. Since the suggested first line of treatment for hypertension is diuretics, a portion of 12.5 mg of hydrochlorothiazide should be started every day (Jiang & Lu, 2016).  This medication was chosen since thiazide diuretics are viewed as safe in diabetics, with a decrease in mortality from coronary illness and stroke. The dose was chosen because, however, they are viewed as sheltered and helpful; people with diabetes should be regulated thiazide diuretics at the most minimal conceivable portion. Though the patient is not a known diabetic, the person has many risk factors for the sickness, and it should be viewed as an undeniable chance that the patient either as of now has or will before long create diabetes (Quintana, Janszky, & Gigante, 2016). Simvastatin is a suitable decision for hyperlipidemia, as the statin drug class is the suggested first-line treatment and individual medication decision is directed by the cholesterol levels, which I was not given. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders 

References

Burchum, J., & Rosenthal, L. (2017). Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants – E-Book. Elsevier Health Sciences.

Jiang, S.-Z., & Lu, W. (2016). Obesity and hypertension. Experimental and therapeutic medicine, 30-35.

Quintana, H. K., Janszky, I., & Gigante, B. (2016). Diabetes, hypertension, overweight and hyperlipidemia and 7-day case-fatality in first myocardial infarction. IJC Metabolic & Endocrine, 30-35.

 

 

Assignment: Pharmacotherapy for Cardiovascular Disorders

…heart disease remains the No. 1 killer in America; nearly half of all Americans have high blood pressure, high cholesterol, or smoke—some of the leading risk factors for heart disease…

—Murphy et al., 2018

Despite the high mortality rates associated with cardiovascular disorders, improved treatment options do exist that can help address those risk factors that afflict the majority of the population today.

Photo Credit: Getty Images/Science Photo Library RF

As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.

Reference: Murphy, S. L., Xu, J., Kochanek, K. D., & Arias, E. (2018). Mortality in the United States, 2017. Retrieved from https://www.cdc.gov/nchs/products/databriefs/db328.htm

To Prepare
  • Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.
  • Review the case study assigned by your Instructor for this Assignment.
  • Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.
  • Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.
  • Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.
  • Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.
By Day 7 of Week 2

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

  • Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.
  • Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders
  • Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements.

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 “WK2Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 2 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 “WK2Assgn+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. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders

 

NURS_6521_Week2_Assignment_Rubric

Excellent Good Fair Poor
Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.
23 (23%) – 25 (25%)
The response accurately and completely explains in detail how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
20 (20%) – 22 (22%)
The response provides a basic explanation of how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
0 (0%) – 17 (17%)
The response inaccurately and vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient, or is missing.
Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.
27 (27%) – 30 (30%)

The response accurately and completely describes in detail how changes in the processes might impact the patient’s recommended drug therapy.

Accurate, complete, and aligned examples are provided to support the response.
24 (24%) – 26 (26%)

The response accurately describes how changes in the processes might impact the patient’s recommended drug therapy.

Accurate examples may be provided to support the response.
21 (21%) – 23 (23%)

The response inaccurately or vaguely describes how changes in the processes might impact the patient’s recommended drug therapy.

Inaccurate or vague examples are provided to support the response.
0 (0%) – 20 (20%)

The response inaccurately and vaguely describes how changes in the processes might impact the patient’s recommended drug therapy, or is missing.

Inaccurate and vague examples may be provided to support the response, or is missing.
Explain how you might improve the patient’s drug therapy plan, and explain why you would make these recommended improvements.
27 (27%) – 30 (30%)

The response accurately and clearly explains in detail how to improve the patient’s drug therapy plan.

The response includes an accurate and detailed explanation to support the recommended improvements.
24 (24%) – 26 (26%)

The response accurately explains how to improve the patient’s drug therapy plan.

The response may include an accurate explanation to support the recommended improvements.
21 (21%) – 23 (23%)

The response inaccurately or vaguely explains how to improve the patient’s drug therapy plan.

The response may include an inaccurate, vague, or misaligned explanation to support the recommended improvements.
0 (0%) – 20 (20%)

The response inaccurately and vaguely explains how to improve the patient’s drug therapy plan, or is missing.

The response may include an inaccurate and vague explanation to support the recommended improvements, 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. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders
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
Total Points: 100

Name: NURS_6521_Week2_Assignment_Rubric