Category: Nursing

  • Discussion: Where in the World Is Evidence-Based Practice?

    Searching for articles to answer PICO(T) questions can be rigorous and time-consuming. Techniques used can be different in several ways depending on the database used, terms, keywords, and Boolean operators. To search the databases, one must classify the elements of the PICO(T) question.  According to Stillwell, Fineout-Overholt, Melnyk, and Williamson (2010, p. 1), “PICOT is an acronym for the elements of the clinical question: patient population (P), intervention (I), comparison of intervention or issue of interest (C),  outcome(s) of interest (O), and time it takes for the intervention to achieve the outcomes (T).” Below is an example of a PICO(T) question for this discussion:

    PICOT QUESTION: Are Aricept effective in reducing signs and symptoms of Alzheimer’s Disease compared to Namenda on the geriatric population 65+ years old after 3 years?

    P – geriatric population 65+ with Alzheimer’s disease

    I –   Aricept medication

    C-   Namenda

    O- reduced signs and symptoms of Alzheimer’s disease

    T – in 3 years

    Two Databases

    Cochrane Database of Systematic Reviews

    The number of articles shown on the first attempt showed 3,691 articles using the words:

    Alzheimer’s

    OR Donepezil or Aricept

    OR Namenda or memantine

    OR Effectiveness

    Number of articles returned on the second attempt search with different Boolean operators: 27 articles

    Search terms used: main box: Alzheimer’s disease OR dementia

    Second search box: AND Aricept or donepezil

    Third search box: OR Namenda or memantine

    Fourth search box: AND effectiveness OR efficacy OR effective

    Database of Abstracts of Reviews of Effects (DARE)

    Search terms used: main box: Alzheimer’s disease AND

    Second search box: medication AND

    Third search box: effective OR

    Number of articles on original Search: 2

    Second attempt: Main search box: Alzheimer’s disease or dementia

    Second search box: medication OR

    Third search box: effective OR

    Number of articles shown: 35

    Using different Boolean operators and terms can change the number of articles returned on the second attempt compared to the first attempt. Furthermore, there are strategies to make to increase the rigor and effectiveness of database research on the PICO(T) question. According to New York University Libraries (2020), there are strategies includes “translating the natural language terms to subject descriptors, Medical Subject Headings (MeSH) terms, or descriptors”. According to Baumann (2016, para. 5), MeSH terms are “labels assigned to each article in Medline in order to describe what the article is all about. They are also official words or phrases selected to represent particular biomedical concepts.” One can start on the (P) and the (I) only to begin to search and keep initial search results broad.

    Changing terms, keywords, Boolean terms can make a big difference in the research outcome. By using PICO(T) in a clinical inquiry, with the right strategies, nurses will gain knowledge and skills in gathering evidence one step at a time. Locating evidence can be time-consuming but with constant practice, it can be a breeze.

    References

    Baumann, N. (2016, January 13). How to use medical subject headings (MeSH). 
    The International Journal of Medical Practice
    , 
    70
    (2), 171-174. http://dx.doi.org/ https://doi.org/10.1111/ijcp.12767

    New York University Libraries. (2020). Health (Nursing, Medicine, Allied Health): Search strategies: Framing the question (PICO). Retrieved from https://guides.nyu.edu/c.php?g=276561&p=1847897

    Stillwell, S., Fineout-Overholt, E., Melnyk, B. M., & Willliamson, K. (2010, March). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. 
    American Journal of Nursing
    , 
    110
    (3), 58-61. http://dx.doi.org/doi: 10.1097/01.NAJ.0000368959.11129.79

     

    Health organizations deliver health care and promote quality care to a population. To provide quality care, health organizations based their decisions on research, and implement this information using evidence-based practice.

    The healthcare organization named the Center for Disease Control and Prevention (CDC). CDC is “one of the divisions of the United States Department of Health and Human Services and the highest governmental health organization in the United States” (Forrest, 2019). The mission of the CDC is to “promote health and improve quality of life by preventing and controlling disease, injury, and disability” (Forrest, 2019, para.1). The organization is also “charged with protecting the public health by providing leadership and direction in the prevention and control of disease and other preventable conditions” (Forrest, 2019, para.1).

    CDC’s mission is to protect the US population. To accomplish these, CDC “conducts critical science and provides health information to prevent expensively and dangerous health threats, and responds when this arises” (CDC.gov, 2019, para.2). One of the CDC’s pledge to the American people is to “base all public health decisions on the highest quality data that is derived openly and objectively” (CDC.gov, 2019).

    CDC’s work is grounded on evidence-based practice (EBP), as they have stated on their website, all their decisions are based on scientific quality data. According to Melnyk, Fineout-Overholt, Stillwell, and Williamson (2010), the evidence-based practice uses seven steps: cultivate a spirit of inquiry, ask clinical questions, search for the best evidence, critically appraise the evidence, integrate the evidence with critical expertise, and patient preferences and values, evaluate the outcomes of practice decisions or changes based on evidence, and lastly, disseminate EBP results. These steps were all apparent in their mission statement.

    The information gathered from their website has changed my perception of the organization as they provide information that is not biased, not based on opinion but facts. For example, they have a specific link to a journal that addresses chronic diseases entitled “Preventing Chronic Diseases.” This link also stated public health research, practice, and policy. According to the CDC (2019), the journal is a:

    “peer-reviewed public health journal sponsored by Centers for Disease Control and Prevention authored by experts worldwide. Their mission is to promote dialogue among researchers, practitioners, and policymakers worldwide on the integration and application of research findings and practical experience to improve population health. The journal’s vision is to serve as an influential journal in the dissemination of the proven and promising peer-reviewed public health findings, innovations, and practices with editorial content respected for its integrity and relevance to chronic disease prevention”.

    A healthcare organization that uses evidence-based practice to provide quality care follows a format that forms an inquiry, search, synthesize, implement, and evaluate the outcomes of the implemented principles.

    References

    Centers for Disease Control and Prevention. (2019). Preventing Chronic Diseases. Retrieved from https://www.cdc.gov/pcd/about_the_journal/index.htm

    Centers for Disease Control and Prevention. (2019). Mission, Role, and Pledge. Retrieved from https://www.cdc.gov/about/organization/mission.htm

    Forrest, K. Y.Z. (2019). Centers for Disease Control and Prevention (CDC). 
    Magil’s Medical Guide (Online Edition)
    . Retrieved from https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=4&sid=22b2cb3a-38ae-447a-bf2a-59d719e86629%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=89093368&db=ers

     

    Discussion: Where in the World Is Evidence-Based Practice?

    March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

    When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

    In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

    To Prepare:

    Review the Resources and reflect on the definition and goal of EBP.

    Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).

    Explore the website to determine where and to what extent EBP is evident.

    By Day 3 of Week 1

    Post
     a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

    By Day 6 of Week 1

    Respond
     to at least 
    two
     of your colleagues
     on two different days
     by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

    Submission and Grading Information

     

    The healthcare organization website reviewed for this discussion was, The Joint Commission’s (TJC) website. TJC was Founded in 1951, as an independent, not-for-profit organization and is the nation’s oldest standards-setting and accrediting body in health care (TJC, 2020). TJC is the largest accrediting body in the United States, evaluating and accrediting over 22,000 health care organizations and programs throughout the country (TJC, 2020). TJC was created with the intent of continuously improving health care for the public by evaluating health care organizations and driving them to excel in providing safe and effective care of the highest quality (TJC, 2020).

    The term evidence-based practice does not appear in TJC’s mission or vision statement; however, it can be found in the, “Health Services Research” section under, “Resources”. According to Brown (2018) evidence-based practice is the utilization of care practices that have been recommended by an agency because the available evidence indicates they are effective. This description is reinforced by Melnyk and Fineout-Overholt (2018) who express that evidence-based practice is a lifelong problem-solving approach to clinical decision making that involves the use of the best available evidence combined with acquired experience and or  expertise along with patient preference to improve outcomes.

    Based on the previous descriptions of evidence-based practice, The Joint Commission’s work in the development of standards meet this criterion. According to TJC (2020) standards are developed with input from health care professionals and are informed by current scientific literature, expert consensus, must relate to patient safety or quality of care, and have a positive impact on health outcomes. After conducting research, the information provided on TJC’s website has changed my perception of the healthcare organization. Prior to being informed I assumed TJC’s role was to survey and penalize healthcare organizations for infractions. I did not fully comprehend that TJC conducted research and surveyed healthcare organizations to ensure best practice guidelines were being followed in order to achieve high quality care and improved outcomes across a variety of settings.

     

    References

    Brown, S. J. (2018). 
    Evidence-Based Nursing: The Research-Practice Connection
    . Burlington: Jones and Bartlett Learning.

    Melnyk, B. M., & Fineout-Overholt, E. (2018). 
    Evidence-based practice in nursing & healthcare: A guide to best practice 
    (4th ed.). Philadelphia, PA: Wolters Kluwer.

    The Joint Commission. (2020). History of The Joint Commission. Retrieved from 
    https://www.jointcommission.org/about-us/facts-about-the-joint-commission/history-of-the-joint-commission/

    The Joint Commission. (2020). Standards Development Process. Retrieved from https://www.jointcommission.org/standards/about-our-standards/

     

    response

    In addition to your post, in the “Resources” link, one can also click on the “Research” drop-down menu, and it will show Operations Support Research, Evaluation Research, and Health Services Research on The Joint Commission website.

    The Operation Support Research analyzes and interprets data to inform and support Joint Commission programs and services. It uses “quantitative and qualitative research methods to ensure that decision making across the organization is informed by reliable information” (The Joint Commission, 2020a, para.1)

    In the Evaluation Research, which uses “qualitative and quantitative methods to carry out research activities such as systematically assessing outcomes of a specific intervention or the impact of a product, program, or service on an organization, or its stakeholders” (The Joint Commission, 2020b, para.1)

    In the Health Services Research, it supports customers with evidenced-based quality improvement and safety interventions (The Joint Commission, 2020c, para.1). According to the United States Agency for Healthcare Research and Quality (AHRQ), as cited by The Joint Commission (2020c), is a “multidisciplinary field of scientific investigation that studies how the social, economic and health technologies and personal behavior affect access to health care, the quality and cost of health care, and ultimately our health and well-being” (para.3).

    This website uses evidence-based practice to provide quality, effective methods of health care delivery serving the United States population.

    References

    The Joint Commission. (2020a). Operations support research. Retrieved from 
    https://www.jointcommission.org/resources/research/operations-support-research/

    The Joint Commission. (2020b). Evaluation Research. Retrieved from 
    https://www.jointcommission.org/resources/research/evaluation-research/

    The Joint Commission. (2020c). Health Services Research. Retrieved from https://www.jointcommission.org/resources/research/health-services-research/

     

     

    NURS_6052_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%)

    0 
    (0%)
     – 0 
    (0%)

    Does not post by day 3.

    First Response

    17 
    (17%)
     – 18 
    (18%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    Responds fully to questions posed by faculty.

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

    Demonstrates synthesis and understanding of learning objectives.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are fully answered, if posed.

    Response is effectively written in standard, edited English.

    15 
    (15%)
     – 16 
    (16%)

    Response exhibits critical thinking and application to practice settings.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are answered, if posed.

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

    Response is effectively written in standard, edited English.

    13 
    (13%)
     – 14 
    (14%)

    Response is on topic and may have some depth.

    Responses posted in the discussion may lack effective professional communication.

    Responses to faculty questions are somewhat answered, if posed.

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

    0 
    (0%)
     – 12 
    (12%)

    Response may not be on topic and lacks depth.

    Responses posted in the discussion lack effective professional communication.

    Responses to faculty questions are missing.

    No credible sources are cited.

    Second Response

    16 
    (16%)
     – 17 
    (17%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    Responds fully to questions posed by faculty.

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

    Demonstrates synthesis and understanding of learning objectives.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are fully answered, if posed.

    Response is effectively written in standard, edited English.

    14 
    (14%)
     – 15 
    (15%)

    Response exhibits critical thinking and application to practice settings.

    Communication is professional and respectful to colleagues.

    Responses to faculty questions are answered, if posed.

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

    Response is effectively written in standard, edited English.

    12 
    (12%)
     – 13 
    (13%)

    Response is on topic and may have some depth.

    Responses posted in the discussion may lack effective professional communication.

    Responses to faculty questions are somewhat answered, if posed.

    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_6052_Module01_Week01_Discussion_Rubric

  • The Impact of Standardized Nursing Terminology

    Assignment: The Impact of Standardized Nursing Terminology

    Among the Resources in this module is the Rutherford (2008) article 
    Standardized Nursing Language: What Does It Mean for Nursing Practice?
     In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

    During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1).

    How would you respond to a comment such as this one?

    To Prepare:

    Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) 
    Standardized Nursing Language: What Does It Mean for Nursing Practice
    ?

    Reflect on the role of a nurse leader as a knowledge worker.

    Consider how knowledge may be informed by data that is collected/accessed.

    The Assignment:

    In a 2- to 3-page paper, address the following:

    Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

    Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

    Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

    By Day 7 of Week 5

    Submit your completed Assignment.

    Submission and Grading Information

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

    Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

    Click the 
    Week 5 Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Week 5 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 “WK5Assgn+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_5051_Module03_Week05_Assignment_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    In a 2- to 3-page paper, address the following:

    ·   Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

    ·   Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

    ·   Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

    77 
    (77%)
     – 85 
    (85%)

    The responses accurately and thoroughly explain in detail how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies.

    The responses accurately and thoroughly describe in detail the benefits and challenges of implementing standardized nursing terminologies in nursing practice, with sufficient supporting evidence and detailed examples.

    Responses are fully supported as evidenced by 3 or more accurate, peer-reviewed research sources on standardized nursing terminologies.

    68 
    (68%)
     – 76 
    (76%)

    The responses accurately explain how to inform the nurse in the scenario, as well as other, on the importance of standardized nursing terminologies.

    The responses accurately describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice, with some supporting evidence and examples.

    Response are supported as evidenced by 2 or more accurate, peer-reviewed research sources on standardized nursing terminologies.

    60 
    (60%)
     – 67 
    (67%)

    The responses explaining how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies are vague or inaccurate.

    The responses describing the benefits and challenges of implementing standardized nursing terminologies in nursing practice are vague or inaccurate.

    Responses may include some support as evidenced by 1-2 peer-reviewed research sources on standardized nursing terminologies.

    0 
    (0%)
     – 59 
    (59%)

    The responses explaining how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies are vague and inaccurate, or is missing.

    The responses describing the benefits and challenges of implementing standardized nursing terminologies in nursing practice are vague and inaccurate, or is missing.

    Responses include no peer-reviewed research sources on standardized nursing terminologies.

    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

  • “common practice” and “best practice” difference Evidence-Based Project Assignment

    “common practice” and “best practice” difference Evidence-Based Project Assignment

    Matrix Worksheet Template

     

    Use this document to complete
    Part 2
    of the Module 2 Assessment,
    Evidence-Based Project, Part 1: An Introduction to Clinical Inquiry and Part 2: Research Methodologies

    BUY PLAGIARISM-FREE PAPER HERE

     

    Full
    citation
    of selected article

    Article #1

    Article #2

    Article #3

    Article #4

              Bennett, G., & Mansell, I. (2004). Universal precautions: a survey of community nurses experience and           practice. 
    Journal of Clinical Nursing
    , 
    13
    (4), 413–421. doi: 10.1046/j.1365-2702.2003.00889.x

              Sarsangi, V., Salehiniya, H., Hannani, M., Marzaleh, M. A., Abadi, Y. S., Honarjoo, F., … Derakhshanjazari, M.           (2017). Assessment of workload effect on nursing occupational accidents in hospitals of Kashan,           Iran. 
    Biomedical Research and Therapy
    , 
    4
    (08), 1527. doi: 10.15419/bmrat.v4i08.226

              Rodrigues, P. S., Sousa, A. F. L. D., Magro, M. C. D. S., Andrade, D. D., & Hermann, P. R. D. S. (2017). Occupational           accidents among nursing professionals working in critical units of an emergency service. 
    Escola Anna Nery – Revista De Enfermagem
    , 
    21
    (2). doi: 10.5935/1414-8145.20170040

              Santos, S., Macedo, F., Silva, L., Resck, Z., Nogueira, D. A., & Terra, F. S. (2017). Work accidents and self-esteem of nursing professional in hospital settings. 
    Revista latino-americana de enfermagem
    , 
    25
    , e2872.           https://doi.org/10.1590/1518-8345.1632.2872

    Why
    you chose this article and/or
    how it relates
    to the clinical issue of interest (include a brief
    explanation of the ethics
    of research related to your clinical issue of interest)

     

    I chose this article because it provides research regarding what precautions nurses does not take before delivering care to the patients which supports my issue of interest.

     

     

    I chose this article because it provides the assessment of nursing accidents occurs due to increase workload. And this related to my issue of interest that is occupational accidents faced by nurses

     

    I chose this article because it is related to my issue of interest because this research identifies the prevalence of work related accidents among nurses.

     

    I chose this article because this research justifies my issue of interest by analyzing the occurrence of work related accidents of nurses. “common practice” and “best practice” difference Evidence-Based Project Assignment

    Brief
    description of the aims
    of the research of each peer-reviewed article

    The aim of this research is to identify the nurse’s experience and their practice of using precautions.

     

     

    The aim of this research was to identify the relation between workload and nursing accidents.

    The aim of this research was to identify the prevalence of occupational accidents among nurses working in critical units.

    The aim of this research was to analyze the incidence of work related accidents and the impact of self-esteem of nurses.

    Brief description of the
    research methodology
    used Be sure to identify if the methodology used was
    qualitative
    ,
    quantitative
    , or a
    mixed-methods
    approach. Be specific.

    The method used in this research was questionnaire survey.

    Quantitative methodology was used and data was entered into SPSS for analysis.

     

     

     

     

     

    The method used analytic-descriptive study which was mixed-method approach.

    The method used in the research was quantitative approach. They used descriptive-cross sectional study. Both interviews and survey questionnaires were used.

    The method use in this research was Quantitative approach. “common practice” and “best practice” difference Evidence-Based Project Assignment

    A brief description of the
    strengths
    of each of the research methodologies used, including
    reliability
    and
    validity
    of how the methodology was applied in each of the peer-reviewed articles you selected.

    The strength of the research was questionnaire were validated by nurse managers and infection control nurses. However, reliability was not applied in the methodology.

     

    The strength of this research methodology was the large sample size. They used the reliable and valid assessment scale to assess the mental workload with proper evidence.

    The strength in their method was the time scale of each interview conducted. The use of software to run their data was reliable.

    The strength in their method was the large sample size. They used reliable and validated Rosenberg Self-Esteem Scale for their research.

    General Notes/Comments

    The research could be better if it was not only survey based and if the study conducted in not only one health care system but others too. “common practice” and “best practice” difference Evidence-Based Project Assignment

     

     

     

     

     

    The research was complete with proper defined tests, measurements and the outcome. The hefty workload among nurses during hospital hours affect their performance and leads to occupational hazards and injuries.

    Surveys conducted by researchers was very detailed with proper use of methodology.

    Working in critical care units is very stressful for nurses. They have to be all eyes all the time that is the reason there is increased risk of occupational injuries among nurses in emergency units.

    The researchers in this article provide detailed knowledge and evaluation of work accident occurs with nurses. There are lots of articles about the increase risk of injuries among nurses in hospital environment.

     

    Assignment: Evidence-Based Project

    Is there a difference between “common practice” and “best practice”?

    When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

    Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

    Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

    In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed. “common practice” and “best practice” difference Evidence-Based Project Assignment

    To Prepare:

    Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

    Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

    Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

    Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

    Part 1: An Introduction to Clinical Inquiry

    Create a 4- to 5-slide PowerPoint presentation in which you do the following:

    Identify and briefly describe your chosen clinical issue of interest.

    Describe how you used keywords to search on your chosen clinical issue of interest.

    Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

    Provide APA citations of the four peer-reviewed articles you selected.

    Part 2: Identifying Research Methodologies

    After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

    The full citation of each peer-reviewed article in APA format. “common practice” and “best practice” difference Evidence-Based Project Assignment

    A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

    A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

    A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

    A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

    NURS_6052_Module02_Week03_Assignment_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    Part 1: An Introduction to Clinical Inquiry

    Create a 4- to 5-slide PowerPoint presentation in which you do the following:

    ·   Identify and briefly describe your chosen clinical issue of interest.

    ·   Describe how you used keywords to search on your chosen clinical issue of interest.

    ·   Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

    ·   Provide APA citations of the four-peer reviewed articles you selected.

    36 
    (36%)
     – 40 
    (40%)

    The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.

    The presentation accurately and thoroughly describes in detail how keywords were used to search on the chosen clinical issue of interest.

    The presentation accurately and clearly identifies in detail four or more research databases that were used to conduct a search for selected peer-reviewed articles.

    The presentation accurately provides APA citations of four or more peer-reviewed articles selected.

    32 
    (32%)
     – 35 
    (35%)

    The presentation accurately identifies and describes the chosen clinical issue of interest.

    The presentation accurately describes how keywords were used to search on the chosen clinical issue of interest.

    The presentation accurately identifies at least four research databases that were used to conduct a search for selected peer-reviewed articles.

    The presentation accurately provides APA citations of at least four peer-reviewed articles selected.

    28 
    (28%)
     – 31 
    (31%)

    The presentation inaccurately or vaguely identifies and describes the chosen clinical issue of interest. “common practice” and “best practice” difference Evidence-Based Project Assignment

    The presentation inaccurately or vaguely describes how keywords were used to search on the chosen clinical issue of interest.

    The presentation inaccurately or vaguely identifies at least four research databases that were used to conduct a search for selected peer-reviewed articles.

    The presentation inaccurately provides APA citations of the peer-reviewed articles selected.

    0 
    (0%)
     – 27 
    (27%)

    The presentation inaccurately and vaguely identifies and describes the chosen clinical issue of interest or is missing.

    The presentation inaccurately and vaguely describes how keywords were used to search on the chosen clinical issue of interest or is missing.

    The presentation inaccurately and vaguely identifies less than four research databases that were used to conduct a search for selected peer-reviewed articles or is missing.

    The presentation inaccurately provides APA citations of the peer-reviewed articles selected.

    Part 2: Identifying Research Methodologies

    After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

    ·  The full citation of each peer-reviewed article in APA format.

    ·   A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

    ·   A brief description of the aims of the research of each peer-reviewed article.

    ·  A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

    45 
    (45%)
     – 50 
    (50%)

    The response accurately and clearly provides a full citation of each article in APA format.

    The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research.

    The responses accurately and clearly describe the aims of the research.

    The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples.

    The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.

    The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources.

    40 
    (40%)
     – 44 
    (44%)

    The response accurately provides a citation of each peer-reviewed article in APA format.

    The responses accurately explain the selection of these peer-reviewed articles and/or how they relate to a clinical issue of interest, including an accurate explanation of ethics.

    The responses accurately describe the aims of the research of each peer-reviewed article.

    The responses accurately describe the research methodology used and type of methodology used with some examples.

    The responses accurately describe the strengths of each of the research methodologies used, including an explanation of the reliability and validity of how the methodology was applied in each of the peer-reviewed articles selected.

    The responses provide an accurate synthesis of at least one outside resource related to the selection of the peer-reviewed articles. The response integrates at least one outside resource and two or three course-specific resources.

    35 
    (35%)
     – 39 
    (39%)

    The response inaccurately or vaguely provides a citation of each peer-reviewed article in APA format.

    The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics.

    The responses inaccurately or vaguely describe the aims of the research of each article.

    The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples.

    The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.

    The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided.

    0 
    (0%)
     – 34 
    (34%)

    The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing.

    The responses inaccurately and vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing.

    The responses inaccurately and vaguely describe the aims of the research, or they are missing.

    The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing.

    The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. “common practice” and “best practice” difference Evidence-Based Project Assignment

    The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses 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. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.

    5 
    (5%)
     – 5 
    (5%)

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

    A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria. “common practice” and “best practice” difference Evidence-Based Project Assignment

    4 
    (4%)
     – 4 
    (4%)

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

    Purpose, introduction, and conclusion of the assignment are stated but are brief and not descriptive.

    3.5 
    (3.5%)
     – 3.5 
    (3.5%)

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

    Purpose, introduction, and conclusion of the assignment is vague or off topic.

    0 
    (0%)
     – 3 
    (3%)

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

    No purpose statement, introduction, or conclusion is provided.

    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 (one or two) grammar, spelling, and punctuation errors.

    3.5 
    (3.5%)
     – 3.5 
    (3.5%)

    Contains several (three or four) grammar, spelling, and punctuation errors.

    0 
    (0%)
     – 3 
    (3%)

    Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    Total Points: 100

    An Introduction to Clinical Inquiry

    Evidence-Based Project

    Clinical Issue of Interest

    Occupational accidents faced by Nurses in clinical practice

    Describe how you used keywords to search on your chosen clinical issue of interest

    First I used the keyword “Clinical issues of interest” and I couldn’t find anything related to my interest. Then I used the keyword “Nursing Clinical issues”, and there were so many topics and keywords within them to find my desired keyword of inquiry. “common practice” and “best practice” difference Evidence-Based Project Assignment

    I brainstormed many research topics by opening some researches on new tab, and then I find the topic that caught my interest.

    Then I used the keywords

    Workplace Injuries, Nursing

    After finding the desired topic for my research of interest, I started opening the topics related to workplace injuries faced by nurses.

    Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

    1.Publons

    2.Pubmed

    3.ResearchGate

    4.SemanticScholar

    Provide APA citations of the four peer-reviewed articles you selected

    Bennett, G., & Mansell, I. (2004). Universal precautions: a survey of community nurses experience and   practice. 
    Journal of Clinical Nursing
    , 
    13
    (4), 413–421. doi: 10.1046/j.1365-2702.2003.00889.x

    Sarsangi, V., Salehiniya, H., Hannani, M., Marzaleh, M. A., Abadi, Y. S., Honarjoo, F., … Derakhshanjazari, M.   (2017). Assessment of workload effect on nursing occupational accidents in hospitals of Kashan,   Iran. 
    Biomedical Research and Therapy
    , 
    4
    (08), 1527. doi: 10.15419/bmrat.v4i08.226 “common practice” and “best practice” difference Evidence-Based Project Assignment

    Rodrigues, P. S., Sousa, A. F. L. D., Magro, M. C. D. S., Andrade, D. D., & Hermann, P. R. D. S. (2017).   Occupational accidents among nursing professionals working in critical units of an emergency   service. 
    Escola
    Anna
    Nery
    –
    Revista
    De
    Enfermagem
    , 
    21
    (2). doi: 10.5935/1414-8145.20170040

    Santos, S., Macedo, F., Silva, L., Resck, Z., Nogueira, D. A., & Terra, F. S. (2017). Work accidents and self-  esteem of nursing professional in hospital settings. 
    Revista

    latino-americana
    de
    enfermagem
    , 
    25
    ,   e2872. https://doi.org/10.1590/1518-8345.1632.2872 “common practice” and “best practice” difference Evidence-Based Project Assignment

  • NURS 6501 Advanced Pathophysiology

    NURS 6501 Advanced Pathophysiology

    Module 1: Foundational Concepts of Cellular Pathophysiology

    What’s Happening This Module?

    This course is composed of eight (8) separate modules. Each module consists of an overarching topic and each week within the module includes specific subtopics for learning. As you work through each module, you will draw upon the knowledge you gain by completing various Knowledge Checks and Case Study Assignments.

    BUY PLAGIARISM-FREE PAPER HERE

    Module 1: 
    Foundational Concepts of Cellular Pathophysiology
    is a 2-week module,

    Weeks 1 and 2 of the course. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various diseases. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1–7, Weeks 1 and 2

    Discussion: Alterations in Cellular Processes

    Post by Day 3 of Week 1 and respond to your colleagues by Day 6 of Week 1. NURS 6501 Advanced Pathophysiology

    Module 1 Assignment: Case Study Analysis

    You are encouraged to work on your Module 1 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 2.

    Go to the Week’s Content

    Week 1

    Week 1: Cellular Processes and the Genetic Environment

    One of the more common biology analogies refers to cells as the “building blocks” of life. This rightfully places an emphasis on understanding cells, cellular behavior, and the impact of the environment in which they function.

    Such an understanding helps explain how healthy cell activity contributes to good health. Just as importantly, it helps explain how breakdowns in cellular behavior and alterations to cells lead to health issues.

    This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease. NURS 6501 Advanced Pathophysiology

    Learning Objectives

    Students will:

    Evaluate cellular processes and alterations within cellular processes

    Evaluate the impact of the genetic environment on disease

    Learning Resources

    Required Readings
    (click to expand/reduce)

    Required Media
    (click to expand/reduce)

    Discussion: Alterations in Cellular Processes

    Photo Credit: Getty Images

    At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

    Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

    For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

    To prepare:

    By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

    By Day 3 of Week 1

    Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

    The role genetics plays in the disease.

    Why the patient is presenting with the specific symptoms described.

    The physiologic response to the stimulus presented in the scenario and why you think this response occurred.

    The cells that are involved in this process. NURS 6501 Advanced Pathophysiology

    How another characteristic (e.g., gender, genetics) would change your response.

    Read
    a selection of your colleagues’ responses.

    By Day 6 of Week 1

    Respond
    to
    at least two
    of your colleagues on
    2 different days
    and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

    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

    What’s Coming Up in Week 2?

    Photo Credit: Getty Images/iStockphoto

    Next week,
    you will examine alterations in the immune system and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, that may impact altered physiology. NURS 6501 Advanced Pathophysiology

    Next Week

    To go to the next week:

    Week 2

    NURS_6501_Discussion_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    Main Posting

    Points Range:
    45
    (45%)
    – 50
    (50%)

    Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

    Supported by at least three current, credible sources.

    Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. NURS 6501 Advanced Pathophysiology

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    10
    (10%)
    – 10
    (10%)

    Posts main post by Day 3.

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    Does not post main post by Day 3.

    First Response

    Points Range:
    17
    (17%)
    – 18
    (18%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    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.

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    16
    (16%)
    – 17
    (17%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    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.

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    5
    (5%)
    – 5
    (5%)

    Meets requirements for participation by posting on 3 different days.

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    NURS 6501 Advanced Pathophysiology

    Points Range:
    0
    (0%)
    – 0
    (0%)

    Does not meet requirements for participation by posting on 3 different days.

    Total Points: 100

    Week 2

    Week 2: Altered Physiology

    With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans. NURS 6501 Advanced Pathophysiology

    This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments.

    This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

    Learning Objectives

    Students will:

    Evaluate cellular processes and alterations within cellular processes

    Analyze alterations in the immune system that result in disease processes

    NURS 6501 Advanced Pathophysiology

    Identify racial/ethnic variables that may impact physiological functioning

    Evaluate the impact of patient characteristics on disorders and altered physiology

    Learning Resources

    Required Readings
    (click to expand/reduce)

    McCance, K. L. & Huether, S. E. (2019).
    Pathophysiology: The biologic basis for disease in adults and children
    (8th ed.). St. Louis, MO: Mosby/Elsevier.

     Chapter 1: Cellular Biology; Summary Review

     Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review

    Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,

    Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review

    Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review

    Chapter 7: Innate Immunity: Inflammation and Wound Healing NURS 6501 Advanced Pathophysiology

    Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review

    Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review

    Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review

    Chapter 11: Stress and Disease (stop at Stress, illness & coping)
    ;
    Summary Review

    Chapter 12: Cancer Biology (stop at Resistance to destruction);

    Summary Review

    Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

    Note
    : You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

    Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In
    StatPearls
    . Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

    ​
    Credit Line
    : Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.

    Note
    : This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week.

    Required Media
    (click to expand/reduce)

    Immunity and Inflammation

    Khan Academy (2010, February 24).
    Inflammatory response | Human anatomy and physiology 
    |
    Health & medicine
    [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

    Note
    : The approximate length of the media program is 14 minutes.

    Soo, P. (2018, July 28).
    Pathophysiology Ch 10 alterations in immune function
    [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds NURS 6501 Advanced Pathophysiology

    Note
    : The approximate length of the media program is 37 minutes.

    Acid-Base Balance #1

    MedCram. (2012, April 28).
    Medical acid base balance, disorders & ABGs explained clearly
    [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

    Note
    : The approximate length of the media program is 13 minutes.

    Acid-Base Balance #2

    MedCram. (2012, April 29).
    Medical acid base balance, disorders & ABGs explained clearly | 2 of 8
    [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

    Note
    : The approximate length of the media program is 15 minutes.

    Hyponatremia

    MedCram. (2017, December 23).
    Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances
    [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

    Note
    : The approximate length of the media program is 15 minutes.

    Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

    In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text,
    Pathophysiology: The Biologic Basis for Disease in Adults and Children
    . Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

    Note
    : To access the online resources included with the text, you need to complete the FREE online registration that is located at 
    https://evolve.elsevier.com/cs/store?role=student

    To Register to View the Content

    Go to 
    https://evolve.elsevier.com/cs/store?role=student

    Enter the name of the textbook,
    Pathophysiology: The Biologic Basis for Disease in Adults and Children
    ,

    or ISBN 9780323654395

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    Module 1 Assignment: Case Study Analysis

    An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

    Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

    Photo Credit: Getty Images/Hero Images

    An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

    In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health. NURS 6501 Advanced Pathophysiology

    To prepare:

    By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

    The Assignment (1- to 2-page case study analysis)

    Develop a 1- to 2-page case study analysis in which you:

    Explain why you think the patient presented the symptoms described.

    Identify the genes that may be associated with the development of the disease.

    Explain the process of immunosuppression and the effect it has on body systems.

    By Day 7 of Week 2

    Submit
    your Case Study Analysis Assignment
    by Day 7 of Week 2
    .

    Reminder:
    The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
    https://academicguides.waldenu.edu/writingcenter/templates
    ). 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 “M1Assgn+last name+first initial.(extension)” as the name.

    Click the
    Module 1
     
    Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Module 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 “M1Assgn+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:

    Module 1 Assignment Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity: NURS 6501 Advanced Pathophysiology

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

    Submit Your Assignment by Day 7 of Week 2

    To participate in this Assignment:

    Module 1 Assignment

    What’s Coming Up in Module 2?

    Photo Credit: Getty Images/iStockphoto

    In Module 2, you will analyze processes related to cardiovascular and respiratory disorders. To do this, you will analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

    Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

    In the Week 3 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 2. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

    Next Module

    To go to the next Module:

    Module 2 NURS 6501 Advanced Pathophysiology

  • NURS 6501 Module 1 assignment Case Study Analysis

    NURS 6501 Module 1 Assignment Case Study Analysis

    Case Study Analysis

    A 42-year old male comes into the emergency presenting with the following symptoms: a fever of 100.6˚ F, chills and a swollen leg with redness. The patient describes that he was working in his yard when his string trimmer slipped and cut his leg. The patient cleaned the wound with water from his garden hose and covered the wound with a Band-aid. The purpose of this review is to explore why the patient might have the symptoms described, which genes are associated with the development of the disease and provide a description of the immunosuppression process, including its effect on normal body function and systems.

    BUY PLAGIARISM-FREE PAPER HERE

    The patient may be presenting the symptoms due to the development of an infection on the cut. An infected cut normally develops after germs get into the sensitive tissue beneath the skin via a damaged area of the skin. An infection may develop at any point between 2-3 days until the cut visibly heals (Healthline.com Editor, 2019). An uninfected cut will normally improve until it is completely healed, whereas an infected cut is likely to become more painful. Moreover, infected cuts usually have red surrounding skin and the patient may feel hot. Additionally, the patient may notice swelling around the infected area and progressed infections usually begin to ooze pus (Healthline.com Editor, 2019). A patient presenting these symptoms is advised to seek immediate medical attention because they demonstrate that the infection has spread. NURS 6501 Module 1 assignment Case Study Analysis

    Research has found that the wound healing process is dependent on genetic makeup (Gross, 1996). This is because higher organisms can respond to tissue injury by either wound repair or regeneration (Gross, 1996). Research to identify the genetic loci in the wound closure process found that the traits were contained in chromosomes 8, 12 and 15 as well as two separate locations on the chromosome 13 (McBrearty, Clark, Zhang, Blankenhorn, & Heber-Katz, 1998). On the other hand, genetic control for the healing process was a function of the chromosome 7 (McBrearty, Clark, Zhang, Blankenhorn, & Heber-Katz, 1998). Thus, the mammalian genes controlled the healing and regeneration process in mammals.

    Immunosuppression describes the ability to induce a lower level of immune system activation and efficacy (Pellegrino & Mancini, 2016). Immunosuppression may occur as a system function or as an adverse reaction to the treatment of another condition. For instance, immunosuppression may be performed to reduce the body’s possibility for rejecting an organ transplant (Pellegrino & Mancini, 2016). Immunosuppression may also be used to treat conditions where the immune system is overreacting, in the case of allergies and autoimmune diseases such as infections. Immunosuppression from pre-existing diseases such as HIV or ongoing cancer treatment could lead to higher risks of getting an infection from a cut. A weakened immune system is one of the environmental and health risk factors for getting an infection from a cut. Whether an individual is undergoing deliberate immunosuppression due to an organ transplant or are undergoing radiation therapy or non-deliberate immunosuppression due to chronic illness, then an individual is more susceptible to autoimmune diseases such as infections.

    In conclusion, the case study has demonstrated that the patient may have experienced an infected cut from his incident during gardening. The infected cut will normally present similar symptoms. Moreover, the genetic aspect of wound healing and regeneration is derived from literature and the influence of immunosuppression on healing responses is also explored. By considering these factors, the healthcare practitioner will be able to diagnose and treat the infection.

     

     

    References

    Gross, J. (1996). Getting to mammalian wound repair and amphibian limb regeneration: a mechanistic link in the early events.
    Wound repair and regeneration, 4(2)
    , 190-202.

    Healthline.com Editor. (2019).
    How to Identify and Treat an Infected Cut
    . Retrieved March 6, 2020, from Healthline.com: https://www.healthline.com/health/infected-cut

    McBrearty, B. A., Clark, L. D., Zhang, X. M., Blankenhorn, E. P., & Heber-Katz, E. (1998). Genetic analysis of a mammalian wound-healing trait.
    Proceedings of the National Academy of Sciences, 95(20)
    , 11792-11797.

    Pellegrino, B., & Mancini, M. C. (2016).
    Immunosuppression
    . Retrieved from emedicine.medscape.com: https://emedicine.medscape.com/article/432316-overview NURS 6501 Module 1 assignment Case Study Analysis

     

    Module 1 Assignment: Case Study Analysis

    An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

    Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

    Photo Credit: Getty Images/Hero Images

    An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

    In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

    To prepare:

    By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

    The Assignment (1- to 2-page case study analysis)

    Develop a 1- to 2-page case study analysis in which you:

    Explain why you think the patient presented the symptoms described.

    Identify the genes that may be associated with the development of the disease.

    NURS 6501 Module 1 assignment Case Study Analysis

    Explain the process of immunosuppression and the effect it has on body systems.

    By Day 7 of Week 2

    Submit
    your Case Study Analysis Assignment
    by Day 7 of Week 2
    .

    Reminder:
    The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
    https://academicguides.waldenu.edu/writingcenter/templates
    ). 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 “M1Assgn+last name+first initial.(extension)” as the name.

    Click the
    Module 1
     
    Assignment Rubric 
    to review the Grading Criteria for the Assignment.

    Click the 
    Module 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 “M1Assgn+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_6501_Module1_Case Study_Assignment_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:

    Explain why you think the patient presented the symptoms described.

    Points Range:
    28
    (28%)
    – 30
    (30%)

    The response accurately and thoroughly describes the patient symptoms.

    The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.

    Points Range:
    25
    (25%)
    – 27
    (27%)

    The response describes the patient symptoms.

    The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.

    Points Range:
    23
    (23%)
    – 24
    (24%)

    The response describes the patient symptoms in a manner that is vague or inaccurate. NURS 6501 Module 1 assignment Case Study Analysis

    The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.

    Points Range:
    0
    (0%)
    – 22
    (22%)

    The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.

    The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.

    Identify the genes that may be associated with the development of the disease.

    Points Range:
    23
    (23%)
    – 25
    (25%)

    The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.

    Points Range:
    20
    (20%)
    – 22
    (22%)

    The response includes an accurate analysis of the genes that may be associated with the development of the disease.

    Points Range:
    18
    (18%)
    – 19
    (19%)

    The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.

    Points Range:
    0
    (0%)
    – 17
    (17%)

    The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.

     Explain the process of immunosuppression and the effect it has on body systems.

    Points Range:
    28
    (28%)
    – 30
    (30%)

    The response includes an accurate, complete, detailed, and specific explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.

    Points Range:
    25
    (25%)
    – 27
    (27%)

    The response includes an accurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition. NURS 6501 Module 1 assignment Case Study Analysis

    Points Range:
    23
    (23%)
    – 24
    (24%)

    The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.

    Points Range:
    0
    (0%)
    – 17
    (17%)

    The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition, or the analysis 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

    Points Range:
    5
    (5%)
    – 5
    (5%)

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

    A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

    Points Range:
    4
    (4%)
    – 4
    (4%)

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

    Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

    Points Range:
    3
    (3%)
    – 3
    (3%)

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

    Purpose, introduction, and conclusion of the assignment are vague or off topic.

    Points Range:
    0
    (0%)
    – 2
    (2%)

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%) 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 heads, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.  NURS 6501 Module 1 assignment Case Study Analysis Total Points: 100

  • NURS 6501 week 1 Discussion: Alterations in Cellular Processes

    Explaining cystic fibrosis (CF) to the mother would include an overview of the disease itself including its presentation and explanation of the symptomology as well as an explanation of its pathophysiology.  The explanation would include the fact that cystic fibrosis is one of the most common autosomal recessive diseases in Caucasian populations (if patient noted as Caucasian) and is caused by mutations in the cystic fibrosis transmembrane conductance regulator (CFTR) gene (Davies & Aurora, 2019).  Because of the mutation in the CFTR gene, there is dysfunction of chloride ion transportation across the epithelial cells.  These epithelial cells line the respiratory and digestive tracts and exhibit defective chloride secretion and excess sodium absorption.  Both contribute to viscous mucous and promote inflammation which cause the respiratory and gastrointestinal clinical manifestations.  Additionally, impaired immune cell responses are instrumental to lung disease severity (Ideozu, Rangaraj, Abdala-Valencia, Zhang, Kandpal, Sala, Davuluri, & Levy, 2019).

    The 6-month-old female presented as such because gastrointestinal manifestations often proceed pulmonary symptoms (McCance & Huether, 2019).  The baby’s colic, crying episodes after eating, and swollen belly can all be symptomology (physiologic response) related to gastroesophageal reflux, inflammation, abdominal distention, distal intestinal obstruction, bacterial overgrowth, slow transit time, or inflammatory bowel disease caused by secretory dysfunction of the malfunctioning epithelial cells of the intestines and bowel (De Freitas, Moreira, Tomio, Moreno, Daltoe, Barbosa, Neto, Buccigrossi, & Guarino, 2018).  The lack of weight gain despite good appetite could be attributable to pancreatic insufficiency which causes nutrient malabsorption and failure to thrive often present in children with CF (McCance & Huether, 2019).  The mother’s perception that the baby tastes “salty” is reflective of the CFTR ineffectively moving salt in the body.  The salt travels to the skin’s surface and is not reabsorbed.

    As it pertains to the mother’s question of having more children, CF is an autosomal recessive disease.  This entails the disease often seen in siblings but not parents; equal proportions of males and females affected; and on average, one-fourth of offspring of carrier parents affected (McCance & Huether, 2019).  Given that information and recommendation for genetic counseling, the parents can make an informed decision whether or not to have more children.  Furthermore, given the son’s ongoing respiratory problems, he should be tested for CFTR mutation and genotyping as well as the measurement of sweat chloride concentration as CF occurs equally in males and females (Sosnay, Salinas, White, Ren, Farrell, Raraigh, Girodon, & Castellani, 2017).  Further gender considerations would include inquiry into her daughter’s diet as girls with CF have more difficulty meeting growth requirements.  Exclusively breastfed babies receive metabolites that provide protection against intestinal inflammation (De Freitas et al., 2018).

    References

    Davies, G., & Aurora, P. (2019). A simple screening test for cystic fibrosis?
    Indian 

    Pediatrics
    , 
    56
    (2), 105–106.

    De Freitas, M. B., Moreira, E. A. M., Tomio, C., Moreno, Y. M. F., Daltoe, F. P., Barbosa, E.,

    Neto, N. L., Buccigrossi, V., & Guarino, A. (2018). Altered intestinal microbiota

    composition, antibiotic therapy and intestinal inflammation in children and adolescents

    with cystic fibrosis.
    Plos One, 13
    (6), e0198457. Retrieved form

    https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0198457

    Ideozu, J. E., Rangaraj, V., Abdala-Valencia, H., Zhang, X., Kandpal, M., Sala, M. A., Davuluri,

    R. V., & Levy, H. (2019). Transcriptional consequences of impaired immune cell

    responses induced by cystic fibrosis plasma characterized via dual RNA

    sequencing.
    BMC Medical Genomics, 12
    (1), 66. Retrieved from

    https://doi-org.ezp.waldenulibrary.org/10.1186/s12920-019-0529-0

    McCance, K. L. & Huether, S. E. (2019).
    Pathophysiology: The biologic basis for disease in 

    adults and children
    (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Sosnay, P. R., Salinas, D. B., White, T. B., Ren, C. L., Farrell, P. M., Raraigh, K. S., Girodon, E.,

    & Castellani, C. (2017). Applying cystic fibrosis transmembrane conductance

    regulator genetics and CFTR2 data to facilitate diagnoses.
    The Journal of

    Pediatrics
    , 
    181S
    , S27–S32.e1.  Retrieved from

    https://doi-org.ezp.waldenulibrary.org/10.1016/j.jpeds.2016.09.063

     

    response

    Your post with very informative. I enjoyed reading the information. I didn’t get off to a great start with my posting, so this was very refreshing to read.

    The thorough explanation you provided regarding the symptoms for the baby’s colic, crying episodes after eating, and swollen belly can all be symptomology (physiologic response) related to gastroesophageal reflux, inflammation, abdominal distention, distal intestinal obstruction, bacterial overgrowth, slow transit time, or inflammatory bowel disease caused by secretory dysfunction of the malfunctioning epithelial cells of the intestines and bowel was more relatable than other explanations (De Freitas, et al., 2018). It is sad that the outcome for these patients are not more optimistic with further advancement from our healthcare researchers over the years.  But despite a complex treatment, chronic airway obstruction and infection usually lead to respiratory insufficiency and premature death (De Boeck, Bulteel, & Fajac, 2016). The brother more than likely should be tested due to the respiratory symptoms that indicate concern for cystic fibrosis including persistent cough or wheeze, excessive sputum production, and recurrent or severe pneumonia (McCance & Huether, 2019).

    We have a family friend with cystic fibrosis that has chosen not to have children due to her health condition. Her siblings were later tested and positive carrier, so her sister did IVF. They did genetic testing of the embryos prior to implantation.

    My only suggestion in the future is to use the headings for separation of the information. It helps clarify the material being presented. Overall, your post is great and thanks for helping me get a better understanding of the application.

    Best of luck this quarter!

    Lindy

    References

    De Boeck, K., Bulteel, V., & Fajac, I. (2016). Disease-specific clinical trials networks: the example of cystic fibrosis.
    European Journal of Pediatrics
    . 175:817-824.

    DOI:10.1007/s00431-016-2712-z

    De Freitas, M. B., Moreira, E. A. M., Tomio, C., Moreno, Y. M. F., Daltoe, F. P., Barbosa, E., Neto, N. L., Buccigrossi, V., & Guarino, A. (2018). Altered intestinal microbiota

    Composition, antibiotic therapy and intestinal inflammation in children and adolescents with cystic fibrosis.
    Plos One
    , 13(6), e0198457. Retrieved form

    https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0198457

    McCance, K. L. & Huether, S. E. (2019).
    Pathophysiology: The biologic basis for disease in adults and children
    (8th ed.). St. Louis, MO: Mosby/Elsevier

    Discussion: Alterations in Cellular Processes

    Photo Credit: Getty Images

    At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

    Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

    For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

    To prepare:

    By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

    By Day 3 of Week 1

    Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

    The role genetics plays in the disease.

    Why the patient is presenting with the specific symptoms described.

    The physiologic response to the stimulus presented in the scenario and why you think this response occurred.

    The cells that are involved in this process.

    How another characteristic (e.g., gender, genetics) would change your response.

    Read
    a selection of your colleagues’ responses.

    By Day 6 of Week 1

    Respond
    to
    at least two
    of your colleagues on
    2 different days
    and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

    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_6501_Discussion_Rubric

    Grid View

    List View

    Excellent

    Good

    Fair

    Poor

    Main Posting

    Points Range:
    45
    (45%)
    – 50
    (50%)

    Answers all parts of the Discussion question(s) 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.

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    10
    (10%)
    – 10
    (10%)

    Posts main post by Day 3.

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    Does not post main post by Day 3.

    First Response

    Points Range:
    17
    (17%)
    – 18
    (18%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    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.

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    16
    (16%)
    – 17
    (17%)

    Response exhibits synthesis, critical thinking, and application to practice settings.

    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.

    Points Range:
    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.

    Points Range:
    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.

    Points Range:
    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

    Points Range:
    5
    (5%)
    – 5
    (5%)

    Meets requirements for participation by posting on 3 different days.

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    N/A

    Points Range:
    0
    (0%)
    – 0
    (0%)

    Does not meet requirements for participation by posting on 3 different days.

    Total Points: 100

    Cystic Fibrosis (CF) is an autosomal recessive inherited disorder arising from a defective protein called cystic fibrosis transmembrane conductance regulator (CFTR) which disrupts the normal function of epithelial cells that line the passageways of the respiratory, digestive and reproductive organs (McCance and Huether, 2019). The CF gene is passed down by both parents and is found on chromosome 7 (McCance and Huether, 2019). The CFTR regulates the concentration of sodium, chloride, and water that passes across cell membranes. Sodium and chloride regulate the amount of mucus that coats the linings of the affected organs.

    In a case with CF, CFTR insufficiency results in the interference of chloride secretion, sodium reabsorption, and water transport thus causing the body to produce viscous mucus and mucociliary dysfunction (Turcios, 2020).

    CF is common among European culture. According to Turcois (2020), studies show that CF is more prevalent among whites with a 1 in 2,500 chances of the child inheriting the CF gene, however, all ethnicities are not immune to it.

    In the scenario, the mother is concerned that her 6-month- old has intermittent abdominal distention, cries every so often after eating and does not gain weight despite having a good appetite. The reason is that the buildup of mucus in the pancreas leads to insufficient production of pancreatic enzymes which disrupts the absorption of proteins, fats and fat-soluble vitamins (A, D, E, K) which are needed for proper growth (McCance and Huether, 2019).  It is essential to educate the mother to adhere to proper nutrition and initiate the intake of pancreatic enzyme replacement therapy to counteract the malabsorption (Kulkami, Kansra, & Karande, 2019).

    Since CF also affects the sweat glands, the CFTR disrupts the balanced excretion of sodium and chloride causing the buildup of sodium and water traveling to the skin surface which is why babies tend to taste salty (Kulkami, Kansra, & Karande, 2019).

    As for the 23-month-old, the insufficient CFTR in the epithelial linings of the lungs produces thick and sticky mucus trapping pathogens such as bacteria, viruses and fungi that do not clear out as it should causing patients to have recurrent lung infections and inflammation (McCance and Huether, 2019).  Respiratory symptoms are likely to appear more in older infants than newborns (Turcios, 2020). Therefore, the mother should have her child tested for possible CF.

    The mother also inquired about having more children.  The chance of a family member having a hereditary disorder is called recurrence risk (McCance and Huether, 2019). CF is an autosomal recessive disorder, meaning an individual inherits 1 copy of the defected gene from each parent (Kulkami, Kansra, & Karande, 2019).  Since both parents are carriers of the defective gene, they have 1 in 4 chances that their child may inherit CF, 1 in 2 chances that the child will be a carrier and 1 in 4 chances that the child will not be a carrier.

    References

    Kulkarni, H., Kansra, S., & Karande, S. (2019). Cystic fibrosis revisited. 
    Journal of Postgraduate Medicine
    , 
    65
    (4), 193–196. https://doi-org.ezp.waldenulibrary.org/10.4103/jpgm.JPGM_263_18

    McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Turcios, N. L. (2020). Cystic Fibrosis Lung Disease: An Overview. Respiratory Care, 65(2), 233–251. https://doi-org.ezp.waldenulibrary.org/10.4187/respcare.06697

  • Cystic Fibrosis Case Study

    The role genetics plays in the disease.

    Cystic Fibrosis (CF) is a disease that is inherited and affects the mucus and sweat production by those glands (McCance & Huether, 2018).  How it is inherited is that parents of children with CF both have to be carriers of the cystic fibrosis transmembrane regulator (CFTR) mutation gene (McCance & Huether, 2018).  Parents do not have to have CF for their children to have CF; they just have to be carriers of the mutation gene (Tabori et al., 2017).  It is very common for people of European descent to inherit CF (McCance & Huether, 2018).

     

     

    Why the patient is presenting with the specific symptoms described.

    The symptoms described in the case study scenario that contributed to the CF diagnosis were thought of possible colic, baby has had many episodes of crying after eating, despite having a good appetite baby is not gaining weight (failure to thrive, FTT), baby’s belly “gets all swollen sometimes,” the baby tastes “salty” when the mother kisses the baby, and sibling has had multiple episodes of “chest congestion” and was hospitalized once for pneumonia (Abid et al., 2017).

    The human body is protected against bacteria by first and second lines of defense (McCance & Huether, 2018).  Physical, mechanical, biochemical, and normal flora make up the first lines of defense (McCance & Huether, 2018).  Examples of the physical and mechanical barriers are skin and mucus membranes; antibacterial properties of mucus secretions, tears, saliva, sweat, and other secretions are examples of biochemical barriers; normal flora are good bacteria that protects the human body by preventing bad bacteria from taking over in places like the gut (McCance & Huether, 2018).

    CFTR protein pushes chloride ions into secretions to help draw water into these secretions (mucus) to loosen (thin) them (McCance & Huether, 2018).  CFTR protein absence leaves excess chloride ions on the skin.  The thin and slippery mucus protects the sac that lines the lungs, stomach, tissues and organs (McCance & Huether, 2018).  The missing CFTR protein does not leave a way for the body to thin out the mucus (Abid et al., 2017), leaving the body to only make thick and sticky mucus that build up, leading to blockages, frequent infections, and damages in the affected organs (McCance & Huether, 2018).

    The pancreas cannot release any digestive enzymes to the small intestine when it is blocked with thick mucus making nutrients and fat not absorbable, leading to FTT (not gaining weight despite good appetite and looking malnourished (McCance & Huether, 2018).  Other gastrointestinal symptoms include fatty stools (McCance & Huether, 2018), abdominal pain after eating due to poor intestinal malabsorption (Tabori et al., 2017), abdominal bloating, constipation, and flatulence (McCance & Huether, 2018).  CFTR also helps the skin regulate sodium ions and fluid absorption; so, in someone with CF, there is less fluid absorption to dilute the sodium ions, leaving the salty taste on the skin (McCance & Huether, 2018).

    The second line of defense is the body’s response to damage known as inflammation (McCance & Huether, 2018).  Symptoms are redness, swelling, pain, and heat, collection of fluid at the site, leukocytosis and fever (McCance & Huether, 2018).  In the presence of CF, inflammation causes damage to lungs and pancreas in particular, but other organs as well (McCance & Huether, 2018).  A child or young adult, or their sibling, with a history of severe and recurrent bronchitis, pneumonia, pancreatitis, and hemoptysis is suspect for further CF testing.

     

     

    The
    physiologic response to the stimulus presented
    in the scenario and
    why you think this response occurred
    .

    In CF, abnormally thick mucus in the airways does not have the same germ-killing properties of normal mucus leading to frequent infections that hampers attempts at treating (clearing) the infections, resulting in a loop of continuous inflammations, scarring, and death (McCance & Huether, 2018).  Viral and bacterial infections, especially culprits like Pseudomonas aeruginosa, Staphylococcus aureus, and Hemophilus influenzae, manifest inflammatory responses that are extreme (McCance & Huether, 2018).  Excessive signals are sent from cells with a defective CFTR protein, resulting in the complement system of antigen-antibody being activated (McCance & Huether, 2018); bacteria, leukocytes (white blood cells) and phagocytes (neutrophils).

     

     

    The cells that are involved in this process.

    The mast cell activates the inflammatory response through the release of mediators such as histamine (McCance & Huether, 2018).  Antigens of the bacteria are presented to helper T cells, who release cytokines, resulting in accumulation of neutrophils (to initiate phagocytosis of the bacteria), signaling or resulting in inflammation (McCance & Huether, 2018).

     

    How another characteristic (e.g., gender, genetics) would change your response.

    While some people with CF get severe symptoms or life-threatening complications, others have few signs and symptoms (Tabori et al., 2017), such as with the baby and older sibling in the case study scenario.  Siblings with only one parent in common who is a carrier will not acquire CF.  Abid et al. (2017) reported estrogen hormone elevations disrupt chloride ion and water balance (p. 2). They also measured nasal epithelial Calcium ion-activated Chloride-secretion in women with CF during their menstrual cycle with results that women with CF cannot clear build-up of airway secretions, a hallmark of CF, effectively (Abid et al., 2017).

     

     

    References

     

    Abid, S., Xie, S., Bose, M., Shaul, P., Terada, L., Brody, S.,…Jain, R. (2017). 17β-Estradiol Dysregulates Innate Immune Responses to Pseudomonas aeruginosa Respiratory Infection and Is Modulated by Estrogen Receptor Antagonism.
    Infection and immunity
    ,
    85
    (10), e00422-17.
    Https://doi.org/10.1128/IAI.00422-17
    .

    McCance, K. & Huether, S. (2018).
    Pathophysiology: The biologic basis for disease in adults and children
    (8th ed.). St. Louis, MO: Mosby/Elsevier.

    Tabori, H., Arnold, C., Jaudszus, A., Mentzel, H., Renz, D., Reinsch, S.,…Mainz, J. (2017). Abdominal symptoms in cystic fibrosis and their relation to genotype, history, clinical and laboratory findings.
    PloS one
    ,
    12
    (5), e0174463.
    Https://doi.org/10.1371/journal.-pone.0174463
    .

     

    response

       I enjoyed reading your post, it was very detailed and very interesting. I like how you presented the discussion. We all know by now that Cystic fibrosis is an inherited disease and the most common life-shortening autosomal recessive disease among Caucasian populations, with a frequency of 1 in 2000 to 3000 live births. The median predicted survival for CF patients in the United States was 39.3 years (95% CI, 37.3-41.4) according to the Cystic Fibrosis Foundation 2014 Registry Report (Katkin, 2020). As in your discussion, it was common in people of European descent to inherit CF (McCance & Huether, 2018).

     

    Over the years, Cystic Fibrosis (CF) has had significant improvements for early diagnoses and better management for delayed disease progression. The treatments recently are specifically seeking ways to target the genetic mutation causing the disease (Huether & McCance, 2017). Specifically, the correction of the misprocessing of the CFTR protein is helping trial new drugs. Understanding the pathophysiology of the disease can assist in the best treatment plan. For example, Ataluren is now used in research trials, which helps restore the function of mutation in the gene and aids in correcting the chloride channel transport by targeting CFTR protein (Brown, White, & Tobin, 2017).

     

    I wanted also to point out in response to the mother on her 23 mos. We can also educate the mom and the husband of advanced teaching to them, we can give options regarding the CF screening and the disease itself. It will be beneficial for the mother and her husband to contemplate if they choose to have another kid. Newborn screening is universal in the US.  Ideally, when a family member has confirmed CF, other family members should be screened by the same laboratory that tested the affected relative. The screening panel should include familial mutations previously identified as well as the mutations in the standard panel. Genetic counseling should also be available to them and take also into consideration. Researchers have shown that females are more likely to succumb to this disease than men. Although this gender disparity is not researched often, it has been hypothesized that the disease is hormone mediated. This could account for the 23-month-old to not show symptoms as soon as the 6-month-old (Harness-Brumley, Elliot, Rosenbluth, Raghaven, & Jain, 2014). With mother already having two children with CF, it would be beneficial for her and her partner to undergo carrier screening, if not already performed. If considering, genetic counseling would also be of assistance. If both partners are positive for the CF mutation, there are options such as accepting the risk, adoption, and in vitro fertilization, with the use of preimplantation genetic diagnosing (The American College of Obstetricians and Gynecologists, 2017). As providers, it is our responsibility to keep the patient informed upfront regarding any future pregnancies. Again, thank you for your great post.

     

    References

     

    Brown, S. D., White, R., & Tobin, P. (2017). Keep them breathing: Cystic fibrosis pathophysiology, diagnosis, and treatment. Journal of the American Academy of PAs, 30(5), 23-27. doi: 10.1097/01.JAA.0000515540.36581.92

    Harness-Brumley, C.L., Elliot, A.C., Rosenbluth, D.B., & Jain, R., (2014). Gender differences

    In outcomes of the patient with cystic fibrosis, Journal of Women’s Health, 23(12). Pp 1012-1020

    Huether, S. E., & McCance, K. L. (2019) Pathophysiology: The biologic basis for disease in adults and child ( 8th Ed.) St. Louis, Missouri: Elsevier

    Katkin, J. (2019) Cystic Fibrosis: Clinical manifestation and Diagnosis. Up to Date.

    Retrieve 10 October 2019 from https//:www.uptodate.com

    The American College of Obstetricians and Gynecologists. (2017, June). FAQs171. Retrieved from Women’s Health Care Physicians: https://www.acog.org/Patients/FAQs/Cystic-Fibrosis-Prenatal-Screening-and-Diagnosis?IsMobileSet=false

  • Nursing Essays Thesis Statements

    Nursing Essays Thesis Statements

    Basics of Thesis Statements

    The 
    thesis statement
     is the brief articulation of your paper’s central argument and purpose. You might hear it referred to as simply a “thesis.” Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. 
    Concise
     means the thesis is short: perhaps one or two sentences for a shorter paper. 
    Specific
     means the thesis deals with a narrow and focused topic, appropriate to the paper’s length. 
    Arguable
     means that a scholar in your field could disagree (or perhaps already has!).

    BUY PLAGIARISM-FREE PAPER HERE

    Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

    Being Specific

    This thesis statement has no specific argument:

    Needs Improvement:
     In this essay, I will examine two scholarly articles to find similarities and differences.

    This statement is concise, but it is neither specific nor arguable—a reader might wonder, “Which scholarly articles? What is the topic of this paper? What field is the author writing in?” Additionally, the purpose of the paper—to “examine…to find similarities and differences” is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply. Nursing Essays Thesis Statements

    Better:
     In this essay, I will argue that Bowler’s (2003) autocratic management style, when coupled with Smith’s (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

    The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison (“can reduce the expenses associated with employee turnover”).

    Making a Unique Argument

    This thesis draft repeats the language of the writing prompt without making a unique argument:

    Needs Improvement:
     The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

    You can see here that the student has simply stated the paper’s assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

    Better:
     Through a series of student interviews, I found that Kennedy High School’s antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

    Words like “ineffective” and “argue” show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information (“student interviews,” “antibullying”) further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language. Nursing Essays Thesis Statements.

    Creating a Debate

    This thesis statement includes only obvious fact or plot summary instead of argument:

    Needs Improvement:
     Leadership is an important quality in nurse educators.

    A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, “Would a scholar in my field disagree with this point?” Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

    Better:
     Roderick’s (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

    Here, the student has identified a particular type of leadership (“participatory leadership”), narrowing the topic, and has made an arguable claim (this type of leadership is “appropriate” to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student’s paper can now proceed, providing specific pieces of evidence to support the arguable central claim. Nursing Essays Thesis Statements

    Choosing the Right Words

    This thesis statement uses large or scholarly-sounding words that have no real substance:

    Needs Improvement:
     Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

    There are many words in this sentence that may be buzzwords in the student’s field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it’s usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

    Better:
     Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

    Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific (“conservation methods,” “green organizations”), so the reader is able to see concretely the ideas the student is communicating. Nursing Essays Thesis Statements

    Leaving Room for Discussion

    This thesis statement is not capable of development or advancement in the paper:

    Needs Improvement:
     There are always alternatives to illegal drug use.

    This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are “always alternatives” to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

    Better:
     The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

    In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages’ worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

    Extra Tips

    Thesis Mad Libs

    If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

    In this essay, I argue ____, using ______ to assert _____.

    While scholars have often argued ______, I argue______, because_______.

    Through an analysis of ______, I argue ______, which is important because_______.

    Words to Avoid and to Embrace

    When drafting your thesis statement, avoid words like 
    explore, investigate, learn, compile, summarize
    , and 
    explain
     to describe the main purpose of your paper. These words imply a paper that summarizes or “reports,” rather than synthesizing and analyzing.

    Instead of the terms above, try words like 
    argue, critique, question
    , and 
    interrogate
    . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

    Read Kayla’s 
    blog post
    for tips on taking a stand in a well-crafted thesis statement. Nursing Essays Thesis Statements

  • NURS 6521: Advanced Pharmacology

    NURS 6521: Advanced Pharmacology

    Module 1: Foundational Concepts of Advanced Pharmacology

    What’s Happening This Module?

    This course is composed of eight (8) separate modules. Each module consists of an overarching topic in which each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in various discussion and assignment components which will be due throughout each of the modules NURS 6521: Advanced Pharmacology.

    Module 1: Basic Pharmacotherapeutic Concepts/Ethical and Legal Aspects of Prescribing is a one-week module. In Week 1 of the course, you will examine how patient factors may influence the pharmacokinetic and pharmacodynamic processes of pharmacotherapeutics. You will also examine the ethical and legal implications of prescribing drugs, as well as advanced practice nurse strategies in guiding prescription drug decision-making.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1-7 Week 1

    Discussion: Pharmacokinetics and Pharmacodynamics

    Post by
    Day 3 of Week 1
    , and respond to your colleagues by
    Day 6 of Week 1
    .

    Assignment: Ethical and Legal Implications of Prescribing Drugs

    Submit your Assignment by
    Day 7 of Week 1
    .

    Go to the Week’s Content

    Week 1

    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.

    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

    NURS 6521: Advanced Pharmacology

    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

    Required Readings
    (click to expand/reduce)

    Required Media
    (click to expand/reduce)

    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. NURS 6521: Advanced Pharmacology

    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 NURS 6521: Advanced Pharmacology.

    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 NURS 6521: Advanced Pharmacology.

    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: Advanced Pharmacology

    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

    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.

    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 NURS 6521: Advanced Pharmacology 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 NURS 6521: Advanced Pharmacology.

    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.

    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 School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School 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: Getty Images/iStockphoto

    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 NURS 6521: Advanced Pharmacology.

    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:

    Module 2

    Module 2: Cardiovascular and Respiratory Systems

    What’s Happening This Module?

    Module 2: Cardiovascular and Respiratory Systemsis a 2-week module, Weeks 2 and 3 of the course. In this module, you will examine how patient factors may influence pharmacokinetic and pharmacodynamic processes of pharmacotherapeutics used in the treatment of cardiovascular and respiratory disorders. You will also explore and suggest drug therapy plans for asthma and analyze the stepwise approach for asthma treatment and management.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1-7, Weeks 2 and 3

    Assignment 1: Pharmacotherapy for Cardiovascular Disorders

    Submit your Assignment by
    Day 7 of Week 2
    .

    Assignment 2: Asthma and Stepwise Management. NURS 6521: Advanced Pharmacology

    Submit your Assignment by
    Day 7 of Week 3
    .

    Go to the Week’s Content

    Week 2

    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 NURS 6521: Advanced Pharmacology

    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 NURS 6521: Advanced Pharmacology.

    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 School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School 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: Getty Images/iStockphoto

    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

    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

    NURS 6521: Advanced Pharmacology

    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.

    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. NURS 6521: Advanced Pharmacology.

    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.

    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?

    Photo Credit: Getty Images/iStockphoto

    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:

    Module 3

    Module 3: Gastrointestinal and Hepatobiliary Systems

    Symptoms of various gastrointestinal (GI) and hepatobiliary disorders often overlap, making diagnosis and treatment challenging. For example, symptoms such as vomiting, constipation, and bloating are non-specific and could also be the result of underlying medical history or current prescription drug use. As an advanced practice nurse, you could be potentially responsible for providing care to a patient who may present with non-specific symptoms related to the gastrointestinal and hepatobiliary systems.

    How would you proceed to care for this patient? What type of drug therapy might you recommend, not knowing current medical history or prescription drug use? Are there certain drugs you should avoid in ensuring a drug-drug interaction does not occur? These are the types of questions that may guide you in your role as an advanced practice nurse.

    What’s Happening This Module?

    Module 3: Gastrointestinal and Hepatobiliary Systemsis a 1-week module, Week 4 of the course. In this module, you will examine diagnoses for patients with potential GI and hepatobiliary disorders. You also develop a drug therapy plan based on patient history and diagnosis.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources.
    NURS 6521: Advanced Pharmacology

    Days 1-7, Week 4

    Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

    Submit your Assignment by
    Day 7 of Week 4
    .

    Go to the Week’s Content

    Week 4

    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

    Photo Credit: Getty Images/iStockphoto

    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. NURS 6521: Advanced Pharmacology

    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 School 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: Getty Images/iStockphoto

    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:

    Module 4

    Module 4: Endocrine System

    The endocrine system plays an important role in the regulation and coordination of activities throughout the body. When alterations of these systems occur, many patients require long-term drug therapies. In addition to drugs prescribed by their health care providers, patients with these disorders also often take herbal and dietary supplements. This may impact the effects of prescribed drugs, as well as pose a concern of adverse drug reactions in patients. When treating patients with endocrine disorders, it is important to educate them on associated risks. As an advanced practice nurse prescribing drugs, you must carefully consider all drug, herbal, and dietary therapies prior to finalizing treatment plans.

    What’s Happening This Module?

    Module 4: Endocrine System

    is a 1-week module, Week 5 of the course. In this module, you examine types of drugs prescribed to patients with endocrine disorders, as well as consider the impact of patient factors on the effects of drugs. You also examine types of diabetes and the impact of diabetes drugs on patients.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1-7, Week 5

    Discussion: Diabetes and Drug Treatments

    Post by
    Day 3 of Week 5
    , and respond to your colleagues by
    Day 6 of Week 5
    .

    Go to the Week’s Content

    Week 5

    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 NURS 6521: Advanced Pharmacology

    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/ NURS 6521: Advanced Pharmacology

    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 NURS 6521: Advanced Pharmacology.

    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: Getty Images/iStockphoto

    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:

    Module 5

    Module 5: Neurologic and Musculoskeletal Systems

    What’s Happening This Module?

    Module 5: Neurologic and Musculoskeletal Systems

    is a 2-week module, Weeks 6 and 7 of the course. In this module, you will analyze drugs prescribed to treat neurological and musculoskeletal disorders and explore patient education strategies for treatment and management of these disorders. You will also evaluate the impact of patient factors on the effects of prescribed drugs and drug therapy plans for neurologic and musculoskeletal disorders. You will also complete your Midterm Exam.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1-7, Weeks 6 and 7

    Assignment: Decision Tree for Neurologic and Musculoskeletal Disorders

    You are encouraged to begin your Assignment in Week 6 and continue working on it in Week 7. However, this Assignment is not due until
    Day 7 of Week 8
    in Module 6. NURS 6521: Advanced Pharmacology

    Midterm Exam

    Complete by
    Day 7 of Week 7
    .

    Go to the Week’s Content

    Week 6

    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.

    Photo Credit: Getty Images/Science Photo Library RF

    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 NURS 6521: Advanced Pharmacology 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.

    Submission and Grading Information

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

    Please save your NURS 6521: Advanced Pharmacology 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: Getty Images/iStockphoto

    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

    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
    .

    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: Getty Images/iStockphoto

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

    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 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 NURS 6521: Advanced Pharmacology. 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)

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

    Chapter 10, “Basic Principles of Neuropharmacology” (pp. 73–77)

    Chapter 11, “Physiology of the Peripheral Nervous System” (pp. 79–90)

    Chapter 12, “Muscarinic Agonists and Antagonists” (pp. 91–107)

    Chapter 13, “Adrenergic Agonists” (pp. 109–119)

    Chapter 14, “Adrenergic Antagonists” (pp. 121–132)

    Chapter 15, “Indirect-Acting Antiadrenergic Agents” (pp. 133–137)

    Chapter 16, “Introduction to Nervous System Pharmacology” (pp. 139–141)

    Chapter 17, “Drugs for Parkinson Disease” (pp. 143–158)

    Chapter 18, “Drugs for Alzheimer Disease” (pp. 159–166)

    Chapter 19, “Drugs for Epilepsy” (pp. 167–189)

    Chapter 20, “Drugs for Muscle Spasm and Spasticity” (pp. 191–201)

    Chapter 57, “Drug Therapy of Rheumatoid Arthritis” (pp. 629–641)

    Chapter 58, “Drug Therapy of Gout” (pp. 643–651)

    Chapter 59, “Drugs Affecting Calcium Levels and Bone Mineralization” (pp. 653–672)

    American Academy of Family Physicians. (2019). Dementia. Retrieved from http://www.aafp.org/afp/topicModules/viewTopicModule.htm?topicModuleId=5

     

    This website provides information relating to the diagnosis, treatment, and patient education of dementia. It also presents information on complications and special cases of dementia.

    Document:
    Mid-Term Summary & Study Guide (PDF)

    Required Media
    (click to expand/reduce)

    Laureate Education (Producer). (2019b).
    Alzheimer’s disease
    [Interactive media file]. Baltimore, MD: Author.

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat Alzheimer’s disease.

    Laureate Education (Producer). (2019e).
    Complex regional pain disorder
    [Interactive media file]. Baltimore, MD: Author.

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat complex regional pain disorders.

    Disorders of The Nervous System

    Reflect on the comprehensive review of disorders of the nervous system and think about how you might recommend or prescribe pharmacotherapeutics to treat these disorders. (15m)

    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.

    Photo Credit: Getty Images/Science Photo Library RF

    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 NURS 6521: Advanced Pharmacology.

    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 NURS 6521: Advanced Pharmacology 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.

    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: Getty Images/iStockphoto

    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:

    Module 6: Psychological Disorders

    Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act…mental health is important at every stage of life, from childhood and adolescence through adulthood.

    —Centers for Disease Control and Prevention, 2018

    As an advanced practice nurse, treating patients who may present with psychological disorders requires critical clinical decision making. It is your expertise in clinical decision making that will ensure that the pharmacotherapeutics and other suggested treatments prescribed to your patients will not only promote positive patient health outcomes but will lead to sustained health and well-being NURS 6521: Advanced Pharmacology.

    Reference: Centers for Disease Control and Prevention. (2018). Mental health. Retrieved from https://www.cdc.gov/mentalhealth/index.htm

    What’s Happening This Module?

    Module 6: Psychological Disorders

    is a 1-week module, Week 8 of the course. In this module, you will 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.

    What do I have to do?

    When do I have to do it?

    Review your Learning Resources

    Days 1-7, Week 8

    Discussion: Decision Making When Treating Psychological Disorders

    Post by
    Day 3 of Week 8
    , and respond to your colleagues by
    Day 6 of Week 8
    .

    Assignment: Decision Tree for Neurologic and Musculoskeletal Disorders

    Submit your Assignment by
    Day 7 of Week 8
    .

    Go to the Week’s Content

    Week 8

    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 NURS 6521: Advanced Pharmacology.

    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 NURS 6521: Advanced Pharmacology.

    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 NURS 6521: Advanced Pharmacology 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 School 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.

    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 NURS 6521: Advanced Pharmacology 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: Getty Images/iStockphoto

    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:

    Module 7

    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 NURS 6521: Advanced Pharmacology.

    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 School 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.

    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 NURS 6521: Advanced Pharmacology Assignment

    What’s Coming Up in Module 7?

    Photo Credit: Getty Images/iStockphoto

    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:

    Module 7

     

    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? NURS 6521: Advanced Pharmacology 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. NURS 6521: Advanced Pharmacology 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: Getty Images/iStockphoto

    Next week,
    you will continue working on your NURS 6521: Advanced Pharmacology 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

    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-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 NURS 6521: Advanced Pharmacology examples.

    Note:
    For this NURS 6521: Advanced Pharmacology 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: Getty Images/iStockphoto

    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: NURS 6521: Advanced Pharmacology 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:

    Module 8

  • Nursing Essay Writing Punctuation: Commas

    Nursing Essay Writing Punctuation: Commas

    Comma Basics

    Commas are punctuation marks with a variety of uses. The following constructions require commas:

    Serialized lists
    .
     In a list with three or more elements, use commas to separate each element of the series.

    Example
    : 
    This KAM consists of Breadth, Depth, and Application.

    This punctuation rule is also followed for 
    parallel construction in a series
    .

    Nonessential clauses.
     Use commas to set off clauses that contain information that is nonessential to the sentence’s meaning.

    Example:
     Walden University, established in 1970, offers many degree programs.

    BUY PLAGIARISM-FREE PAPER HERE

    Note that without the middle clause (“established in 1970”), the sentence still makes sense (“Walden University offers many degree programs”). Therefore, the clause is nonessential. For more information, view the page on 
    relative, restrictive, and nonrestrictive clauses
    .

    Compound sentences.
     Use a comma to separate two 
    independent clauses
     connected by a coordinating conjunction. A 
    coordinating conjunction
     is a connecting word such as “and,” “but,” or “or
    .” 
    For more information, view the page on 
    sentence structure and types of sentences
    .

    Example
    : Smith (2001) conducted the research, and Heller (2008) commented on the results. Nursing Essay Writing Punctuation: Commas

    After a dependent introductory clause, phrase, or word
    . Use a comma after a 
    dependent
     introductory clause, phrase, or word.

    Example of introductory clause: 
    If you are using this sentence structure, place a comma after the dependent clause.
     
    Example of introductory phrase:
     Before completing the interviews, I must obtain Walden University approval.
     
    Example of introductory word
    : 
    Therefore, I created three research questions.
     
    Example of introductory word
    :
     However, further research is needed.

    Dates.
     Use a comma to set off the year in exact dates.

    Example:
     The hospital’s pursuit of Magnet status was successful (R. Jones, personal communication, September 18, 2009).

    Citations.
     Use commas to set off the elements of a 
    citation
    .

    Example:
     The research was “inconclusive in its implications” (Sanders, 2009, p. 45).

    Introducing quotations (not seamless). 
    Use a comma when an independent clause introduces a quotation but is not seamlessly integrated into it.

    Example:
     Freud (1900) 
    claimed,
     “the dreamer…assumes that the dream–even if it does not come from another world–has at all events transported the dreamer into another world” (p. 5).

    Visit 
    varying sentence structures
     for more information on comma usage.

    For more practice, take our 
    Grammar Diagnostic Quiz
    .

    Also watch the 
    Mastering the Mechanics 1, 2, and 3 webinars
    . Comma usage is frequently discussed throughout this webinar series.

    In addition, refer to APA 7, Section 6.3 for more about commas. Nursing Essay Writing Punctuation: Commas

    Common Comma Errors

    The following constructions do not require commas:

    Months.
     Do not use a comma when referring to a month within a particular year.

    Example:
     I conducted the study in June 2003.

    Complex sentences
    .
     Do not use a comma in a sentence that joins an independent clause and a dependent clause.

    Example:
     Smith (2001) found that the results were consistent although some details in the approaches differed.

    Introducing quotations (seamless).
     Do not use a comma when an independent clause seamlessly introduces a quotation.

    Example:
     Freud (1900) claimed 
    that “the 
    dreamer…assumes that the dream–even if it does not come from another world–has at all events transported the dreamer into another world” (p. 5).

    Comma splices.
    A comma splice occurs when two independent clauses (complete sentences) are separated by just a comma. Nursing Essay Writing Punctuation: Commas

    Example:
     Jessica and I went to the movies, we had a good time.

    There are many ways to correct the sentence above. Review the information on 
    run-on sentences
    for examples of correctly joining independent clauses. Nursing Essay Writing Punctuation: Commas