Application of Data to Problem-Solving discussion

January 24, 2022/in Nursing Homework Help /by Naomi Nas

Module 1: What Is Informatics? (Weeks 1-2)

Laureate Education (Producer). (2018). What is Informatics? [Video file]. Baltimore, MD: Author.

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Learning Objectives

Students will:

Analyze how data collection and access can be used to derive knowledge in a healthcare setting
Analyze the role of the nurse leader in using clinical reasoning and judgement in the formation of knowledge
Explain the role of the nurse as a knowledge worker
Explain concepts of nursing informatics
Create infographics related to nursing informatics and the role of the nurse as a knowledge worker
Due By Assignment
Week 1, Days 1–2 Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 1, Day 3 Post your initial Discussion post.
Begin to compose your Assignment.
Week 1, Days 4-5 Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 1, Day 6 Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Continue to compose your Assignment.
Week 1, Day 7 Wrap up Discussion.
Week 2, Day 1–6 Continue to compose your Assignment.
Week 2, Day 7 Deadline to submit your Assignment.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of k nowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Application of Data to Problem-Solving discussion

Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)

Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Infomatics Specialist. In J. Murphy, W. Goosen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).

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

Required Media

Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.

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Credit: Provided courtesy of the Laureate International Network of Universities.

Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo

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.

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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.

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.

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. Application of Data to Problem-Solving discussion

Submission and Grading Information
Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

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

To participate in this Discussion:

Week 1 Discussion

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.

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%)
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. Application of Data to Problem-Solving discussion

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.

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%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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.

To Prepare:

By Day 6 of Week 1

*Note: Throughout this program, your fellow students are referred to as colleagues. Application of Data to Problem-Solving discussion

Submission and Grading Information

NURS 6051 – The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

January 24, 2022/in Nursing Homework Help /by Naomi Nas

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

NURS_5051_Module02_Week04_Assignment_Rubric

	Excellent	Good	Fair	Poor
In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following: · Describe the project you propose. · Identify the stakeholders impacted by this project. · Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples. · Identify the technologies required to implement this project and explain why. · Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.	77 (77%) – 85 (85%) The response accurately and thoroughly describes in detail the project proposed. The response accurately and clearly identifies the stakeholders impacted by the project proposed. The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur. The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why. The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team. Includes: 3 or more peer-reviewed sources and 2 or more course resources.	68 (68%) – 76 (76%) The response describes the project proposed. The response identifies the stakeholders impacted by the project proposed. The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur. The response identifies the technologies required to implement the project proposed with an explanation why. The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team. Includes: 2 peer-reviewed sources and 2 course resources.	60 (60%) – 67 (67%) The response describing the project proposed is vague or inaccurate. The response identifying the stakeholders impacted by the project proposed is vague or inaccurate. The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague or inaccurate, or includes little to no supporting evidence. The response identifying the technologies required to implement the project proposed with an explanation why is vague or inaccurate. The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague or inaccurate. Includes: 1 peer-reviewed sources and 1 course resources.	0 (0%) – 59 (59%) The response describing the project proposed is vague and inaccurate, or is missing. The response identifying the stakeholders impacted by the project proposed is vague and inaccurate, or is missing. The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague and inaccurate, includes no supporting evidence, or is missing. The response identifying the technologies required to implement the project proposed with an explanation why is vague and inaccurate, or is missing. The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague and inaccurate, or is missing. Includes: 1 or fewer resources.
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 < 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.

Total Points: 100

Module 2: The Role of the Informatics Specialist in Healthcare (Weeks 3-4)

Laureate Education (Producer). (2018). The Nurse Informaticist [Video file]. Baltimore, MD: Author.

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Learning Objectives

Students will:

Analyze interactions between nurse informaticists, data/technology specialists, and other professionals in healthcare organizations
Recommend strategies to improve interactions between nurse informaticists and other professionals
Analyze how nursing informatics as a specialty and new technologies impact interactions between nurse informaticists and members of healthcare teams
Recommend nursing informatics projects to improve outcomes or efficiencies in healthcare organizations
Identify stakeholders impacted by nursing informatics projects
Analyze how nursing informatics projects improve outcomes or efficiencies in healthcare organizations
Identify technologies required for implementation of nursing informatics projects
Analyze the role of the nurse informaticist in nursing informatics project teams

Due By	Assignment
Week 3, Days 1–2	Read/Watch/Listen to the Learning Resources. Compose your initial Discussion post.
Week 3, Day 3	Post your initial Discussion post. Begin to compose your Assignment.
Week 3, Days 4-5	Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose your Assignment.
Week 3, Day 6	Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 3, Day 7	Wrap up Discussion. Deadline to submit your Assignment.
Week 4, Days 1-6	Continue to compose your Assignment
Week 4, Day 7	Deadline to submit your Assignment

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Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive Leadership. JONA: The Journal of Nursing Administration, 49(11), 543-548.

Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209-213.

Sipes, C. (2016). Project management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 225, 252-256.

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

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

To participate in this Discussion:

Week 3 Discussion

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

Review the concepts of technology application as presented in the Resources.
Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

By Day 7 of Week 4

Submit your completed Project Proposal.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 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 “WK4Assgn+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 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment

NURS 6512 Advanced Health Assessment midterm exam questions and answers

January 24, 2022/in Nursing Homework Help /by Naomi Nas

NURS-6512F-23-Advanced Health Assessment midterm

93%

Question 1

Percussing at the right midclavicular line, below the umbilicus, and continuing upward is the correct technique for locating the:

		descending aorta.
		lower liver border.
		upper right kidney ridge.
		medial border of the spleen.

Question 2

Mrs. G. reports an increase in her alcohol intake over the past 5 years. To screen her for problem drinking, you would use the:

		PACES assessment.
		Miller Analogies Test.
		Glasgow Coma Scale.
		CAGE questionnaire.

Question 3

A brief statement of the reason the patient is seeking health care is called the:

		chief complaint.
		diagnosis.
		medical history.
		assessment.

Question 4

A 5-year-old child presents with nasal congestion and a headache. To assess for sinus tenderness you should palpate over the:

		sphenoid and frontal sinuses.
		maxillary and frontal sinuses.
		sphenoid sinuses only.
		maxillary sinuses only.

Question 5

Which statement is true regarding the relationship of physical characteristics and culture? NURS 6512 Advanced Health Assessment midterm exam questions and answers

		To be a member of a specific culture, an individual must have certain identifiable physical characteristics.
		Physical characteristics should be used to identify members of cultural groups.
		Gender and race are the two essential physical characteristics used to identify cultural groups.
		There is a difference between distinguishing cultural characteristics and distinguishing physical characteristics.

Question 6

Inspection of the abdomen should begin with the patient supine and the examiner:

		standing at the foot of the table.
		seated on the patient’s right.
		walking around the table.
		standing at the patient’s left.

uestion 7

Ms. Otten is a 45-year-old patient who presents with a complaint of weight gain. Which medication is frequently associated with weight gain?

		Steroids
		Laxatives
		Oral hypoglycemics
		Diuretics

Question 8

During physical examination of a 30-year-old Chinese man, you notice slight asymmetry of his face. The cranial nerve examination is normal. Your best action is to:

		B. perform monofilament testing on the face.
		D. record the finding in the patient’s chart.
		A. ask the patient if this characteristic runs in his family.
		C. consult with the physician regarding laboratory tests needed.

Question 9

A fixed image of any group that rejects its potential for originality or individuality is known as a(n):

		norm.
		acculturation.
		stereotype.
		ethnos.

Question 10

Tangential lighting is best used for inspecting skin:

		exudates.
		color.
		contour.
		symmetry.

Question 11

Mrs. Britton is a 34-year-old patient who presents to the office with complaints of skin rashes. You have noted a 4′ 3-cm, rough, elevated area of psoriasis. This is an example of a:

		B. patch.
		D. papule.
		C. macule.
		A. plaque.

Question 12

During an interview, tears appear in the patient’s eyes and his voice becomes shaky. Initially, you should:

		ask the patient what he is upset about.
		ask him if he would like some time alone.
		offer a tissue and let him know it is all right to cry.
		explain to the patient that you will be able to help him more if he can control his emotions.

Question 13

When communicating with older children and teenagers, you should be sensitive to their:

		typical reluctance to talk.
		natural urge to communicate.
		need for verbal instructions.
		desire for adult companionship.

Question 14

Expected hair distribution changes in older adults include:

		increased terminal hair follicles to the tragus of men’s ears.
		more prominent axillary and pubic hair production.
		increased terminal hair follicles on the scalp.
		more prominent peripheral extremity hair production.

Question 15

The examiner’s evaluation of a patient’s mental status belongs in the:

		physical examination.
		review of systems.
		history of present illness.
		patient education.

Question 16

When examining the skull of a 4-month-old baby, you should normally find:

		D. overlap of cranial bones.
		A. closure of the anterior fontanel.
		C. ossification of all sutures.
		B. closure of the posterior fontanel.

Question 17

You are using an ophthalmoscope to examine a patient’s inner eye. You rotate the lens selector clockwise, then counterclockwise to compensate for:

		astigmatism.
		strabismus.
		amblyopia.
		myopia.

Question 18

The most superior part of the stomach is the:

		pyloric orifice.
		body.
		pylorus.
		fundus.

Question 19

Brittle nails are typical findings in:

		D. older adults.
		C. pregnant women.
		A. adolescents.
		B. infants.

Older adults

Question 20

Which of the following is the most vital nutrient?

		Fat
		Protein
		Water
		Carbohydrate

Question 21

A tool used to screen adolescents for alcoholism is the:

		HITS.
		CAGE.
		CRAFFT.
		PACES.

Question 22

When taking a history, you should:

		use a holistic and eclectic structure.
		start the interview with the patient’s family history.
		ask the patient to give you any information they can recall about their health.
		use a chronologic and sequential framework.

Question 23

Ms. G. is being seen for her routine physical examination. She is a college graduate and president of a research firm. Although her exact salary is unknown, she has adequate health insurance. Most of the above information is part of Ms. G.’s _____ history.

		past medical
		family
		personal and social
		present problem

Question 24

Mr. Williams, age 25, has recovered recently from an upper and lower respiratory infection. He describes a long-standing nasal dripping. He is seeking treatment for a mild hearing loss that has not gone away. Information concerning his chronic postnasal drip should be documented within which section of his history?

		Past medical data
		Age-specific data
		Social history
		Past surgical data

Question 25

Mr. Jones is a 45-year-old patient who presents for a physical examination. On examination, you note costochondral beading, enlarged skull, and bowed legs and diagnose him with rickets. A deficiency of which fat-soluble micronutrient can result in rickets?

		Vitamin K
		Vitamin E
		Vitamin A
		Vitamin D

Question 26

Mrs. Grace is a 58-year-old patient who has a diagnosis of pernicious anemia. Which B vitamin is deficient in patients with pernicious anemia?

		B1
		B2
		B6
		B12

Question 27

After thorough inspection of the abdomen, the next assessment step is:

		percussion.
		palpation.
		rectal examination.
		auscultation.

Question 28

You are examining a pregnant patient and have noted a vascular lesion. When you blanche over the vascular lesion, the site blanches and refills evenly from the center outward. The nurse documents this lesion as a:

		A. telangiectasia.
		C. petechiae.
		B. spider angioma.
		D. purpura.

Question 29

Which of the following is the most accurate reflection of an individual’s food intake?

		Serum protein assays
		Food diary
		Twenty-four-hour diet recall
		Computerized nutrient analysis

Question 30

Mr. Abdul is a 40-year-old Middle Eastern man who presents to the office for a first visit with the complaint of new abdominal pain. You are concerned about violating a cultural prohibition when you prepare to do his rectal examination. The best tactic would be to:

		ask a colleague from the same geographic area if this examination is acceptable.
		inform the patient of the reason for the examination and ask if it is acceptable to him.
		forego the examination for fear of violating cultural norms.
		refer the patient to a provider more knowledgeable about cultural differences.

Question 31

Tracheal tug suggests the presence of a(n):

		enlarged thyroid.
		thoracic carcinoma.
		swallowing disorder.
		aortic aneurysm.

Question 32

As you explain your patient’s condition to her husband, you notice that he is leaning toward you and pointedly blinking his eyes. Knowing that he is from England, your most appropriate response to this behavior is to:

		tell him that you understand his need to be alone.
		ask whether he would prefer to speak to the clinician.
		tell him that it is all right to be angry.
		ask whether he has any questions.

Question 33

When hearing is evaluated, which cranial nerve is being tested?

		IV
		VIII
		III
		XII

Question 34

Nuchal rigidity is most commonly associated with:

		A. thyroiditis.
		C. Down syndrome.
		D. cranial nerve V damage.
		B. meningeal irritation.

Question 35

The attitudes of the health care professional:

		are difficult for the patient to sense.
		are largely irrelevant to the success of relationships with the patient.
		do not influence patient behavior.
		are culturally derived.

Question 36

Macronutrients are so named because they:

		form long chemical chains.
		have high molecular weights.
		are required in large amounts.
		tend to increase waist measurements.

Question 37

White, rounded, or oval ulcerations surrounded by a red halo and found on the oral mucosa are:

		aphthous ulcers.
		Fordyce spots.
		leukoedema.
		Stensen ducts.

Question 38

Which type of speculum should be used to examine a patient’s tympanic membrane?

		The shortest speculum available
		The smallest speculum that will illuminate the ear
		Any speculum that will fit the otoscope head
		The largest speculum that will fit comfortably in the ear

uestion 39

To correctly document absent bowel sounds, one must listen continuously for:

		5 minutes.
		1 minute.
		30 seconds.
		3 minutes.

Question 40

Which part of the information contained in the patient’s record may be used in court?

		Objective information only
		All information
		Diagnostic information only
		Subjective information only

Question 41

A flat, nonpalpable lesion is described as a macule if the diameter is:

		greater than 1 cm.
		less than 1 cm.
		3 cm exactly.
		too irregular to measure.

Question 42

Knowledge of the culture or cultures represented by the patient should be used to:

		help make the interview questions more pertinent.
		draw conclusions regarding individual patient needs.
		form stereotypical categories.
		form a sense of the patient.

The review of systems is a component of the:

		health history.
		assessment.
		physical examination.
		past medical/surgical history.

Question 44

Mr. Akins is a 78-year-old patient who presents to the clinic with complaints of hearing loss. Which of the following are changes in hearing that occur in the elderly? Select all that apply.

	a.	Progression is slow
	b.	Bone conduction heard longer than air conduction
	c.	Results from cranial nerve VII
	d.	Loss of high frequency
	e.	Sounds may be garbled and difficult to localize
	f.	Unable to hear in a crowded room

Question 45

Which of the following is an expected change in the assessment of the thyroid during pregnancy?

		A bruit is auscultated.
		Inspection reveals a goiter.
		The gland is tender upon palpation.
		Palpation of the gland becomes difficult.

Question 46

A 17-year-old girl presents to the clinic for a sports physical. Physical examination findings reveal bradycardia, multiple erosions of tooth enamel, and scars on her knuckles. She appears healthy otherwise. You should ask her if she:

		is cold intolerant.
		binges and vomits.
		has constipation frequently.
		has regular menstrual periods.

Question 47

Mr. Walters, a 32-year-old patient, tells you that his ears are “stopped up.” An objective assessment of this complaint is achieved by using the:

		otoscope with pneumatic attachment.
		tympanometer.
		reflex hammer.
		tuning fork.

Question 48

During an interview, you have the impression that a patient may be considering suicide. Which action is essential?

		Ask whether the patient has considered self-harm.
		Avoid directly confronting the patient regarding your impression.
		Record the impression in the patient’s chart and refer the patient for hospitalization.
		Ask whether the patient would like to visit a psychiatrist.

Question 49

When are open-ended questions generally most useful?

		During the initial part of the interview
		While designing the genogram
		During the review of systems
		After several close-ended questions have been asked

Question 50

When assessing abdominal pain in a college-age woman, one must include:

		history of interstate travel.
		food likes and dislikes.
		the first day of the last menstrual period.
		age at completion of toilet training.

Question 51

Regardless of the origin, discharge is described by noting:

		color and consistency.
		associated symptoms in alphabetic order.
		a grading scale of 0 to 4.
		demographic data and risk factors.

Question 52

Spasmodic muscular contractions of the head, face, or neck are called:

		D. webbing.
		B. tics.
		A. torticollis.
		C. dimpling.

Question 53

Before performing an abdominal examination, the examiner should:

		don double gloves.
		have the patient empty his or her bladder.
		ascertain the patient’s HIV status.
		completely disrobe the patient.

Question 54

The recommended minimum daily protein requirement for the normal adult is ______

14-20%

Question 55

Subjective and symptomatic data are:

		not mentioned in the legal chart.
		recorded with the examination technique.
		placed in the history section.
		documented with the examination findings.

Question 56

Your patient returns for a blood pressure check 2 weeks after a visit during which you performed a complete history and physical. This visit would be documented by creating a(n):

		accident report.
		progress note.
		triage note.
		problem-oriented medical record.

Question 57

Which of the following formats would be used for visits that address problems not yet identified in the problem-oriented medical record (POMR)?

		Progress note
		Brief SOAP note
		Referral note
		Comprehensive health history

Question 58

You are collecting a history from an 11-year-old girl. Her mother is sitting next to her in the examination room. When collecting history from older children or adolescents, they should be:

		ignored while you address all questions to the parent.
		mailed a questionnaire in advance to avoid the need for her to talk.
		given the opportunity to be interviewed without the parent at some point during the interview.
		allowed to direct the flow of the interview.

Question 59

A 51-year-old woman calls with complaints of weight loss and constipation. She reports enlarged hemorrhoids and rectal bleeding. You advise her to:

		use topical over-the-counter hemorrhoid treatment for 1 week.
		eat six small meals a day.
		exercise and eat more fiber.
		come to the laboratory for a stool guaiac test.

Question 60

Mr. Marks is a 66-year-old patient who presents for a physical examination to the clinic. Which question has the most potential for exploring a patient’s cultural beliefs related to a health problem?

		“What are your age, race, and educational level?”
		“What types of symptoms have you been having?”
		“Why do you think you are having these symptoms?”
		“How often do you have medical examinations?”

Question 61

Which cranial nerves innervate the face?

		A. II and V
		B. III and VI
		D. VIII and IX
		C. V and VII

Question 62

Peritonitis produces bowel sounds that are:

		absent.
		high pitched.
		hypoactive.
		hyperactive.

Question 63

Mrs. Raymonds is a 24-year-old patient who has presented for a routine concern over her current weight. In your patient teaching with her, you explain the importance of macronutrients. Which of the following is a macronutrient?

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		Fat
		Calcium
		Iron
		Thiamin

Question 64

Nasal symptoms that imply an allergic response include:

		small, atrophied nasal membranes.
		firm consistency of turbinates.
		purulent nasal drainage.
		bluish gray turbinates.

Question 65

Mr. Johnson presents with a freely movable cystic mass in the midline of the high neck region at the base of the tongue. This is most likely a:

		D. thyroglossal duct cyst.
		A. parotid gland tumor.
		B. branchial cleft cyst.
		C. Stensen duct stone.

Question 66

Pigmented, raised, warty lesions over the face and trunk should be assessed by an experienced practitioner who can distinguish:

		C. sebaceous hyperplasia from eczema.
		D. seborrheic keratoses from actinic keratoses.
		B. furuncles from folliculitis.
		A. cutaneous tags from lentigines.

Question 67

When you are questioning a patient regarding alcohol intake, she tells you that she is only a social drinker. Which initial response is appropriate?

		“I’m glad that you are a responsible drinker.”
		“If you only drink socially, you won t need to worry about always having a designated driver.”
		“Do the other people in your household consume alcohol?”
		“What amount and what kind of alcohol do you drink in a week?”

Question 68

Mrs. Kinder is a 39-year-old patient who presents to the office with complaints of an earache. In explaining to the patient about the function of her ears, which ear structure would you tell her is responsible for equalizing atmospheric pressure when swallowing, sneezing, or yawning?

		Eustachian tube
		Triangular fossa
		Inner ear
		Pars flaccida

Question 69

What finding is unique to the documentation of a physical examination of an infant?

		Thyroid position
		Prostate size
		Liver span
		Fontanel sizes

Question 70

A blood pressure cuff bladder should be long enough to:

		cover 75% to 80% of the arm circumference.
		completely encircle the arm.
		cover 20% to 25% of the arm circumference.
		cover 45% to 50% of the arm circumference.

Question 71

Mr. and Mrs. Johnson have presented to the office with their infant son with complaints of ear drainage. When examining an infant’s middle ear, the nurse should use one hand to stabilize the otoscope against the head while using the other hand to:

		hold the speculum in the canal.
		pull the auricle down and back.
		distract the infant.
		stabilize the chest.

Question 72

To perform the Rinne test, place the tuning fork on the:

		preauricular area.
		mastoid bone.
		top of the head.
		forehead.

Question 73

Mrs. Britton brings her 16-year-old son in with a complaint that he is not developing correctly into adolescence. Which structures disproportionately enlarge in the male during adolescence?

		C. Mandible and maxilla bones
		B. Hyoid and cricoid cartilages
		D. Nose and thyroid cartilages
		A. Coronal sutures

Question 74

Mr. Donalds is a 45-year-old roofer. Your inspection to determine color variations of the skin is best conducted:

		B. under fluorescent lighting.
		D. using a Wood’s light.
		C. with illumination provided by daylight.
		A. using an episcope.

Question 75

Mr. Kevin Marks is a new health care provider. What is the best method to develop cultural competence?

		Realize that all members of a cultural group behave in the same way.
		Ignore one’s own cultural beliefs.
		Realize that cultural values are difficult to change and must be respected.
		Attempt to convince the patient to accept institutional mores.

Question 76

Ms. Davis is a 27-year-old patient with a BMI of 33. Based on her BMI, your diagnosis would be:

		extremely obese.
		overweight.
		obese.
		normal body weight.

Question 77

The most common form of birth trauma of the scalp is:

		cranial bossing.
		torticollis.
		caput succedaneum.
		cephalhematoma.

Question 78

Mr. L. presents to the clinic with severe groin pain and a history of kidney stones. Mr. L.’s son tells you that, for religious reasons, his father wishes to keep any stone that is passed into the urine filter that he has been using. What is your most appropriate response?

		“The stone must be sent to the lab for examination and therefore cannot be kept.”
		“We don’t know yet if your father has another kidney stone, so we must analyze this one.”
		“With your father’s permission, we will examine the stone and request that it be returned to him.”
		“We cannot let him keep his stone because it violates our infection control policy.”

Question 79

Your patient is complaining of acute, intense sharp epigastric pain that radiates to the back and left scapula with nausea and vomiting. Based on this history, your prioritized physical examination should be to:

		inspect for ecchymosis of the flank.
		auscultate for abdominal bruits.
		assess for rebound tenderness.
		percuss for ascites.

Question 80

Mr. Black is a 44-year-old patient who presents to the clinic with complaints of neck pain that he thinks is from his job involving computer data entry. As the examiner, you are checking the range of motion in his neck and note the greatest degree of cervical mobility is at:

		B. C2 to C3.
		D. C4 to C5.
		A. C1 to C2.
		C. C3 to C4.

stion 81

Which of the following organs is part of the alimentary tract?

		Gallbladder
		Pancreas
		Stomach
		Liver

uestion 82

You are completing a general physical examination on Mr. Rock, a 39-year-old man with complaints of constipation. When examining a patient with tense abdominal musculature, a helpful technique is to have the patient:

		sit upright.
		hold his or her breath.
		flex his or her knees.
		raise his or her head off the pillow.

estion 83

Mrs. Berger is a 39-year-old woman who presents with a complaint of epigastric abdominal pain. You have completed the inspection of the abdomen. What is your next step in the assessment process?

		Deep palpation
		Auscultation
		Percussion
		Light palpation

Question 84

Placing the base of a vibrating tuning fork on the midline vertex of the patient’s head is a test for:

		lateralization of sound.
		air conduction of sound.
		bone versus air conduction.
		mallear auditory ability.

uestion 85

Before performing an abdominal examination, the examiner should:

		have the patient empty his or her bladder.
		completely disrobe the patient.
		don double gloves.
		ascertain the patient’s HIV status.

George Michaels, a 22-year-old patient, tells the nurse that he is here today to “check his allergies.” He has been having “green nasal discharge” for the last 72 hours. How would the nurse document his reason for seeking care?

		G. M. is a 22-year-old male here for “allergies.”
		G. M. came into the clinic complaining of green discharge for the past 72 hours.
		G. M., a 22-year-old male, states he has allergies and wants them checked.
		G.M. is a 22-year-old male here for having “green nasal discharge” for the past 72 hours.

Question 87

Your patient presents with symptoms that lead you to suspect acute appendicitis. Which assessment finding is least likely to be associated with this condition early in its course?

		Rebound tenderness
		Consistent right lower quadrant (RLQ pain)
		Positive McBurney sign
		Positive psoas sign

Question 88

Bulging of an amber tympanic membrane without mobility is most often associated with:

		repeated and prolonged crying cycles.
		middle ear effusion.
		healed tympanic membrane perforation.
		impacted cerumen in the canal.

Question 89

Recommended carbohydrate content of total dietary intake (% total calories) is ____%.

uestion 90

Unusual white areas on the skin may be due to:

		B. polycythemia.
		A. adrenal disease.
		D. Down syndrome.
		C. vitiligo.

uestion 91

Auscultation should be carried out last, except when examining the:

		lungs.
		abdomen.
		heart.
		neck area.

Question 92

Penicillin is considered a

		“cold” medicine.
		“hot” medicine.
		“lukewarm” oil.
		“cold” herb.

Bbb

uestion 93

In examining the neck of a 34-year-old female patient, you note that the uppermost ridge of the tracheal cartilage is at the: NURS 6512 Advanced Health Assessment midterm exam questions and answers

		sternocleidomastoid.
		thyroid.
		hyoid.
		cricoid.

Question 94

When assessing abdominal pain in a college-age woman, one must include:

		age at completion of toilet training.
		the first day of the last menstrual period.
		history of interstate travel.
		food likes and dislikes.

Question 95

A detailed description of the symptoms related to the chief complaint is presented in the:

		general patient information section.
		differential diagnosis.
		assessment.
		history of present illness.

Question 96

Periods of silence during the interview can serve important purposes, such as:

		providing time for reflection.
		increasing the length of the visit.
		promoting calmness.
		allowing the clinician to catch up on documentation.

Question 97

A guideline for history taking is for caregivers to:

		ask direct questions before open-ended questions so that data move from simple to complex.
		ask for a complete history at once so that data are not forgotten between meetings.
		make notes sparingly so that patients can be observed during the history taking.
		write detailed information as stated by patients so that their priorities are reflected.

Question 98

Tuning forks with a frequency of 500 to 1000 Hz are most commonly used to measure:

		hearing range of normal speech.
		buzzing or tingling sensations.
		noise above the threshold level.
		buzzing from bone conduction.

Question 99

Which is the best way to position a patient’s neck for palpation of the thyroid?

		B. Flexed directly forward
		C. Flexed toward the side being examined
		A. Flexed away from the side being examined
		D. Hyperextended directly backward

Question 100

Which question would be considered a leading question?

		“You don’t get headaches often, do you?”
		“At what time of the day are your headaches the most severe?”
		“On a scale of 1 to 10, how would you rate the severity of your headaches?”
		“What do you think is causing your headaches?”

NURS 6501 Advanced Pathophysiology Module

January 24, 2022/in Nursing Homework Help /by Naomi Nas

NURS 6501 Advanced Pathophysiology Module

Question 1

Needs Grading

A 67-year-old Caucasian woman was brought to the clinic by her son who stated that his mother had become slightly confused over the past several days. She had been stumbling at home and had fallen once but was able to ambulate with some difficulty. She had no other obvious problems and had been eating and drinking. The son became concerned when she forgot her son’s name, so he thought he better bring her to the clinic.

PMH-Type II diabetes mellitus (DM) with peripheral neuropathy x 20 years. COPD. Depression after death of spouse several months ago

Social/family hx – non contributary except for 30 pack/year history tobacco use.

Meds: Metformin 500 mg po BID, ASA 81 mg po qam, escitalopram (Lexapro) 5 mg po q am started 2 months ago

Labs-CBC WNL; Chem 7- Glucose-92 mg/dl, BUN 18 mg/dl, Creatinine 1.1 mg/dl, Na⁺120 mmol/L,

K⁺4.2 mmol/L, CO₂37 m mol/L, Cl^–97 mmol/L.

The APRN refers the patient to the ED and called endocrinology for a consult for diagnosis and management of syndrome of inappropriate antidiuretic hormone (SIADH). NURS 6501 Advanced Pathophysiology Module

Question:

Define SIADH and identify any patient characteristics that may have contributed to the development of SIADH.

Correct Answer:

SIADH is a group of symptoms that occurs when antidiuretic hormone (ADH, arginine vasopressin) is secreted in the absence of osmotic or physiologic stimuli. These stimuli include: Increased serum osmolality, decreased plasma volume, and hypotension. A decrease in plasma osmolality normally inhibits ADH production and secretion. SIADH is characterized by fluid retention, dilutional hyponatremia, hypochloremia, concentrated urine, and lack of intravascular volume depletion. SIADH is characterized by normal to increased blood volume in normoproteinemia, nonedematous, and hyponatremic patients with normal renal and endocrine function. ADH regulates the body’s water balance. It is synthesized in the hypothalamus and stored in the posterior pituitary gland. When released into the circulation, it acts on the kidney’s distal tubules and collecting ducts, increasing their permeability to water. This decreases urine volume because more water is being reabsorbed and returned to the circulation. It also serves to produce more concentrated urine.

Question 2

Needs Grading

A 43-year-old female presents to the clinic with a chief complaint of fever, chills, nausea and vomiting and weakness. She has been unable to keep any food, liquids or medications down. The symptoms began 3 days ago and have not responded to ibuprofen, acetaminophen, or Nyquil when she tried to take them. The temperature has reached as high as 102˚F.

Allergies: none known to drugs or food or environmental

Medications-20 mg prednisone po qd, omeprazole 10 po qam

PMH-significant for 20-year history of steroid dependent rheumatoid arthritis (RA). GERD. No other significant illnesses or surgeries.

Social-denies alcohol, illicit drugs, vaping, tobacco use

Physical exam

Thin, ill appearing woman who is sitting in exam room chair as she said she was too weak to climb on the exam table. VS Temp 101.2˚F, BP 98/64, pulse 110, Resp 16, PaO₂ 96% on room air.

ROS negative other than GI symptoms.

Based on the patient’s clinical presentation, the APRN diagnoses the patient as having secondary hypocortisolism due to the lack of prednisone the patient was taking for her RA secondary to vomiting.

Question:

Explain why the patient exhibited these symptoms?

Correct Answer:

An adrenal insufficiency requires some type of trigger or stressor such as surgery, trauma, infection or acute withdrawal of glucocorticoids. The patient had several factors contributing to her present situation. She had RA x 20 years that necessitated oral prednisone. Increased levels of both glucocorticoids (primarily cortisol) and mineralocorticoids (primarily aldosterone) are needed for the body to adapt to the stress Corticotropin-releasing hormone (CRH) from the hypothalamus eventually prompts release of ACTH from the anterior pituitary gland. ACTH then stimulates release and 3 synthesis of cortisol from the adrenal cortex. Cortisol mobilizes amino acids from skeletal muscle and generally enhances the liver’s capacity for gluconeogenesis as well as enhances normal immune activity and maintenance of cardiovascular integrity. It also influences fat, carbohydrate and protein. Catecholamines cause vasoconstriction, which in the kidney, probably initiates release of renin, stimulating the rennin-angiotensionaldosterone-system (RAAS). Antidiuretic hormone (ADH, also called vasopressin), is released from the hypothalamus and posterior pituitary during periods of stress. Both aldosterone and ADH attempt to conserve water and electrolytes to sustain a sufficient vascular volume.

Question 3

Needs Grading

A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had about of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved.

The APRN examining the patient orders a Chem 7 which revealed a serum Ca++ of 13.1 mg/dl. The APN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis.

Question:

What is the role of parathyroid hormone in the development of primary hyperparathyroidism?

Correct Answer:

Primary hyperparathyroidism is the unregulated overproduction of parathyroid hormone (PTH) resulting in abnormal calcium balance. PTH secretion is increased and is not under the usual feedback control mechanisms. The Ca++ level in the blood increase because of increased resorption and GI absorption of calcium but fails to inhibit PTH secretion at normal levels of calcium because the feedback threshold for calcium is set at a higher level in the abnormal parathyroid tissues. Hypercalcemia and hypophosphatemia are the clinical hallmarks of hyperparathyroidism.

Question 4

Needs Grading

A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved.

The APRN examining the patient orders a Chem 12 which revealed a serum Ca++ of 13.1 mg/dl. The APRN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis.

Question 1 of 2:

Explain the processes involved in the formation of renal stones in patients with hyperparathyroidism.

Correct Answer:

Increased renal filtration load of calcium leads to hypercalciuria. Hypercalcemia also affects proximal renal tubular functions, causing metabolic acidosis and production of abnormally alkaline urine. PTH hypersecretion enhances real phosphate excretion and results in hypophosphatemia and hyperphosphatemia. The combination of hypercalciuria, alkaline urine, and hyperphosphaturia leads to the formation of renal stones

Question 5

Needs Grading

A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved.

Question 2 of 2:

Explain how a patient with hyperparathyroidism is at risk for bone fractures.

Correct Answer:

Excessive osteoclastic and osteocytic activity results in increased bone reabsorption that weakens the bone. Kyphosis of the dorsal spine and compression fractures of the vertebral bodies are also seen in patients with hyperparathyroidism. NURS 6501 Advanced Pathophysiology Module

Question 6

Needs Grading

A 64-year-old Caucasian female who is 4 weeks status post total parathyroidectomy with forearm gland insertion presents to the general surgeon for her post-operative checkup. She states that her mouth feels numb and she feels “tingly all over. The surgeon suspects the patient has hypoparathyroidism secondary to the parathyroidectomy with delayed vascularization of the implanted gland. She orders a Chem 20 to determine what electrolyte abnormalities may be present. The labs reveal a serum Ca++ of 7.1 mg/dl (normal 8.5 mg/dl-10.5 mg/dl) and phosphorous level of 5.6 mg/dl (normal 2.4-4.1 mg/dl).

Question:

What serious consequences of hypoparathyroidism occur and why?

Correct Answer:

Hypoparathyroidism occurs when there is destruction of the parathyroid glands (autoimmune, surgical), abnormal parathyroid gland development, altered regulation of PTH production, or impaired PTH action. The acute manifestations of hypoparathyroidism (postsurgical hypoparathyroidism) are due to acute hypocalcemia. The hallmark of acute hypocalcemia is tetany, which is a disorder of neuromuscular irritability. The symptoms of tetany may be mild (perioral numbness, paresthesia of the hands and feet, muscle cramps) or severe (carpopedal spasm, laryngospasm, and focal or generalized seizures, which must be distinguished from the generalized tonic muscle contractions that occur in severe tetany). The classic physical findings in patients with neuromuscular irritability due to latent tetany are Trousseau’s and Chvostek’s signs.

Question 7

Needs Grading

A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms.

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan.

Question 1 of 6:

The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polydipsia.”

Correct Answer:

Because elevated blood glucose levels, water is osmotically attracted from body cells which results in intracellular dehydration and hypothalamic stimulation of thirst.

Question 8

Needs Grading

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Question 2 of 6:

The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyuria.”

Correct Answer:

Hyperglycemia acts as an osmotic diuretic. The amount of glucose filtered by the glomeruli of the kidneys exceeds the amount that can be reabsorbed by the renal tubules. Glycosuria results accompanied by large amounts of water lost in the urine.

Question 9

Needs Grading

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Question 3 of 6:

The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyphagia.”

Correct Answer:

Depletion of cellular stores of carbohydrates, fats, and proteins results in cellular starvation and a corresponding increase in hunger.

Question 10

Needs Grading

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Question 4 of 6:

The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “weight loss.”

Correct Answer:

Weight loss occurs because of fluid loss in osmotic diuresis and the loss of body tissue as fat and proteins are used for energy as a result of the effects of insulin deficiency.

Question 11

Needs Grading

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Question 5 of 6:

The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “fatigue.”

Correct Answer:

Metabolic change result in poor use of food products, contributing to lethargy and fatigue. Sleep loss from severe nocturia also contributes to fatigue.

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Question 12

Needs Grading

PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child

Allergies-none know

Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process

Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends.

Labs in office: random glucose 220 mg/dl.

Question 6 of 6:

How do genetics and environmental factors contribute to the development of Type 1 diabetes?

Correct Answer:

Islet cell autoantibodies (ICAs) were detected in serum from patients with autoimmune polyendocrine deficiency. They have subsequently been identified in 85 percent of patients with newly diagnosed type 1 diabetes and in prediabetic people.

Autoantigens form on insulin producing beta cells and circulate in the blood and lymphatics. This leads to processing and presentation of autoantigen by antigen presenting cells

There is activation of T helper 1 lymphocytes and T helper 2 lymphocytes There is activation of macrophages that release IL-1 and TNFα and activation of autoantigen specific T cytotoxic CD8 cells. NURS 6501 Advanced Pathophysiology Module

There is activation of B lymphocytes to produce islet cell autoantibodies and antiGAD65 antibodies. This cascade results in destruction of beta cells with decreased insulin production.

Question 13

Needs Grading

A 17-year-old boy recently diagnosed with Type I diabetes is brought to the pediatrician’s office by his parents with a chief complaint of “having the flu”. His symptoms began 2 days ago, and he has vomited several times and has not eaten very much. He can’t remember if he took his prescribed insulin for several days because he felt so sick. Random glucose in the office reveals glucose 560 mg/dl and the pediatrician made arrangements for the patient to be admitted to the hospitalist service with an endocrinology consult.

BP 124/80mmHg; HR 122bpm; Respirations 32 breaths/min; Temp 97.2˚F; PaO₂97% on RA

Admission labs: Hgb 14.6 g/dl; Hct 58%

CMP- Na+ 122mmol/L; K+ 5.3mmol/L; Glucose 560mg/dl; BUN 52mg/dl; Creatinine 4.9mg/dl;

Cl- 95mmol/L; Ca++ 8.8mmol/L; AST (SGOT) 248U/L; ALT 198U/L; CK 34/35 IU/L; Cholesterol 198mg/dl;

Phosphorus 6.8mg/dl; Acetone Moderate; LDH38U/L; Alkaline Phosphatase 132U/L.

Arterial blood gas values were as follows: pH 7.09; Paco220mm Hg; Po2100mm Hg; Sao2 98% (room air)

HCO3-7.5mmol/L; anion gap 19.4

A diagnosis of diabetic ketoacidosis was made, and the patient was transferred to the Intensive Care Unit (ICU) for close monitoring.

Question:

The hormones involved in intermediary metabolism, exclusive of insulin, that can participate in the development of diabetic ketoacidosis (DKA) are epinephrine, glucagon, cortisol, growth hormone. Describe how they participate in the development of DKA.

Correct Answer:

The most important concept is that DKA is caused by insulin deficiency and an increase in counterregulatory hormones that include glucagon, catecholamines, cortisol, and growth hormone. These counter regulatory hormones normally antagonize insulin buy increasing glucose production and decreasing tissue use of glucose. Insulin deficiency results in decreased glucose uptake, increased fat mobilization with release of fatty acids and accelerated gluconeogenesis, glycogenesis, and ketogenesis. In the absence of insulin, the release of free fatty acids from adipocytes increases production of ketone bodies by the mitochondria of the liver that exceeds peripheral use. Accumulation of ketone bodies causes a drop in pH and triggers the buffering system associated with metabolic acidosis. Hyperketonemia may result from impaired use of ketones by peripheral tissue, which permits strong organic acids to circulate freely. Bicarbonate buffering then does not occur and the individual develops a metabolic acidosis.

Question 14

Needs Grading

A 67-year-old African American male presents to the clinic with a chief complaint that he has to “go to the bathroom all the time and I feel really weak.” He states that this has been going on for about 3 days but couldn’t come to the clinic sooner as he went to the Wound Care clinic for a dressing change to his right great toe that has been chronically infected, and he now has osteomyelitis. Patient with known Type II diabetes with poor control. His last HgA1_Cwas 10.2 %. He says he can’t afford the insulin he was prescribed and only takes half of the oral agent he was prescribed. Random glucose in the office revealed glucose of 890 mg/dl. He was immediately referred to the ED by the APRN for evaluation of suspected hyperosmolar hyperglycemic non ketotic syndrome (HHNKS). Also called hyperglycemic hyperosmolar state (HHS).

Question:

Explain the underlying processes that lead to HHNKS or HHS.

Correct Answer:

HHNKS differs from DKA in the degree of insulin deficiency (more profound I DKA) and the elevation of glucose levels and degree of fluid deficiency which are more marked in HHKS.

The basic underlying mechanism of HHS is a relative reduction in effective circulating insulin with a concomitant rise in counterregulatory hormones. Unlike patients with DKA, most patients with HHS do not develop significant ketoacidosis. Insulin remains available in amounts sufficient to inhibit lipolysis and ketogenesis but insufficient to prevent hyperglycemia. Hyperosmolarity itself may also decrease lipolysis, limiting the amount of free fatty acids available for ketogenesis.

Patients with HHS have a very high serum glucose concentration, a near normal serum bicarbonate level and pH, a serum osmolarity that is usually greater than 320 mOsm/L (normal 275–295 mOsm/L), and either absent or low levels of ketones in both the urine and serum. Electrolyte imbalances are common, with severe potassium deficits that need to be corrected, usually over several days. Phosphorous and sodium replacement may also be needed.

Question 15

Needs Grading

A 32-year-old woman presented to the clinic complaining of weight gain, swelling in her legs and ankles and a puffy face. She also recently developed hypertension and diabetes type 2. She noted poor short-term memory, irritability, excess hair growth (women), red-ruddy face, extra fat around her neck, fatigue, poor concentration, and menstrual irregularity in addition to muscle weakness. Given her physical appearance and history, a tentative diagnosis of hypercortical function was made. Diagnostics included serum and urinary cortisol and serum adrenocorticotropic hormone (ACTH). MRI revealed a pituitary adenoma.

Question:

How would you differentiate Cushing’s disease from Cushing’s syndrome?

Correct Answer:

Cushing’s syndrome is a rare disease that is caused by the over production of cortisol by the adrenal glands. This can be caused by a tumor of the adrenal glands, the lungs, or the pituitary gland. When the tumor produces too much ACTH, it causes over production of cortisol by the adrenal glands. If the source is the pituitary, it is called Cushing’s disease. Cushing’s disease occurs more often in women than men and more often occurs between the ages of 20 and 40.

ACTH dependent hypercortisolism, the excess ACTH stimulates excess production of cortisol and loss of the negative feedback control of ACTH secretion. People with Cushing’s syndrome do not have diurnal or circadian secretion patterns of ACTH and cortisol, and they do not increase ACTH and cortisol secretion in response to stressors.

Question 16

Needs Grading

A 47-year-old female is referred to the endocrinologist for evaluation of her chronically elevated blood pressure, hypokalemia, and hypervolemia. The patient’s hypertension has been refractory to the usual medications such as beta blockers, diuretics, and angiotensin-converting enzyme (ACE) inhibitors. After a full work up including serum and urinary electrolyte levels, aldosterone suppression test, plasma aldosterone to renin ratio, and MRI which revealed an autonomous adenoma, the endocrinologist diagnoses the patient with primary hyper-aldosteronism.

Question:

What is the pathogenesis of primary hyper-aldosteronism?

Correct Answer:

Primary hyperaldosteronism can be caused by either hyperactivity in one adrenal gland (unilateral disease) or both (bilateral disease). Unilateral disease is usually caused by an aldosterone producing adenoma (benign tumor) and less commonly by adrenal cancer or hyperplasia (when the whole gland is hyperactive). Excessive autonomous secretion of aldosterone without its principle regulator, angiotension II, causes hypokalemia and induces insulin resistance; promotes inflammation, endothelial dysfunction, and cardiovascular remodeling (increased left ventricular wall and carotid intima thickness. It also affects adipose tissue differentiation and function. Therefore, primary hyperaldosteronism can influence the features of metabolic syndrome, including hypertension, obesity, dyslipidemia, insulin resistance and hyperglycemia.

Question 17

Needs Grading

A 47-year-old African American male presents to the clinic with chief complaints of polyuria, polydipsia, polyphagia, and weight loss. He also said that his vison occasionally blurs and that his feet sometimes feel numb. He has increased hunger despite weight loss and admits to feeling unusually tired. He also complains of “swelling” and enlargement of his abdomen.

Past Medical History (PMH) significant for HTN fairly well controlled with and ACE inhibitor; central obesity, and dyslipidemia treated with a statin, Review of systems negative except for chief complaint. Physical exam unremarkable except for decreased filament test both feet. Random glucose in office 290 mg/dl. The APRN diagnoses the patient with type II DM and prescribes oral medication to control the glucose level and also referred the patient to a dietician for dietary teaching.

Question:

What is the basic underlying pathophysiology of Type II DM?

Correct Answer:

There are very complex interactions that result in the development of Type II diabetes. The pathophysiology of type 2 diabetes mellitus is characterized by peripheral insulin resistance, impaired regulation of hepatic glucose production, and declining β-cell function, eventually leading toβ -cell failure. Type 2 diabetes mellitus consists of a constellation of dysfunctions characterized by hyperglycemia and resulting from the combination of resistance to insulin action, inadequate insulin secretion, and excessive or inappropriate glucagon secretion. It is often associated with obesity.

Question 18

Needs Grading

A 21-year-old male was involved in a motorcycle accident and sustained a closed head injury. He is waking up and interacting with his family and medical team. He complained of thirst that doesn’t seem to go away no matter how much water he drinks. The nurses note that he has had 3500 cc of pale-yellow urine in the last 24 hours. Urine was sent for osmolality which was reported as 122 mOsm/L. A diagnosis of probable neurogenic diabetes insipidus was made.

Question:

What causes diabetes insipidus (DI)?

Correct Answer:

Diabetes insipidus (DI) is defined as the passage of large volumes (>3 L/24 hr) of dilute urine (< 300 mOsm/kg). There are 2 major forms: Central (neurogenic, pituitary, or neurohypophyseal) DI, characterized by decreased secretion of antidiuretic hormone (ADH; also referred to as arginine vasopressin [AVP]). Nephrogenic DI characterized by decreased ability to concentrate urine because of resistance to ADH action in the kidney.

AVP is the primary determinant of free water excretion in the body. Its main target is the kidney, where it acts by altering the water permeability of the cortical and medullary collecting tubules. Water is reabsorbed by osmotic equilibration with the hypertonic interstitium and returned to the systemic circulation. NURS 6501 Advanced Pathophysiology Module

Question 19

Needs Grading

A 43-year-old female patient presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and palpitations. She states she had had the symptoms for several months but attributed the symptoms to beginning to care for her elderly mother who has Alzheimer’s Disease. She has lost 15 pounds in the last 3 months without dieting. Her past medical history is significant for rheumatoid arthritis that she has had for the last 10 years well controlled with methotrexate and prednisone. Physical exam is remarkable for periorbital edema, warm silky feeling skin, and palpable thyroid nodules in both lobes of the thyroid. Pending laboratory diagnostics, the APRN diagnoses the patient as having hyperthyroidism, also called Graves’ Disease.

Question:

Explain how the negative feedback loop controls thyroid levels.

Correct Answer:

Hyperthyroidism is a set of disorders that involve excessive synthesis and secretion of thyroid hormones T3 and T4. This unregulated release causes a hypermetabolic state that can lead to a serious condition called thyrotoxicosis. The thyroid gland is regulated by thyroid stimulating hormone (TSH) from the pituitary gland, which, in turn, is regulated by the hypothalamus via a negative feedback loop. Calcitonin, a hormone that affects blood calcium levels, is also secreted by the thyroid gland. Hyperthyroidism is known as Graves’ Disease. Genetic factors interacting with the environment triggers play an important role in the pathogenesis. It is classified as an autoimmune disease and often goes along with other autoimmune diseases. It results from a failure of the feedback system. Normally, the secretion of thyroid hormone is controlled by a complex feedback mechanism involving the interaction of stimulatory and inhibitory factors (see the image below). Thyrotropin-releasing hormone (TRH) from the hypothalamus stimulates the pituitary to release TSH. In Graves’ disease, a circulating autoantibody against the thyrotropin receptor provides continuous stimulation of the thyroid gland. This stimulatory immunoglobulin has been called long-acting thyroid stimulator (LATS), thyroid-stimulating immunoglobulin (TSI), thyroid-stimulating antibody (TSab), and TSH-receptor antibody (TRab). These antibodies stimulate the production and release of thyroid hormones and thyroglobulin.

Question 20

Needs Grading

A 43-year-old female patient with known Graves’ Disease presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and severe palpitations. She states she had been given a prescription for propylthiouracil, an antithyroid medication but she did not fill the prescription as she claims she lost it. She had been given the option of thyroidectomy which she declined. She also notes that she is having trouble with her vision and often has blurry eyes. She states that her eyes seem “to bug out of her face”. She has had recurrent outs of nausea and vomiting. She was recently hospitalized for pneumonia. Physical exam is significant for obvious exophthalmos and pretibial myxedema. Vital signs are temp 101.2˚F, HR 138 and irregular, BP 160/60 mmHg. Respirations 24. Electrocardiogram revealed atrial fibrillation with rapid ventricular response. The APRN recognizes the patient is experiencing symptoms of thyrotoxic crisis, also called thyroid storm. The patient was immediately transported to a hospital for critical care management.

Question:

How did the patient develop thyroid storm? What were the patient factors that lead to the development of thyroid storm?

Correct Answer:

Thyroid storm is a hypermetabolic state induced by excessive release of thyroid hormones (THs) in individuals with thyrotoxicosis. Individuals may be undiagnosed or undertreated when they develop the symptoms. The symptoms are caused by the sudden release and action of thyroxine (T4) and triiodothyronine (T3) that exceeds metabolic demands. Symptoms must be rapidly treated in order to prevent life threatening complications such as high output heart failure, hyperthermia, delirium and hypovolemia from excessive vomiting.

Question 21

Needs Grading

A 44-year-old woman presents to the clinic with complaints of extreme fatigue, weight gain, decreased appetite, cold intolerance, dry skin, hair loss, and sleepiness. She also admits that she often bursts into tears without any reason and has been exceptionally forgetful. Her vision is occasionally blurry, and she admits to being depressed without any social or occupational triggers. Past medical history noncontributory. Physical exam Temp 96.2˚F, pulse 62 and regular, BP 108/90, respirations. Dull facial expression with coarse facial features. Periorbital puffiness noted. Based on the clinical history and physical exam, and pending laboratory data, the ARNP diagnoses the patient with hypothyroidism.

Question:

What causes hypothyroidism?

Correct Answer:

Patients with primary hypothyroidism have elevated TSH levels and decreased free hormone levels. Patients with elevated TSH levels (usually 4.5- 10.0 mIU/L) but normal free hormone levels or estimates are considered to have mild or subclinical hypothyroidism. The most common cause of hypothyroidism is autoimmune thyroiditis known as Hashimoto’s disease. Primary hypothyroidism is essentially the only disease that is characterized by sustained rises in TSH levels. As the TSH level increases early in the disease, conversion of T4 to T3 increases, maintaining T3 levels. In early hypothyroidism, TSH levels are elevated, T4 levels are normal to low, and T3 levels are normal.

Question 22

Needs Grading

A 44-year-old woman is brought to the clinic by her husband who says his wife has had some mental status changes over the past few days. The patient had been previously diagnosed with hypothyroidism and had been placed on thyroid replacement therapy but had been lost to follow-up due to moving to another city for the husband’s work approximately 4 months ago. The patient states she lost the prescription bottle during the move and didn’t bother to have the prescription filled since she was feeling better. Physical exam revealed non-pitting, boggy edema around her eyes, hands and feet as well as the supraclavicular area. The APRN recognizes this patient had severe myxedema and referred the patient to the hospital for medical management.

Question:

What causes myxedema coma?

Correct Answer:

In a patient with underlying hypothyroidism, inciting factors responsible for developing myxedema coma are numerous and include infection, trauma, cold exposure, or medications such as sedatives and anesthetics. Although most individuals are not comatose, they are at risk for significant cardiovascular and pulmonary complications. Patients will exhibit severe hypothermia without shivering, hypoventilation, hypotension, hypoglycemia, lactic acidosis ad coma.

Question 23

Needs Grading

A 53-year-old woman presents to the primary care clinic with complaints of severe headaches, palpitations, high blood pressure and diaphoresis. She relates that these symptoms come in clusters and when she has these “spells”, she also experiences, tremor, nausea, weakness, anxiety, and a sense of doom and dread, epigastric pain, and flank pain. She had one of these spells when she was at the pharmacy and the pharmacist took her blood pressure which was recorded as 200/118. The pharmacist recommended that she immediately be evaluated for these symptoms. Past medical history significant for a family history of neurofibromatosis type 1 (NF1). Based on the presenting symptoms and family history of NF1, the APRN suspects the patient has a pheochromocytoma. Laboratory data and computerized tomography of the abdomen confirms the diagnosis.

Question 1 of 2:

What is a pheochromocytoma and how does it cause the classic symptoms the patient presented with?

Correct Answer:

Pheochromocytoma is an endocrine tumor of the adrenal gland that continuously secretes catecholamines (epinephrine and norepinephrine) in an uncontrolled fashion. Hypertension results from increase peripheral vascular resistance and may be sustained or paroxysmal. Because of excessive catecholamine secretion, pheochromocytomas may precipitate life-threatening hypertension or cardiac arrhythmias. Hypermetabolism and sweating are related to chronic activation of sympathetic receptors in adipocytes, hepatocytes and other tissue. Glucose intolerance may happen because of catecholamine induced inhibition of insulin release by the pancreas.

Catecholamines produced by pheochromocytomas are metabolized within chromaffin cells. Norepinephrine is metabolized to normetanephrine and epinephrine is metabolized to metanephrine. Because this process occurs within the tumor, independently of catecholamine release, pheochromocytomas are best diagnosed by measurement of these metabolites rather than by measurement of the parent catecholamines.

Question 24

Needs Grading

Question 2 of 2:

What are the treatment goals for managing pheochromocytoma?

Correct Answer:

Preoperative blockade of hormonally functional pheochromocytoma and paraganglioma (PPGL) to prevent cardiovascular complications is recommended, along with preoperative medical treatment to normalize blood pressure and heart rate and a high-sodium diet with fluid intake to prevent severe hypotension after removal of the tumor. Blood pressure, heart rate, and glucose levels should be monitored immediately after surgery.

Minimally invasive (e.g., laparoscopic) adrenalectomy should be performed for most adrenal pheochromocytomas, with open resection reserved for very large or invasive pheochromocytomas; open resection is suggested for paragangliomas, but laparoscopic resection is an option for smaller tumors; partial adrenalectomy is also an option for certain patients.

Surgical resection of the tumor is the treatment of choice for pheochromocytoma and usually results in cure of the hypertension. Careful preoperative management is required to control blood pressure, correct fluid volume, and prevent intraoperative hypertensive crises. NURS 6501 Advanced Pathophysiology Module

NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics

January 24, 2022/in Nursing Homework Help /by Naomi Nas

Initial Discussion Post

COLLAPSE

Principles of Pharmacokinetics and Pharmacodynamics

Advanced practice nurses have the responsibility of understanding pharmacokinetics and pharmacodynamics of the medications they prescribe to their patients. Pharmacokinetics refer to the way drugs move throughout the body by means of absorption, distribution, metabolism, and excretion. Pharmacodynamics refer to the ways drugs physiologically impact the body as evident by drug responses, interpatient variability, dose-response relationships, drug receptor interactions and a drug’s therapeutic index. Pharmacokinetics and pharmacodynamics collectively impact the therapeutic response a drug has on a patient (Rosenthal and Burchum, 2021).

Professional Experience

My experience as a hospice nurse over the last 2 years has enlightened me on the challenges in managing symptoms of patients at the end of life. Opioids such as Morphine, Fentanyl, and Dilaudid are effective in reliving symptoms of pain and dyspnea that patients often experience in their last days of life due to terminal diagnoses such as cancer or end stage COPD. Although, opioids are very effective in reliving these symptoms not all opioids possess the same pharmacokinetics and pharmacodynamics (Franken et al., 2016)

For example, an internal medicine physician referred his patient to me who was a 65-year-old female with metastatic ovarian cancer. The patient was described to me as being cachectic, weak with severe protein calorie malnutrition, hypernatremia, and an acute kidney injury. The physician told me the patient was interested in enrolling in hospice NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics.When I entered the patient’s hospital room for my initial visit it was apparent to me the patient was exhibiting myoclonus as evident by the involuntary muscle jerking of the arms she was experiencing while lying in bed along with nonverbal signs of pain. Upon chart review my attention was raised to the fact the patient had an elevated creatinine level and was recently started on IV Morphine Sulfate for symptom management of pain.

Factors that Influenced the Patient

When morphine sulfate is given intravenously it is absorbed in the blood. Then, it is distributed and metabolized by the kidneys where it is then eliminated (Rosenthal and Burchun, 2021). Since the patient’s renal function was impaired due to metastatic disease the body’s inability to metabolize and excrete morphine caused myoclonus. The complications of the patient’s metastatic disease including cachexia, severe protein calorie malnutrition, hypernatremia, and acute kidney injury may also contribute to the pharmacodynamics of morphine sulfate and its individual variation effect on the patient. Interestingly, Rosenthal and Burchum, 2021, share that some opioids are more effective in women versus men, therefore, women may require lower doses of opioids to reach pain relief (Rosenthal and Burchum, 2021, p 159).

Personalized Care Plan

As the hospice nurse I was responsible for collaborating with the hospice physician to develop personalized hospice plan of care. I paged the hospice physician to the bedside and reviewed the patient’s medical history, other medications prescribed as well as informing the physician of my assessment of the patient. The decisions was then made by the hospice physician to transition the patient from IV Morphine Sulfate to IV Fentanyl. The British journal of clinical pharmacology warns patients being transitioned off one opioid and on to another must be closely monitored because there is risk the patient maybe be either over medicated or under medicated (Kuip et al., 2017). In this case the patient’s myoclonus resolved after 24 hours of discontinuation of Morphine Sulfate and patient was able to verbally report adequate pain relief with the use of Fentanyl.

Resources

Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice

nurses and physician assistants (2^nd ed.) St. Louis, MO: Elsevier.

Franken, L.G., De Winter, B.C.M., Van Esch, H.J., Van Zuylen, L., Baar, F. P. M., Tibboel, D.,

Mathôt, R.A.A., Van Gelder, T., and Koch, B.C.P. (2016). Pharmacokinetic considerations and recommendations in palliative care, with focus on morphine, midazolam and haloperidol. Expert Opinion on Drug Metabolism & Toxicology, 12(6), 669-680. https://doi.org/10.1080/17425255.2016.1179281

Kuip, E. J. M., Zandvliet, M. L., Koolen, S. L. W., Mathijssen, R. H. J., and van der Rijt, C. C.

D. (2017) A review of factors explaining variability in fentanyl pharmacokinetics; focus on implications for cancer patients. British Journal of Clinical Pharmacology, 83, 294– 313. https://doi: 10.1111/bcp.13129.

response

Your work as a hospice nurse truly utilizes your ability to advocate for your patient. Your experience assessing this patient and formulating interventions demonstrates your autonomy and advocacy for patient care. Your advocacy for patient care is described in provision 3 in the code of ethics by utilizing your knowledge and skill (Fowler, 2015). As you assessed the patient for her disease process you also assessed potential adverse drug reactions. Reactions can occur for many reasons and the nurse must evaluate patients effectively to avoid or minimize harm (Rosenthal and Burchum, 2021).

References

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.

Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice

nurses and physician assistants (2^nd ed.) St. Louis, MO: Elsevier. NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

post 2

Pharmacokinetics and pharmacodynamics are important when managing the health of patients. Pharmacokinetics is defined as the study of drug movement throughout the body (Rosenthal and Burchum, 2021). It consists of four processes including absorption, distribution, metabolism, and excretion. These processes can have an effect on the therapeutic management of drug therapy in patients. Pharmacodynamics is the study of biochemical and physiologic effects on the body and the molecular mechanisms by which these effects are produced (Rosenthal and Burchum, 2021). The results of these effects are based on the time and intensity of the therapeutic effects, as well as the occurrence of adverse drug reactions. There are several factors that can influence the pharmacokinetics and pharmacodynamic processes, including age, gender, ethnicity, behavior, genetics, and disease processes. It is important for the health care provider to have an understanding of pharmacokinetics and pharmacodynamics and its influence on drug therapy in order to develop an effective the plan of care for patients.

One previously worked as a home care nurse and took care of K.S. in her home. K.S. is a 70-year-old, African American female who was recently discharged from the hospital after undergoing a tricuspid valve repair. K.S. medical history includes right-sided heart failure, hypertension, hepatitis C, and ascites of the liver. K.S. was diagnosed post-surgery with chronic kidney disease, hypotension, and atrial fibrillation. K.S. discharge instructions were to include continuing taking previous medications prescribed along with midodrine and warfarin. K.S. was unsure of why she was taking certain medications, if and when her blood pressure should be checked, blood pressure parameters when taking midodrine and other prescribed hypertensive medications, the daily of dosage of warfarin and when laboratory testing needed to be completed to check PT/INR. K.S. observed to be frail in statue and was ordered Ensure three times per day.

Age along with pathophysiologic changes related to disease are huge factors that can affect pharmacokinetics and pharmacodynamic processes. According to Rodrigues, Herdeiro, Figueiras, Coutinho, and Roque (2020), ageing is a process that inevitable resulting in a decline in functioning and increased susceptibility to certain diseases, requiring the use of an increased amount of medication. Ageing can affect the distribution, metabolism, and excretion in the process of pharmacokinetics. Changes in body mass and protein synthesis can affect distribution of a drug and nutritional status can affect the rate of metabolism of a drug in an ageing patient (Rodrigues et. al, 2020). Most drugs are eliminated through kidneys. In the ageing patient, there is a decline in renal function related to a decrease in the glomerular filtration rate and renal blood flow, which makes it difficult for drugs to be excreted through the kidneys. This, in turn, puts the patient at risk for adverse drug reactions. According to Ponticelli, Sala, and Glassock (2015), older patients who have kidney disease are most at risk for adverse drug reactions. The process of pharmacodynamics affected by ageing can cause drug sensitivity and impaired homeostasis.

The patient K.S. has several medical conditions, resulting in a numerous amount of prescribed medications. She is frail in statue and has a lean body mass, which can affect the distribution of the medications prescribed. She, also, has poor nutritional status, which can affect the metabolism of the medications prescribed. She has been recently diagnosed with chronic kidney disease, which can affect elimination of the medications prescribed. She is prescribed warfarin, in which the response can be increased due to drug sensitivity leading to an adverse event. Also, due to impaired homeostasis, blood pressure regulation could be affected.

In developing a personalized plan of care for patient K.S., one has to take into consideration the patient’s age and medical history. One would review the drug therapy with the patient and discontinue any medications that are not necessary, have drug interactions, or put the patient at risk for an adverse drug reaction. One would ensure that current laboratory testing has been completed and review the laboratory results with the patient. Based on these results, one would consider medications that are safer for the patient and has the lowest effective dose possible. One would provide education to the patient on disease processes, purpose of medications prescribed, checking blood pressure and parameters to follow. One would stress the adherence to medication regimen and the importance of laboratory testing.

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References

Ponticelli, C., Sala, G., and Glassock, R. (2015). Drug management in the elderly adult with

chronic kidney disease: a review for the primary care physician. Mayo Clinic Proc., 90

(5). Doi.org/10.1016/j.mayocp.2015.01.016.

Rodrigues, D., Herdeiro, M., Coutinho, P., and Roque, F. (2020). Elderly and polypharmacy:

physiological and cognitive changes. Frailty in the Elderly.

Doi:10.5772/intecopen.92122.

Rosenthal, L.D. and Burchum, J.R. (2021). Lehne’s pharmacotherapeutics for advanced practice

nurses and physician assistants (2^nd ed.). St. Louis, MO: Elsevier.

response

Hello,

Great discussion post, I really enjoyed reading your discussion. I’ve worked in a hospital for five years and one of the main reason for readmission is patients not taking medications, due to not understanding why they are taking them, not to mention over taking medications that cause a whole new list of issues. Medications like midodrine and coumadin are very sensitive medications that need to be closely monitored. For a patient taking midodrine, the patient needs to understand that this medication is very influential peripheral acting aplpha-1 agonist that is mostly used for patients with hypotension (Wong, Wong, Robertson, Burns, Roberts and Isbister, 2017). The mechanism of action of Midodrine is to make an increase in peripheral venous resistance and then to decline venous capacity, with the goal being to increase laying and standing blood pressure ( Wong, Wong, Robertson, Burns, Roberts and Isbister, 2017). With midodrine the patient needs to educate on heart rate to make sure they don’t become bradycardic; the patient needs to be educated on how to check pulse and blood pressure before medication administration and there needs to be an order for parameters for the patient, for when the patient should and should not take the medication ( Wong, Wong, Robertson, Burns, Roberts and Isbister, 2017).

With coumadin the patient needs to have their INR checked frequently to make sure it’s within a therapeutic range, and to also make sure the patients’ blood is not too thin. Anticoagulation drugs have a risk for bleeding due to their complexity (Bajorek,2011). For this patient you stated in this scenario she was on several other medications as well, and when patients are on several medications, the risk of them being misused is even higher (Bajorek,2011). When a patient is unable to take medications as prescribed, there current health care issues aren’t being treated, which is why a lot of times they end up being readmitted with the same problem they were previously in the hospital for. Kymes, Sullivan, Jackson & Raj (2020), note that a patient not being able to comply with their medications is a very huge public health problem, that affects a lot of comorbidities that a person has. I agree with your plan of care and discontinuing any medications that aren’t necessary, as more medications add to more adverse reactions that could happen and to monitor blood pressure and pulse before administration of midodrine NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics. The patient also needs to be following the orders for her coumadin and to have her INR checked as frequent as the physician wants. The patient can have her INR checked at home with a home health nurse. I would also suggest this patient to keep a log of her blood pressure and pulse to show her provider, so they can adjust as needed to keep her as safe as possible

References:

Bajorek B. (2011). A review of the safety of anticoagulants in older people using the medicines management pathway: weighing the benefits against the risks. Therapeutic advances in drug safety, 2(2), 45–58. https://doi.org/10.1177/2042098611400495

Kymes, S. M., Sullivan, C., Jackson, K., & Raj, S. R. (2020). Real-world droxidopa or midodrine treatment persistence in patients with neurogenic orthostatic hypotension or orthostatic hypotension. Autonomic Neuroscience: Basic and Clinical, 225. https://doi-org.ezp.waldenulibrary.org/10.1016/j.autneu.2020.102659

Wong, L. Y., Wong, A., Robertson, T., Burns, K., Roberts, M., & Isbister, G. K. (2017). Severe Hypertension and Bradycardia Secondary to Midodrine Overdose. Journal of Medical Toxicology: Official Journal of the American College of Medical Toxicology, 13(1), 88–90. https://doi-org.ezp.waldenulibrary.org/10.1007/s13181-016-0574-4

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.

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.

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!

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.	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.	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. NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics.	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.	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.	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

Diabetes is considered to be a silent killer disease because the diseases can affect and impair the functioning of diabetic patient’s organs with minimum to very few symptoms over time until the condition causes significant and irreversible damage. Diabetes is a contributing factor to millions of deaths in many minority communities (Hilliard, Powell, & Anderson, 2016). As a nurse I have known patient X for the last 7 years because he has been a patient that comes to our community hospital and we are able to be acquainted well with most of our patients conditions and get to know them well like family. The patients started coming in for poor diabetes management related problems leading multiple hospitalization cases due to Diabetic ketoacidosis episodes. Over time his diabetes was not well managed leading to renal failure and he has now been on hem o dialysis for the last 2 years and loss of his lower left limb through amputation because of poorly healing diabetic wounds that were infected and not healing.

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Pharmacokinetics

Pharmacokinetics, refers to the movement of drug into, though, and out of the body and the course it takes to be absorbed, its bioavailability, how it is distributed, its metabolism, and how it is excreted (Doogue, & Polasek, 2013). My patient Mr. X has undergone significant changes due to his uncontrolled diabetes which have impacted his kidney function and how well and fast he can metabolize medication. Due to his renal failure; and diabetes, he is likely to metabolize certain medications at slower pace and will take longer than usual time to excrete medication out of his body. In some instances, some medication needs dialysis to be excreted.

Pharmacodynamics

Pharmacodynamics is the body’s biological response to drugs and how someone’s body reacts to drugs. The effect can be as a receptor effect, post receptor effects, or through chemical interactions (Keller& Hann, 2018). My patient has diabetes and kidney failure which impacts how fast or slow his body produces certain enzymes, how he reacts to drugs, and the time it takes for any medication to have the desired impact on him once he take s the medication

Studies show that Kidney dysfunction influences the pharmacokinetic parameters of at least 50% of all essential drugs due to altered physiology and many pharmacokinetic principles. It is therefore important for clinicians to be aware of the patient’s kidney functioning and the impact any medication they prescribe will have on a patient’s health. Failure to taking account of a patient’s kidney diseases status can lead to drug overdose, drug under dosage, adverse effects, or failure of treatment (Lea-Henry, Carland, Stocker, Sevastos, & Roberts, 2018). As a kidney failure patient, Mr. X. has to have frequent blood work done prior to dialysis to determine the level of electrolytes in his circulatory system, drug toxicity levels in the medication he is using such as digoxin and vancomycin, and his fluid intake is under contact scrutiny to prevent fluid overload.

Factors that impact his pharmacokinetic and pharmacodynamic

Drugs pharmacodynamics and pharmacokinetics can be affected by physiologic changes due to disease, genetic mutations, aging, gender, ethnicity, behavior, or other drugs (Ginsberg, Hattis, Russ, & Sonawane, 2005). Mr. X. is a minority who might have a disposition and a high affinity to becoming a diabetic due to hi race; however, lack of compliance in diabetes management and poor blood pressure management played a role in causing his chronic kidney failure. In my patients’ case, Drugs the pharmacodynamics and pharmacokinetics are greatly impacted by his comorbidities which include diabetes, hypertension, and kidney failure.

Plan of care

Kidney failure impacts pharmacodynamics and pharmacokinetics of drugs because the disease impacts drug clearance and the volume of distribution ((Lea-Henry, Carland, Stocker, Sevastos, & Roberts, 2018). When caring for renal failure patients we must be aware that their ability to absorb, metabolize, and excrete drugs is slow and therefore measures must be taken to prevent drug underdosing, drug overdosing, or adverse reactions. Frequent drug level checks should be done on some of the medication that they take. Nephrologists should be consulted to ensure that the right dose of medication and what classification of medication should be prescribed to renal failure patients. With Mr. X he has to have his digoxin levels and vancomycin levels checked weekly, he has to have a CMP done prior to his dialysis3 times a week, he has to have a nephrologist consulted prior to changing the dosage of his mediation or starting him on any new medication, and we have to ensure that he does not miss his hemodialysis, and if he does for any reason we have to change his schedule to ensure that he gets a run of dialysis he same day or the next day. NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

References

Doogue, M. P., & Polasek, T. M. (2013). The ABCD of clinical pharmacokinetics. Therapeutic

advances in drug safety, 4(1), 5–7. https://doi.org/10.1177/2042098612469335

Ginsberg, G., Hattis, D., Russ, A., & Sonawane, B. (2005). Pharmacokinetic and

pharmacodynamic factors that can affect sensitivity to neurotoxic sequelae in elderly individuals. Environmental health perspectives, 113(9), 1243–1249. https://doi.org/10.1289/ehp.7568

Hilliard, M. E., Powell, P. W., & Anderson, B. J. (2016). Evidence-based behavioral

interventions to promote diabetes management in children, adolescents, and families. The American psychologist, 71(7), 590–601. doi:10.1037/a0040359

Keller, F., & Hann, A. (2018). Clinical Pharmacodynamics: Principles of Drug Response and

Alterations in Kidney Disease. Clinical journal of the American Society of Nephrology : CJASN, 13(9), 1413–1420. https://doi.org/10.2215/CJN.10960917

Lea-Henry, T. N., Carland, J. E., Stocker, S. L., Sevastos, J., & Roberts, D. M. (2018). Clinical

Pharmacokinetics in Kidney Disease: Fundamental Principles. Clinical journal of the American Society of Nephrology : CJASN, 13(7), 1085–1095. https://doi.org/10.2215/CJN.00340118

responses

Diabetes management can be complex and therefore needs interdisciplinary and collaborative care. Effective management requires that patients with diabetes focus on self-management support measures, improved patient engagement, teamwork, and population management. Glycemic control and management extend beyond just glycemic control measures which may include blood pressure control, cholesterol levels control, early screening dietary modification, lifestyle changes, and cessation of smoking. Uncontrolled diabetes can lead to retinopathy, nephropathy, cardiomyopathy, peripheral neuropathy, and many other medical complications (Lu, Xu, Zhao, & Han, 2016). Diabetes impacts drug pharmacodynamics and pharmacokinetics, however uncontrolled diabetes can have a significant negative impact because it can trigger multi organ failure and some cases lead to diabetic ketoacidosis which can lead to death. When dosing or administering medication to diabetics we must keep into consideration of various factors which include how these medications interact with their glycemic control regimen, how the medication will impact their blood sugar levels, and overall.

Reference

Lu, Y., Xu, J., Zhao, W., & Han, H. R. (2016). Measuring Self-Care in Persons with Type 2

Diabetes: A Systematic Review. Evaluation & the health professions, 39(2), 131–184. https://doi.org/10.1177/0163278715588927

There is currently a 14-year-old Type I DM in the school building that I work in. There are times when he comes to school with numbers well above 400+. My fear for this child is that he will be one of those individuals who end up with kidney failure. The explanation provided your paper on how drugs are metabolized in the diabetic body touched on the importance of adequate patient education, compliance, and follow-ups. It is essential to have a level of understanding of how the body functions when a patient has kidney failure. Understanding the pharmacodynamic and pharmacokinetics in the correlation to the pathophysiology of treating those with renal failure is essential when creating a management or treatment plan.

Reading your paper, the relationship between the two mechanisms of actions works together as a cause and effect. In the article, Principles of Drug Response and Alterations in Kidney Disease, the level of a drug’s concentration works in conjunction with its effects in the body (Keller & Hann, 2018). It precisely explains the kinetics and dynamics of a drug’s movement through the body system. It is this cause and effect approach that allows a drug to work in the body to produce an action. In regards to the effects of a drug’s movement in patients with kidney failure, Keller and Hann’s article also inferred that pharmacokinetics is usually considered over pharmacodynamics when prescribing medications for the treatment of those with kidney disease (2018). However, pharmacodynamics is rarely considered drug metabolism in those with kidney disease. Nevertheless, when both mechanisms are reported, drug dosing can be modified per patient for better efficacy.

Reference:

Keller, F., & Hann, A. (2020). Clinical Pharmacodynamics Principles of Drug Response and Alterations in Kidney Disease.

Clinical Journal of the American Society of Nephrology, 15(8), 1073–1074. https://doi.org/doi.org/10.1016/j.pedn.2017.05.001 0882-5963/ NURS 6521: Advanced Pharmacology week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

Ethical and Legal Implications of Prescribing Drugs Assignment

January 24, 2022/in Nursing Homework Help /by Naomi Nas

Ethical and Legal Implications of Prescribing Drugs

When a patient enters the health center, medication is very likely to be administered. A health history and a patient’s medical evaluation are important things to examine when administering medication. A nurse or doctor should administer the care of the condition and be informed of the standard a condition should be offered depending on a background of health and physical inspection (Rosenthal & Burchum, 2020). In this discussion, the essay focuses on Scenario 2 to clarify the ethical and legal ramifications of patient family, prescriber, pharmacist and patient to all parties concerned. The discussion continues by explaining the methods I will use to drive decision-making for an experienced clinical nurse in the selected scenario.

Selected scenario

A colleague calls and demands for drugs to be taken for her. You are self-sufficient, but do not have the medical experience of your mate. Anyway, you write the drug Ethical and Legal Implications of Prescribing Drugs Assignment.The ethical, as well as legal implications of the scenario on all stakeholders such as the prescriber, pharmacist, patient, and patient’s family, discuss as follow:

Nurse Practitioner: A nurse who uses medications without performing the requisite testing, evaluation and legal consequences such as absence, as needed by the medical code of ethics, such as the Colorado “Medical Practice Act,” breaches the code and is unprofessional (Sabatino & Pruchnicki, 2017). The NP who prescribes medication for a friend without a medical background fears jeopardizing his permit since adverse reactions can turn fatal. A nurse has the ethical obligation to prescribe the best medication, but only after a medical exam and evaluation.

Pharmacist: In mediation, a pharmacy dealer who carries out a prescription does not presume that the prescriber has made an examination, nor that the practitioner is ethically and legitimately liable for the background before the order is submitted. Thus, loading the Rx with the pharmacist’s chance of losing the license while knowing his clinical background.

Patient and family: Prescribing drugs to a patient is morally and technically permissible whether a patient may not have an awareness of his or her background, evaluation and allergies. Therefore the patient and the relatives will bring court charges against the nurse and pharmacy firm should any incident take place.

Strategies to Guide Decision making

The first strategy is to call the patient before prescribing medication and to make an appropriate date for a medical evaluation to reach the condition. Medical testing and an assessment may lead to the patient’s medical condition and, therefore, to the required medication (Musellim & Borekci, 2017). In medical and personal interactions, faulty and incorrect prescribe inaccurate medications, less frequent usage for preventive treatment, loss of medical satisfactions, and escalated aggressive incidents against healthcare providers, maybe the result of a patient’s evaluation over a short duration of time. The patient assessment period could have been influenced too gradually or too rapidly.

The second strategy is to do the clinical examination before administering medication to assess the condition of the patient. Clinical trials are study experiments in which patients actively undergo experimental therapeutic techniques, techniques or measures in order to avoid, diagnose, cure or control various conditions or diseases (Rosenthal & Burchum, 2020). Some studies consider how people react to a new procedure and what side effects may be created. The third method is to implement a prescriptive decision-making process by looking at the patient’s family members and their prior fitness. The prescriptive method of educated judgment aid approaches describes a variety of strategies to enable citizens to think differently about a decision.

Process of Writing Prescriptions

There are important things that physicians should consider before writing medications. Relevant elements must also be considered. Again, it is necessary to remember that there are norms in various countries. The criteria specify that the details on medications are provided. Both medications usually tend to use a vocabulary the consumer can understand such that they can learn quickly how to take medicine. Secondly, it is important to write clearly in writing while writing the medication (Solanki & Shah, 2015) Ethical and Legal Implications of Prescribing Drugs Assignment. Third, it is necessary to determine the duration of usage of the medication and the days the patient is supposed to take. Additional detail used is subject to local drug laws. With the exponential advancement of technology, electronic prescribing will continue to reduce the cost-effectiveness of drug mistakes. Electronic prescribing is an efficient means of eliminating medication errors. The continuous dependency on handwriting writing is one of the factors that have made medication mistakes inevitable (Nickless & Davies, 2016). Handwritten prescriptions might be negligible. Problems like this can be overcome by technology-based prescribing, as this will help to reduce drug mistakes.

References

Musellim, B., & Borekci, S. (2017). What should be the appropriate minimal duration for patient examination and evaluation in pulmonary outpatient clinics? Annals of Thoracic Medicine, 12(3), 177–182. doi:10.4103/atm.ATM_396_16

Nickless, G., & Davies, R. (2016). How to take an accurate and detailed medication history. The Pharmaceutical Journal.

Rosenthal, L., & Burchum, J. (2020). Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants. Elsevier – Health Sciences Division.

Sabatino, J. A., & Pruchnicki, M. C. (2017). Improving prescribing practices: A pharmacist-led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248-254. doi:10.1002/2327-6924.12446

Solanki, N. D., & Shah, C. (2015). Prescription audit in outpatient department of multispecialty hospital in western India: an observational study. International Journal of Clinical Trials, 14-19.

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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?

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 Ethical and Legal Implications of Prescribing Drugs Assignment. 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.
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.

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 Ethical and Legal Implications of Prescribing Drugs Assignment.

NURS_6521_Week1_Assignment_Rubric

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	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. The response includes accurate reference to state laws related to the scenario.	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. Ethical and Legal Implications of Prescribing Drugs Assignment.	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

Total Points: 100

Name: NURS_6521_Week1_Assignment_Rubric

NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders

January 24, 2022/in Nursing Homework Help /by Naomi Nas

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). NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders 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.

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.

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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. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders

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.
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_Week2_Assignment_Rubric

Grid View
List View

	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
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. NURS 6521: Advanced Pharmacology Assignment: Pharmacotherapy for Cardiovascular Disorders.	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

NURS 6521 Assignment: Asthma and Stepwise Management

January 24, 2022/in Nursing Homework Help /by Naomi Nas

NURS 6521 Assignment: Asthma and Stepwise Management

¡Asthma and Stepwise Management

¡NURS 6521: Advanced Pharmacology

¡Asthma

¡Asthma is described as a condition wherein the like there and swell, and an abundance of mucus production is seen.

¡It characterizes hyper response and widening of the airway as a result of allergic reactions contributing to diffuse irritation of the airway.

¡The inflammation is triggered by a number of activating factors culminating in vascular constriction which is partly or entirely irreversible.

¡Breathlessness, chest tightness or discomfort, difficulty sleeping attributable to shortness of breath, wheezing, and coughing are some physical symptoms of asthma.

¡ Long-term Control Treatment Options

¡Asthma drugs and dosage are defined by the condition of the person, symptoms, asthma intensity, and side effects of the medicine.

¡Long-term monitoring drugs are treatments that are routinely to be used to help regulate severe illness and avoid attacks.

¡Leukotriene inhibitors, corticosteroids (ICS), long-acting beta-agonists (LABA) and theophylline are some long-term treatment choices.

¡The variation of aspirin containing both a cortisone and LABA is another alternative(OBG, 2019).

¡Quick Relief Treatment Options

¡For immediate , short-term symptomatic relief, quick-relief medicines are taken as needed and often used to diagnose and reduce an asthma attack. NURS 6521 Assignment: Asthma and Stepwise Management.

¡These treatments available involve short-acting beta-agonists (SABA) for severe asthma attacks, such as Albuterol, Atrovent, intravenous and oral (IV) corticosteroids.

¡Short-acting beta agonists (SABA) are neurotransmitters ingested that offer rapid relief and act within minutes to help relieve asthma attack symptoms.

¡Atrovent is an inhalation and nebulizer employees who are satisfied maintenance procedure by blocking the function of norepinephrine in the vascular smooth muscle at the autonomic locations(Rosenthal & Burchum, 2017).

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¡ Stepwise Approach to Asthma

¡It is a six-step method for helping to control drug therapies depending on the severity and risk identification of the patient.

¡Phase 1 in therapy will consist of a SABA prn as the patient only has sporadic symptoms, this is the only medication that is required.

¡Two treatment choice improvements are provided between steps 3 and 4: either the dosage of ICS is raised, LABA is introduced, or both for step 4.

¡The ICS dose will increase more during steps 5 and 6, and omalizumab is considered for allergy patients. Chronic oral nsaids are also regarded during phase 6, typically medication is the option medicine(Murray & O’Neill, 2018).

¡Stepwise Management assists Health Care Providers

¡The common issue of uncontrolled asthma must be consistently educated and detected, assessed, and treated by an advanced practise nurse.

¡The stepwise approach offers guidelines that can assist the provider of healthcare in assessing the proper treatment for asthma.

¡For patients and families, with the overall aim of minimising morbidity, enhancing quality of life, increasing efficiency, and improving outcomes, the stepwise strategy helps to gain greater control of asthma attacks.

¡In the treatment plan, management of asthma should be a goal. The step-by – step approach will allow healthcare professionals to address patient problems more effectively.

¡References

¡Murray, B., & O’Neill, M. (2018). Supporting self-management of asthma through patient education. British journal of nursing (Mark Allen Publishing), 27(7), 396-401. doi:10.12968/bjon.2018.27.7.396

¡OBG. (2019). Asthma: The Stepwise Approach to Treatment. Retrieved from OBG: https://www.obgproject.com/2019/08/28/asthma-the-stepwise-approach-to-treatment/

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

Week 3: Respiratory System

Asthma and chronic obstructive pulmonary disease (COPD) are significant public health burdens. Currently, more than 25 million people in the United States have asthma (HealthyPeople.gov, 2019). As an advanced practice nurse, you will likely encounter patients who will present with respiratory disorders, including asthma or COPD. Understanding specific treatment protocols as well as the types of pharmacotherapeutics used to treat respiratory disorders is important to ensure the effective and safe delivery of advanced nursing practice.

This week, you will evaluate drug therapy plans for patients who present with asthma and analyze the stepwise approach to asthma treatment and management from a patient in your professional practice.

Reference: HealthyPeople.gov. (2019). Respiratory diseases. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/respiratory-diseases

Learning Objectives

Students will:

Evaluate drug therapy plans for asthma
Assess the impact of asthma treatments on patients
Analyze the stepwise approach to asthma treatment and management

Learning Resources

Assignment: Asthma and Stepwise Management

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors. NURS 6521 Assignment: Asthma and Stepwise Management.

Photo Credit: Getty Images

One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To Prepare

Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.
Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

By Day 7 of Week 3

Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:

Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
Explain the stepwise approach to asthma treatment and management for your patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.

Submission and Grading Information

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.
NOTE: SafeAssign does not accept files over 10MB in size. Please attempt to keep your files under 10MB.

NURS_6521_Week3_Assignment_Rubric

Grid View
List View

	Excellent	Good	Fair	Poor
Describe the long-term control and quick relief treatment options for the asthma patient from your practice, as well as the impact these drugs might have on your patient.	27 (27%) – 30 (30%) The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice. The presentation clearly and accurately describes in detail the impact these drugs might have on their patient. NURS 6521 Assignment: Asthma and Stepwise Management	24 (24%) – 26 (26%) The presentation accurately describes the long-term control and quick relief options for the asthma patient from their practice. The presentation accurately describes the impact these drugs might have on their patient.	21 (21%) – 23 (23%) The presentation inaccurately or vaguely describes the long-term control and quick relief options for the asthma patient from their practice. The presentation inaccurately or vaguely describes the impact these drugs might have on their patient.	0 (0%) – 20 (20%) The presentation inaccurately and vaguely describes the long-term and quick relief options for the asthma patient from their practice, or is missing. The presentation inaccurately and vaguely describes the impact these drugs might have on their patient, or is missing.
Explain the stepwise approach to asthma treatment and management for your patient.	27 (27%) – 30 (30%) The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.	24 (24%) – 26 (26%) The presentation accurately explains the stepwise approach to asthma treatment and management for their patient.	21 (21%) – 23 (23%) The presentation inaccurately or vaguely explains the stepwise approach to asthma treatment and management for their patient.	0 (0%) – 20 (20%) The presentation inaccurately and vaguely explains the stepwise approach to asthma treatment and management for their patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.	27 (27%) – 30 (30%) The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides accurate and detailed examples to support the explanation provided.	24 (24%) – 26 (26%) The presentation accurately explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides accurate examples to support the explanation provided.	21 (21%) – 23 (23%) The presentation inaccurately or vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides inaccurate or vague examples to support the explanation provided.	0 (0%) – 20 (20%) The presentation inaccurately and vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease, or is missing. The presentation provides inaccurate and vague examples to support the explanation provided, 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

Total Points: 100

Name: NURS_6521_Week3_Assignment_Rubric

NURS 6521: Advanced Pharmacology Discussions

January 24, 2022/in Nursing Homework Help /by Naomi Nas

NURS 6521: Advanced Pharmacology Discussions

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 6521: Advanced Pharmacology Discussions

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.

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

Discussion: 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.

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

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By Day 6 of Week 1

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 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

Assignment: Ethical and Legal Implications of Prescribing Drugs

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

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 6521: Advanced Pharmacology Discussions.
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.

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.

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

What’s Coming Up in Module 2?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine the impact of changes in pharmacokinetic and pharmacodynamic processes on patient drug therapy for cardiovascular disorders and the types of drugs prescribed to patients with respiratory disorders.

Looking Ahead: Week 2 Assignment

In Week 2, your Instructor will assign you a case study related to Assignment 1 by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and Learning Resources in order to complete your Assignment on time.

Photo Credit: Getty Images/iStockphoto

Next Week

To go to the next week:

Week 2: Cardiovascular System

Alterations of the cardiovascular system can cause serious adverse events and may lead to death when not treated in a timely and safe manner. Unfortunately, many patients with cardiovascular disorders are unaware until complications appear. In clinical settings, patients often present with symptoms of several cardiovascular disorders, making it essential for you, as the advanced practice nurse, to be able to recognize these symptoms and recommend appropriate drug treatment options.

This week, you examine the impact of patient factors that may lead to changes in pharmacokinetic and pharmacodynamic processes on patient drug therapy for cardiovascular disorders. You also explore ways to improve drug therapy plans for cardiovascular disorders based on patient factors and overall health needs.

Learning Objectives

Students will:

Analyze the influence of patient factors on pharmacokinetic and pharmacodynamic processes

Analyze the impact of changes in pharmacokinetic and pharmacodynamic processes on patient drug therapies

Evaluate drug therapy plans for cardiovascular disorders

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

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.

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.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Week 2 Assignment

What’s Coming Up in Week 3?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will examine strategies for the treatment and management of respiratory disorders, including asthma. You will analyze asthma and stepwise management and consider the impact of this approach for patient health.

Next Week

To go to the next week:

Week 3: Respiratory System

Asthma and chronic obstructive pulmonary disease (COPD) are significant public health burdens. Currently, more than 25 million people in the United States have asthma (HealthyPeople.gov, 2019). As an advanced practice nurse, you will likely encounter patients who will present with respiratory disorders, including asthma or COPD. Understanding specific treatment protocols as well as the types of pharmacotherapeutics used to treat respiratory disorders is important to ensure the effective and safe delivery of advanced nursing practice.

This week, you will evaluate drug therapy plans for patients who present with asthma and analyze the stepwise approach to asthma treatment and management from a patient in your professional practice. NURS 6521: Advanced Pharmacology Discussions.

Reference: HealthyPeople.gov. (2019). Respiratory diseases. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/respiratory-diseases

Learning Objectives

Students will:

Evaluate drug therapy plans for asthma

Assess the impact of asthma treatments on patients

Analyze the stepwise approach to asthma treatment and management

Learning Resources

Required Readings (click to expand/reduce)

Optional Resources (click to expand/reduce)

Assignment: Asthma and Stepwise Management

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors.

Photo Credit: Getty Images

One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To Prepare

Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.

Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.

Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

By Day 7 of Week 3

Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:

Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.

Explain the stepwise approach to asthma treatment and management for your patient.

Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.

Submission and Grading Information

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.

NOTE: SafeAssign does not accept files over 10MB in size. Please attempt to keep your files under 10MB.

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

What’s Coming Up in Module 3?

In the next module, you will examine diagnoses for patients with potential GI and hepatobiliary disorders. You will also develop a drug therapy plan based on patient history and diagnosis.

Next Week

To go to the next week:

Week 4: Gastrointestinal and Hepatobiliary Disorders

As an advanced practice nurse, you will likely encounter patients who will present with symptoms affecting the gastrointestinal (GI) tract. Of special note, is the consideration that most symptoms concerning the GI tract are non-specific and therefore, diagnosing diagnoses of the GI tract require thoughtful and careful investigation. Similarly, hepatobiliary disorders may also mirror many of the signs and symptoms that patients present when suffering from GI disorders.

How might you tease out the specific signs and symptoms between these potential disorders and body systems? What drug therapy plans will best address these disorders for your patients?

This week, you examine GI and hepatobiliary disorders. You will review a patient case study and consider those factors in recommending and prescribing a drug therapy plan fo your patient.

Learning Objectives

Students will:

Evaluate diagnoses for patients with gastrointestinal and hepatobiliary disorders

Justify drug therapy plans based on patient history and diagnosis

Learning Resources

Required Readings (click to expand/reduce)

Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

To Prepare

Review the case study assigned by your Instructor for this Assignment

Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.

Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

By Day 7 of Week 4

Write a 1-page paper that addresses the following:

Explain your diagnosis for the patient, including your rationale for the diagnosis.

Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). 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 “WK4Assgn+last name+first initial.(extension)” as the name.

Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 4 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 “WK4Assgn+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 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment

What’s Coming Up in Module 4?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine types of drugs prescribed to patients with endocrine disorders, such as diabetes, and you will consider the impact of patient factors on the effects of these drugs.

Next Week

To go to the next week:

Week 5: Endocrine System Disorders and the Treatment of Diabetes

The endocrine system includes eight major glands throughout the body which affect such things as growth and development, metabolism, sexual function, and mood (National Institutes of Health). Some of the most commonly diagnosed endocrine disorders include hypothyroidism, diabetes, and Hashimoto’s disease. Not surprisingly, treating any one endocrine disorder may have effects on other body systems or their functions. As an advanced practice nurse, treating patients who may suffer from endocrine disorders requires an acute understanding of the structure and function of the endocrine system. Additionally, a solid understanding of patient factors and behaviors will assist in developing the best drug therapy plans possible to treat your patients. Some of most commonly diagnosed endocrine disorders include

This week, you differentiate the types of diabetes and examine the impact of diabetes drugs on patients. You also evaluate alternative drug treatments and patient education strategies for diabetes management.

Reference: National Institutes of Health. (n. d.). National Institute of Diabetes and Digestive and Kidney Disorders. Endocrine diseases. Retrieved July 3, 2019 from https://www.niddk.nih.gov/health-information/endocrine-diseases

Learning Objectives

Students will:

Differentiate types of diabetes

Evaluate the impact of diabetes drugs on patients

Evaluate alternative drug treatments and patient education strategies for diabetes management

Learning Resources

Required Readings (click to expand/reduce)

Discussion: Diabetes and Drug Treatments

Photo Credit: [Mark Hatfield]/[iStock / Getty Images Plus]/Getty Images

Each year, 1.5 million Americans are diagnosed with diabetes (American Diabetes Association, 2019). If left untreated, diabetic patients are at risk for several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. There are various methods for treating diabetes, many of which include some form of drug therapy. The type of diabetes as well as the patient’s behavior factors will impact treatment recommendations.

For this Discussion, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

Reference: American Diabetes Association. (2019). Statistics about diabetes. Retrieved from http://diabetes.org/diabetes-basics/statistics/

To Prepare

Review the Resources for this module and reflect on differences between types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.

Select one type of diabetes to focus on for this Discussion.

Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.

Think about the short-term and long-term impact of the diabetes you selected on patients, including effects of drug treatments.

By Day 3 of Week 5

Post a brief explanation of the differences between the types of diabetes, including type 1, type 2, gestational, and juvenile diabetes. Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to include dietary considerations related to treatment. Then, explain the short-term and long-term impact of this type of diabetes on patients. including effects of drug treatments. Be specific and provide examples.

By Day 6 of Week 5

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different type of diabetes than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

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 5 Discussion Rubric

Post by Day 3 of Week 5 and Respond by Day 6 of Week 5

To Participate in this Discussion:

Week 5 Discussion

What’s Coming Up in Module 5?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine diagnoses for patients with neurologic and musculoskeletal disorders, and you will complete your Midterm Exam.

Looking Ahead: Midterm Exam

Please review the Resources and content in the previous modules in preparation for your Midterm Exam in Module 5.

Next Week

To go to the next week:

Week 6: Neurologic and Musculoskeletal Disorders

Sabrina is a 26 year old female who has just been diagnosed with multiple sclerosis. She has scheduled an appointment for a follow up with her physician but has several questions about her diagnosis and is calling the Nurse Helpline for her hospital network. As she talks with the advanced practice nurse, she learns that her diagnosis also impacts her neurologic and musculoskeletal systems. Although multiple sclerosis is an autoimmune disorder, both the neurologic and musculoskeletal systems will be affected by adverse symptoms that Sabrina needs to be aware of and for which specific drug therapy plans and other treatment options need to be decided on.

As an advanced practice nurse, what types of drugs will best address potential neurologic and musculoskeletal symptoms Sabrina might experience?

This week, you will evaluate patients for the treatment of neurologic and musculoskeletal disorders by focusing on specific patient case studies through a decision tree exercise. You will analyze the decisions you will make in the decision tree exercise and reflect on your experiences in proposing the recommended actions to address the health needs in the patient case study.

Learning Objectives

Students will:

Evaluate patients for treatment of neurologic and musculoskeletal disorders

Analyze decisions made throughout the diagnosis and treatment of patients with neurologic and musculoskeletal disorders

Justify decisions made throughout the diagnosis and treatment of patients with neurologic and musculoskeletal disorders

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Assignment: Decision Tree for Neurological and Musculoskeletal Disorders

For your Assignment, your Instructor will assign you one of the decision tree interactive media pieces provided in the Resources. As you examine the patient case studies in this module’s Resources, consider how you might assess and treat patients presenting symptoms of neurological and musculoskeletal disorders.

To Prepare

Review the interactive media piece assigned by your Instructor.

Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.

Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.

You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.

By Day 7 of Week 8

Write a 1- to 2-page summary paper that addresses the following:

Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.

Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.

What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.

Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

You will submit this Assignment in Week 8. NURS 6521: Advanced Pharmacology Discussions.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.

Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 8 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 “WK8Assgn+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 8 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 8 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To participate in this Assignment:

Week 8 Assignment

What’s Coming Up in Week 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will continue working on your Assignment started in Week 6, and you will complete your Midterm Exam.

Next Week

To go to the next week:

Week 7: Midterm Exam

This week, you will continue working on your Assignment started in Week 6, and you will complete your Midterm Exam.

Learning Objectives

Students will:

Identify key terms, concepts, and principles related to prescribing drugs to treat patient disorders

Midterm Exam

The Exam covers the content you have explored throughout the first 6 weeks of this course.

This exam is a test of your knowledge in preparation for your certification exam. No outside resources—including books, notes, websites, or any other type of resource—are to be used to complete this quiz. You are not allowed to take screenshots or record the exam questions in any other format while taking the exam. You are expected to comply with Walden University’s Code of Conduct. NURS 6521: Advanced Pharmacology Discussions

Photo Credit: Getty Images/Hero Images

By Day 7 of Week 7

Complete the Midterm Exam. You have 120 minutes to complete the exam. You may only attempt this exam once.

Submission and Grading Information

Complete the Exam by Day 7 of Week 7

To Complete this Exam:

Week 7 Exam

What’s Coming Up in Module 6?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine types of drugs prescribed to patients who present with psychological disorders.

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In the next module, you will examine types of drugs prescribed to patients who present with psychological disorders.

Next Week

To go to the next week:

Week 8: Pharmacology for Psychological Disorders

How does an advanced practice nurse determine the best treatment option or pharmacotherapeutic to recommend for patients with psychological disorders?

Much like assessing or recommending pharmacotherapeutics for other conditions or disorders, as an advanced practice nurse, you may encounter a patient who presents with a psychological disorder. Understanding the guiding principles related to treating patients with psychological disorders as well as the effects of pharmacotherapeutics on a patient’s overall health and well-being is critical for the safe and effective delivery of care.

This week, you examine types of drugs prescribed to patients with psychological disorders. You also examine potential impacts of pharmacotherapeutics used to treat psychological disorders on a patient’s pathophysiology.

Learning Objectives

Students will:

Evaluate patients for treatment of psychological disorders

Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders

Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology

Evaluate patients for treatment of neurological and musculoskeletal disorders

Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders

Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Discussion: Decision Making When Treating Psychological Disorders

Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.

Photo Credit: Getty Images/iStockphoto

For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.

To Prepare

Review this week’s interactive media pieces and select one to focus on for this Discussion.

Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.

By Day 3 of Week 8

Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.

By Day 6 of Week 8

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different interactive media piece on a psychological disorder, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology.

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 8 Discussion Rubric

Post by Day 3 of Week 8 and Respond by Day 6 of Week 8

To Participate in this Discussion:

Week 8 Discussion

Assignment: Decision Tree for Neurological and Musculoskeletal

By Day 7 of Week 8

Submit your Assignment, started in Week 6.

Reminder: The Collegeof Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. NURS 6521: Advanced Pharmacology Discussions

Photo Credit: Getty Images/Science Photo Library RF

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.

Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 8 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 “WK8Assgn+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 8 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 8 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To participate in this Assignment:

Week 8 Assignment

What’s Coming Up in Module 7?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine types of drugs prescribed to address women’s and men’s health, infections, and disorders of the hematologic system.

Next Week

To go to the next week:

Week 9: Women’s and Men’s Health/Infections and Hematologic Systems, Part I

As an advanced practice nurse, you will likely encounter many disorders associated with women’s and men’s health, such as hormone deficiencies, cancers, and other functional and structural abnormalities. Disorders such as these not only result in physiological consequences but also psychological consequences, such as embarrassment, guilt, or profound disappointment for patients. For these reasons, the provider-patient relationship must be carefully managed. During evaluations, patients must feel comfortable answering questions so that you, as a key health-care provider, will be able to diagnose and recommend appropriate treatment options. Advanced practice nurses must be able to educate patients on these disorders and help relieve associated stigmas and concerns.

This week, you examine women’s and men’s health concerns as well as the types of drugs used to treat disorders that affect women’s and men’s health. You also explore how to treat aspects of these disorders on other health systems.

Learning Objectives

Students will:

Evaluate patients for treatment of complex health issues

Evaluate patients for treatment of infections

Evaluate patients for treatment of hematologic disorders

Analyze patient education strategies for the management and treatment of complex comorbidities

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?

For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

Photo Credit: Getty Images

To Prepare

Review the Resources for this module and reflect on the different health needs and body systems presented.

Your Instructor will assign you a complex case study to focus on for this Discussion.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

By Day 3 of Week 9

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

You will respond to your colleagues’ posts in Week 10.

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 9 Discussion Rubric

Post by Day 3 of Week 9 and Respond by Day 6 of Week 10

To Participate in this Discussion:

Week 9 Discussion

What’s Coming Up in Week 10?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will continue working on your Discussion assigned in Week 9, as you examine the types of drugs used to treat infections and disorders of the hematologic system.

Next Week

To go to the next week:

Week 10: Women’s and Men’s Health/Infections and Hematologic Systems, Part II

Bacterial and viral infections may spread through the direct contact of bodily fluids such as blood or through vectors, who help to spread infections via the blood. When you think of infections and the hematologic system, what comes to mind?

Infectious diseases, such as malaria, dengue, or other hemorrhagic fevers are some examples of infections that impact the hematologic system. However, disorders of the hematologic system, such as anemia or blood clotting factor disorders, can also have a deleterious effect on a patient’s health and well-NURS 6521: Advanced Pharmacology Discussions. being. As an advanced practice nurse, you will need to understand the different types of pharmacotherapeutics used to treat infections and disorders of the hematologic system as you work to enhance patient-centered approaches for safe, quality, and effective care.

This week, you will examine infections and hematologic disorders, as well as the types of drugs used to treat aspects of these disorders or health systems.

Learning Objectives

Students will:

Evaluate patients for treatment of complex health issues

Evaluate patients for treatment of infections

Evaluate patients for treatment of hematologic disorders

Analyze patient education strategies for the management and treatment of complex comorbidities

Learning Resources

Required Readings (click to expand/reduce)

Required Media (click to expand/reduce)

Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

To Prepare

Review the resources for this module and reflect on the different health needs and body systems presented.

Review your peers case studies from Week 9.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

Photo Credit: Getty Images

By Day 6 of Week 10

Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples.

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 9 Discussion Rubric

Post by Day 3 of Week 9 and Respond by Day 6 of Week 10

To Participate in this Discussion:

Week 9 Discussion

What’s Coming Up in Module 8?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In the next module, you will examine prescribing drugs and the off-label use of drugs to treat pediatric patients. You will also complete your Final Exam.

Looking Ahead: Final Exam

Please review the Resources and content in the previous modules in preparation for your Final Exam in Module 8.

Next Week

To go to the next week:

Week 11: Pediatrics

Children, like adults, deal with variet

NURS 6512 Week 3 Quiz

January 24, 2022/in Nursing Homework Help /by Nancy Mwongeli

NURS 6512 Week 3 Quiz

Which of the following is a major function of dietary protein?
Which medication is frequently associated with weight gain?
Which of the following is not a characteristic of the plan portion of the problem-oriented medical record?
When recording assessments during the construction of the problem-oriented medical record, the examiner should:
Subjective and symptomatic data are:
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Which of the following is the most accurate reflection of an individual s food intake?
Adult recommended dietary fat intake is _____ % of daily caloric intake. NURS 6512 Week 3 Quiz.
You are using the rule of thumb for advising a 150-pound person regarding the appropriate number of calories to promote weight loss. Your advice is for the person to consume no more than _____ calories.
When recording physical findings, which data are recorded first for all systems?
Deficiency of which of the following is a concern in the vegetarian diet?
The position on a clock, topographic notations, and anatomic landmarks:
Which part of the information contained in the patient s record may be used in court?
A 17-year-old girl presents to the clinic for a sport s physical. Physical examination findings reveal bradycardia, multiple erosions of tooth enamel, and scars on her knuckles. She appears healthy otherwise. You should ask her if she:
Under normal circumstances, how much water is lost daily by the body? NURS 6512 Week 3 Quiz.
The recommended minimum daily protein requirement for the normal adult is:
During adolescence, the head size normally increases as a result of:
Mrs. Layton is a 33-year-old patient who has obesity. The majority of adult obesity begins:
Infants born to the same parents are normally within which range of weight of each other?
How much of the weight gained during a normal pregnancy is accounted for by the fetus?
In clinical practice, the Ballard Assessment Tool is used to assess a newborn’s: NURS 6512 Week 3 Quiz.