Category: Nursing

NURS 6003 week 2 Discussion: Strategies for Addressing Questions

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 1

Introduction

I have spent about three quarters of my nursing career in the state of Arkansas. Once I finally started feeling comfortable with my surroundings, my unit, and my decision making as a seasoned nurse, my family moved to Washington state. I have constantly asked myself questions about my current and future nursing practice since our move. I have noticed that Washington is very selective about nursing education, continuing education, and even who they allow to practice within the state. Washington is not a compact state. Nursing licensure is highly regulated. While the Arkansas State Board of Nursing was very thorough, the Washington State Nursing Commission goes above and beyond to ensure their licensed professionals are held to higher standards (NCSBN, 2020).

Are APRNs addressed in nursing compact state agreements?

What different fields can I choose to work in as a Family Nurse Practitioner NURS 6003 week 2 Discussion: Strategies for Addressing Questions?

If I choose to open an independent practice, where do I start?

Formulating Questions for MSN Studies

It took almost ten years for me to finally decide to return to school to obtain a master’s degree. In that time, I would ask questions like “When will I find the time to complete coursework?” and “How does anyone with a family and a full-time job finish an advanced degree?” Looking back, it was justification for putting off the inevitable. Now that I have taken the step and enrolled in Walden University, I am able to look ahead and ask questions that are more closely aimed at reaching my goals. In the State of Washington, nurses with advanced degrees have full practice authority. Washington State Legislature states “The ARNP is prepared and qualified to assume primary responsibility and accountability for the care of patients (WAC 246-840-300, 1997/2016).” This brought up many questions related to MSN studies.

Will I be adequately prepared to diagnose patients?

Should I take the Advanced Pharmacology course alone so that I am able to really soak in the information?

Will I gain the experience necessary to confidently interpret diagnostic tests?

When should I start seeking out clinical placement?

Conclusion

            
Regardless of all the questions that pop up, I am excited about my choice to begin graduate studies. It will open new doors for myself and my family. Having an advanced degree will show my children that hard work helps to achieve a desired outcome. I am certain that bigger questions will present themselves as I explore all that Walden University’s MSN program has to offer. Knowing that I have a network of professionals, doctoral-level instructors, and colleagues behind me will make a sizable difference (Walden University, 2020). I understand that all I must do is ask NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

References

National Council of State Boards of Nursing (2020) Nurse Licensure Compact (NLC). Retrieved from 
https://www.ncsbn.org/nurse-licensure-compact.htm

 

WAC 246-840-300 (1997 & rev. April 4, 2016) 
https://apps.leg.wa.gov/wac/default.aspx?cite=246-840-300

 

Walden University (2020) College of Nursing. Retrieved from 
https://www.waldenu.edu/about/colleges-schools/college-of-nursing

Discussion: Strategies for Addressing Questions

In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network have experienced similar questions and may have helped guide others toward resolutions that can now be helpful.

In this Discussion, focus on the questions you are ready to ask as your journey begins. Keep in mind that sharing questions is often a great way to help others who have similar questions even if they do not realize it!

To prepare:

Reflect on questions or concerns you might have as you begin the MSN program.

Consider the individuals, teams, and departments you previously considered in Module 1 as well as how they may provide support with addressing these questions and concerns.

By Day 3 of Week 2

Post
any questions or concerns that you are willing to share with the group. The Discussion board represents an opportunity to network with your course colleagues, and others may have the same questions or concerns NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

By Day 6 of Week 2

Respond
 to at least 
two
 of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support.

 

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 2

As I began my journey at Walden University I had a lot of questions because I wanted to make sure I was getting the

most out of this program. I wanted to know about the resources available to me, how available the teachers were, the layout of the class, etc. Here are some other questions and concerns that I currently have:

1. One concern and question I have is when and how do I prepare for clinical at the end of this program?

2. How should I study for the state boards and what resources do I use to prepare for them?

3. Which classes has exams and which do not?

4. Will I be able to manage two classes the entire program?

5. Are their tutors available for this program if needed?

6. Which malpractice insurance should I use to cover me while I am completing my clinicals?

As I go along this journey in this MSN program, I am sure I will have more questions. I am grateful for my enrollment advisor because he answered so many of my questions and helped me choose Walden University over the other schools I was considering at the time. My resources that I mentioned in my template will be a great help in getting through this program. All of those I chose to network with, all have a different level of experience in the healthcare field and can help me see patient care through a different view. Along with using these resources, time management is a skill I know I have to incorporate. Having an educational system in place helps the student gain organization and prioritization of activities (Sainz, A. M, 2019). An article discusses how peer to peer teaching can help in academic achievement and can enhance critical thinking skills (Stigmar,M, 2019). What are your thoughts of peer to peer teaching NURS 6003 week 2 Discussion: Strategies for Addressing Questions?

Malpractice insurance is important because it covers your license as a nurse practitioner in a legal situation. A nurse practitioner can receive malpractice insurance from their employer however, it is imperative to have another malpractice insurance outside of your employer (Position Statement, 2015). Which malpractice insurance will you use for clinical and in your career?

References

Position Statement on Malpractice Insurance for Nurse Practitioners. (2015). Journal of Pediatric Healthcare, 29(4), A11–A12. https://doi-org.ezp.waldenulibrary.org/10.1016/j.pedhc.2015.04.015

Sainz, A. M., Ferrero, M. A., & Ugidos, A. (2019). Time management: skills to learn and put into practice. Education + Training, 61(5), 635–648. https://doi-org.ezp.waldenulibrary.org/10.1108/ET-01-2018-0027

Stigmar, M. (2016). Peer-to-Peer Teaching in Higher Education: A Critical Literature Review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.

NURS_6003_Module02_Week02_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 settingsNURS 6003 week 2 Discussion: Strategies for Addressing Questions.

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

 

 

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 3

Beginning a new journey causes many different feelings, I am almost certain that my colleagues have felt some angst. As I have embarked on my journey thus far, I have found myself posing several questions NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

How will I prioritize my work/school life in order to yield the best outcome?

Will I even master ApA format completely with no screw ups?

What grades will I receive and am I in over my head?

Can I really be a Family Nurse Practitioner?

Many of them I do not have the answers to, many answers will come in time. The biggest question I have asked myself is, Will I be prepared for the journey that lies ahead of me after the completion of the program? Many of my anxieties have been put to rest through conversations with my colleagues, and help from instructor emails. I have also received a great deal of support and aid from my enrollment specialist.  Everyone has been so helpful that it is unreal.   The biggest thing that I have utilized is, contacting someone when I need help (Laureate Education Inc, 2018a).

According to Kauffman, (2015) Students treat or see online courses different than classes done on campus or in a classroom setting. This was something that I have been guilty of doing. I have found that it is best for me personally to set up a space in my home as if it is a classroom. Every morning I have been getting of work and telling everyone I am going to class and setting aside 2 hours to focus on strictly coursework. I have been turning off my phone as if there is an instructor present, and taking a 15 min to 30 min break in between. This has aided me in being a better student overall.

Networking is something that I have always been uneasy about. I have dealt with a lot of things in the past that shape my views on this. I will not go into deep discussion on those issues, but I will say that the world has not always been so friendly. When I got out of nursing school all I ever heard was “Nurses eat their young” this was something that I carried with me. After being in the field for a while I learned that sometimes that can be true. So, I made it my mission to make all of the new nurses that I ran across feel comfortable with seeking guidance that I could provide, as I became more approachable I learned that others could be just as approachable. I have learned that the positivity and or negativity that you receive from others begin with you NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

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Lastly a question that has been burning my mind is will the utilization of preceptor sites be really beneficial? How will I succeed if there is no educator present? There is importance in clinical site evaluation and communication as far as preceptors go, studies have proven that this is greatly beneficial to the student (Johnson, O’Brien, et. Al, 2016). I also found it comforting that the outline of the way our classes are presented falls in line with some studies suggested plans to implement online learning for greatest success, like having the resources with links available for the student (Pethtel, 2005)

 

References

Heather Kauffman. (2015). A review of predictive factors of student success in and satisfaction with online learning. 
Research in Learning Technology
, 
23
(0), 1–13. https://doi-org.ezp.waldenulibrary.org/10.3402/rlt.v23.26507

Johnson, R., O’Brien, T., Emerson, S., & Reed, L. (n.d.). Perceptions of Family Nurse Practitioner Clinical Preceptors About Usefulness of Onsite Clinical Site Visits. 
NURSE EDUCATOR
, 
42
(1), 51–54. 
https://doi-org.ezp.waldenulibrary.org/10.1097/NNE.0000000000000289

Laureate Education Inc. (2018a). 10 Tips for being a successful online learner. 
Walden University.
 https://class.waldenu.edu/bbcswebdav/institution/USW1/202070_27/MS_NURS/NURS_6003/artifacts/USW1_NURS_6003_10tipsSuccessfulOnline

 

Pethtel, P. (2005). Online Learning Communities Can Provide Support for Nurses Preparing for Certification Examinations NURS 6003 week 2 Discussion: Strategies for Addressing Questions. 
Journal of Continuing Education in Nursing
, 
36
(2), 55–56.

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 3 Response

I really appreciate your honesty with your questions. I certainly can relate to each of your questions, and honestly could have made a list of 20 questions. I really appreciate your statement “many answers will come in time.” That’s so true. We are just getting our feet wet, experiencing a new school, new website to navigate, etc. It’s a lot to take on, with an already full life. We will gain confidence in time, as we get a few more classes under our belt.

What an excellent strategy to set up a dedicated study space/classroom in your home, and mark out a two-hour slot without distractions. That’s so wise! I’ve done the same regarding a study space. I made mine in my laundry room, bought a comfortable chair, new desk, hung up a white board, and cleared any and all clutter from the room. I put it in the laundry room because if I have a window and can see out, I’m immediately distracted! That has helped me. I need to not take my smart phone with me though. That is a huge temptation!

I found a great article about time management as that seems to be the one thing that stresses a lot of people, including me, out. It’s like we feel there isn’t enough hours in the day to get everything done. I’ve started getting up earlier than I ever have before so that I can exercise for an hour, and then start my day. The author referenced the book “The 7 Habits of Highly Effective People” (Stoessel, 2012). I’ve heard of this book numerous times, and have never read it, but I think I’m going to order it for myself and check it out. I’ll report back to you J. It sounds like the basis of this book is diving our day into four areas “important/urgent; important/not urgent; not important/urgent; or not important/not urgent” (Stoessek, 2012, para 10). The single most helpful thing I’ve incorporated with grad school is a clipboard and a piece of paper where I write out what has to be done and the due dates for each week, and that way I can cross it off. Having everything in one place for me at a glance has helped NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

I also can relate to what the author stated about smart phones being so distracting. I feel like the author hit the nail on the head with stating smart phones “forces people into a reactionary mode” (Stoessel, 2012, para 12). SO TRUE!!!! I’ve never thought of it in this light, but oh, such an accurate statement! It’s like when it rings or dings, we react thinking we must answer the call or text. I find myself getting lost on social media for an hour, and then get so mad at myself for wasting that precious time I could have been working on an assignment.

I can also really relate to your APA question. Oh my, it seems mine boggling at times! I did purchase a book “APA: The Easy Way, second edition by Peggy M. Houghton, Ph.D and Timothy J. Houghton, Ph.D, and that has really helped me. I will say I purchased this book to help me with my BSN, and now that there is a new edition of the APA manual (7
th
 ed), I have not checked into the changes that exist with the 7
th
 ed. One of the things that is so confusing to me with the APA citations is when you get an article from the Walden library and push the cite button in APA format, and sometimes it doesn’t look right at all to me. Have you had any trouble with that?

An APA cite I found highly suggest that we write in “clear, concise, and consistent” (Williams, 2015, para 12) manner. This web site gave easy to understand examples and brought interesting points to light. You should check it out. I learned that APA has been around since the 1920s (Williams, 2015).

If being a FNP is planted deep in your heart, and you’ve already decided to go for your dream/goal, I have no doubt that you’ll be an awesome FNP. And honestly, your grades will be fine, as I’m sure we’ll all learn from some grading comments from our professors, and some assignments will be easier for us than others. I wish you nothing but the BEST! J

References:

Williams, B.C. (2015). Learning the basics of APA style. 
Nursing, 
45(10), 19-20. Retrieved from 
https://doi-org.ezp.waldenulibrary.org/10.1097/01.NURSE.0000471425.39452

Stoessel, A.A. (2012). Time management: Prioritizing to-do list can help limit stress. 
Crain’s Cleveland Business, 
33(11), 0015 NURS 6003 week 2 Discussion: Strategies for Addressing Questions

Discussion: Strategies for Addressing Questions

Discussion – Week 2

Some of my personal questions and/or concerns that I have as I embark on this MSN journey are:

Will I be able to handle the class load assignments & obtain good grades?

Do I have enough nursing experience to embark on this journey?

Since I have never worked in a dedicated psych area, will this be a disadvantage to me?

I’m a bit terrified of the psych pharmacology class, is anyone else?

Will I do okay with a 100% online class format?

I certainly had a lot more questions than the five I listed before I started this program. I’m thankful for my advisor, Brad at Walden University, as he patiently answered lots of my questions. I was never made to feel that any of my questions were stupid or insignificant, so that made asking them much easier Discussion: Strategies for Addressing Questions.

For me personally, networking has always existed in my adult life. Whether it’s for our landscaping business, rental business, or my nursing career, it has existed. It’s been relatively easy for me to do, and I believe that’s in part because being a good communicator has always been my priority. That doesn’t mean I’ve always been a good communicator, but I continually work towards that as my priority in refining my skills in this area.

The professionals and academic names that I listed on my template have helps me tremendously before and after I’ve enrolled in the PMHNP program. I asked my professional people on my template a lot of questions before I enrolled, and also reached out to them to ask if I could job shadow them. I was allowed to do so, and that experience really helped shape my decision to go forth with this program. I did a lot of research and self examination before I reached out to both of them. I jotted down my questions, and took a notebook with me on the days that I was allowed to job shadow them. This helped me to articulate strong questions that I felt I needed to get answered, and who better to answer them than professionals who were actually in the business of mental health. I did send them both thank you cards for their time, and all of their assistance with answering my questions. I have been in contact with the PMHNP that I job shadowed several times since I spent the day with her, and she has been very encouraging Discussion: Strategies for Addressing Questions.

The original five “W’s” that we all learned in our younger years will always help in constructing good quality questions to ask (Lazareck, 2007). Keeping in mind the who, what, when, where, and why are great places to start if you feel stuck (Lazareck, 2007). Practically speaking, it could be used as in who would be someone good to network with, when would be a good time in my career to do so or when should I contact them, where should I look for someone to network with, and perhaps why would that person be a good connection. I feel that this breaks it down into bite size pieces and gives us a place to start if networking is a new concept.

Networking should always be about the business of building long-lasting relationships with the goal being that these relationships are mutually beneficial (Lazareck, 2007). I thought that was a key point to keep in mind! We need to pour into the networking, rather than just take the goodness away from it for our own good. As the author put it, “networking is more about mutually beneficial relationships – giving more to people than you expect to get back – as opposed to collecting business cards” (Lazareck, 2007, para 1). I feel that my questions I listed can be easily addressed by my identified academic people. Most of my questions I had prior to enrolling in the PMHNP program were addressed by my professional people that I listed.

For me personally, the networking relationships I have secured along the way in my nursing career have helped me to secure promotions, more responsibility, and have helped to grow me into the nurse I am today. The knowledge sharing piece of networking is probably my favorite part, and I see it as the biggest benefit. There’s nothing like learning from professionals who know more than you do about a particular subject, or vice versa Discussion: Strategies for Addressing Questions.

This article suggests five tips for successful networking including making an excellent impression, always following up, expand your learning regarding new cultures, make yourself more visible, and always have an action plan (Lazareck, 2007).

My academic networking involves a current student that is in the same tract as I am, a student that is farther along in the same program. I picked these people because I believe they will be valuable resources for me now and in the future, and I hope to be to them as well. I hope to have lasting relationships with them, and be able to collaborate for many years to come. It is my belief that since they are students, they can help answer questions along the way if I don’t understand an assignment, or need additional clarification. I know this approach helped me tremendously in nursing school, and I’m thankful that I’ve been able to retain those relationships. I enjoy being able to help people whenever I can, so I’m excited about future collaborations as a NP Discussion: Strategies for Addressing Questions.

Resource:

Lazareck, L. (2007). Gold – networking: The five questions. 
IEEE in Medicine and Biology Magazine, 
vol 26(3), 88-89. Retrieved from 
https://doi-org.ezp.waldenulibrary.org/10.1109/MEMB.2007.364940

Discussion: Strategies for Addressing Questions

In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network have experienced similar questions and may have helped guide others toward resolutions that can now be helpful.

In this Discussion, focus on the questions you are ready to ask as your journey begins. Keep in mind that sharing questions is often a great way to help others who have similar questions even if they do not realize it!

To prepare:

Reflect on questions or concerns you might have as you begin the MSN program.

Consider the individuals, teams, and departments you previously considered in Module 1 as well as how they may provide support with addressing these questions and concerns.

By Day 3 of Week 2

Post
 any questions or concerns that you are willing to share with the group. The Discussion board represents an opportunity to network with your course colleagues, and others may have the same questions or concerns.

By Day 6 of Week 2

Respond
 to at least 
two
of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support Discussion: Strategies for Addressing Questions.

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NURS_6003_Module02_Week02_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 colleaguesDiscussion: Strategies for Addressing Questions.

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

Response

These are great questions that I think all of us have asked ourselves. Starting with question one, and question five; you will be able to handle an online class and maintain good grades if you have proper time management skills (Laureate Education, 2018b).  Time management is essential in any online setting; you must be able to balance work, school, and personal life (Laureate Education, 2018c). Another way to be successful in online courses is to print/read your syllabus so that you can organize your time (Laureate Education, 2018 ).  For example, if an assignment is due around the same time as a personal event, you can plan ahead and turn in the assignment early. Another way to succeed in an online class is to turn in your work on time (Laureate Education Inc, 2018a).  In most cases, a student can lose points if the assignment is late or not turned in at all. When a student has good time management skills this issue can be avoided (Laureate Education Inc, 2018b).

Questions two and four are excellent questions as well. The beauty of the nursing profession is that you are always learning something new every day. Even if you have 50 years of nursing experience, there will still be something that you do not know. When it comes to knowing specific nursing topics and pharmacology, you can always perform research on unknown topics or ask the members of your support system from module one (Walden University, 2019). Another great resource to use are your peers (Laureate Education, 2018c). When you start the pharmacology class, form, or join a study group with your classmates (Laureate Education, 2018c). Study groups can help you succeed in memorizing the psychology medications that you need to know. Lastly, for question three, are any of the people in your support system psychiatric NPs? Would you be willing to change your current area of nursing to psych? Or would you volunteer in a psychiatric setting?

In conclusion, Shelli, I think you have excellent questions that we have all asked ourselves before beginning this program and while in the program. I think if we take the program day by day, refer to our syllabus frequently, and use our resources, we will be successful (Laureate Education Inc, 2018a) Discussion: Strategies for Addressing Questions.

 References

Laureate Education Inc. (2018a). 10 Tips for being a successful online learner. 
Walden University.

https://class.waldenu.edu/bbcswebdav/institution/USW1/202070_27/MS_NURS/NURS_6003/artifacts/USW1_NURS_6003_10tipsSuccessfulOnlin     eLearner.pdf

 

Laureate Education Inc (Producer). (2018a). 
The Walden Journey to a Masters in Nursing: Strategies and Resources for Success
 [Video file].      Baltimore, MD: Author.

Laureate Education Inc (Producer). (2018b). 
Your Toolbox for Success
 [Video file]. Baltimore, MD: Author.

 

Walden University. (2019). 
5 Benefits of Mentorship in Nursing | Walden University
. Waldenu.Edu; Walden University. https://www.waldenu.edu/online-masters-programs/master-of-science-in-nursing/resource/five-benefits-of-mentorship-in-nursing Discussion: Strategies for Addressing Questions

Gastrointestinal and Hepatobiliary Disorders

Hepatitis C is one of the main sources of cirrhosis and builds the danger of wellbeing difficulties, particularly when there is liver irritation. Before interceding, there is a need to comprehend the patient’s clinical history since it may impact measures to improve the patient’s prosperity (Rosenthal & Burchum, 2020). For example, prednisone smothers the immune system, and there is a need to comprehend why the patient is utilizing the intercession. The clinical history likewise extends to the period when the side effects have happened and Hepatitis
.

Primary Diagnosis

           
Although a comprehensive history and physical assessment, a diagnostic workup is expected to concoct a primary diagnostic; in light of the introducing symptoms, I will give a primary finding of intense gastroenteritis (Chalasani, Younossi, & Lavine, 2018). The cause is that the stomach and intestinal system are frequently triggered by the virus and bacterial disturbances/aggravation of foods sullied with viruses and parasites. Squeezing, nausea, groaning, or running can have symptoms. Most of the disease efficiently spread from contact with a weakened person or consumes, and drinks of sullied food or foods often spread the disease (Arcangel & Peterson, 2017). The signs typically occur one to three days after pollution. Because the patient is sick, loose, and thick bowels and does not have a fever, I would end up with severe bacterial gastroenteritis.

Differential Diagnosis

           
In the context of the history of the patient’s drug abuse, I will be speaking of a specific assessment of hepatitis C severity in the use of IV medicines and of adding indications. Hepatitis C is a serious hepatitis disease caused by hepatitis C infection. It usually results from harming blood or bodily fluid, sex, or needle exchange, which may be severe unclear stomach torment, and often diarrhea, individually or separately. It may be caused by the use of illicit drugs or drugs (Rosenthal & Burchum, 2020)
.
Intense hepatitis C causes diarrhea. Though this underlying infection is most unlikely to cause signs, about 21-30 % of people show indicators approximately 1 to 3 months after the infection has occurred.

Drug Therapy and Treatment Plan

           
The primary goal of treatment is lessening the indications and the avoidance of complications. Because the patient is vomiting, dehydration and diarrhea, either 0.8 percent of intravenous liquid hydration will lead to the depletion of fluid from and runs and will avoid further dehydration (Chalasani, Younossi, & Lavine, 2018). I advise the patient to drink clear beverages and stock to support the lack of supplants and electrolytes as nausea subsides. On the other hand, if it is bacterial contamination, I will proceed with IV liquid and an anti-infection like an expansive range anti-toxin like Ciprofloxacin.

 

 

References

Arcangel, V. P., & Peterson, A. M. (2017).
Pharmacotherapeutics for Advanced Practice: A Practical Approach.
Wolters Kluwer.

Chalasani, N., Younossi, Z., & Lavine, J. E. (2018). The Diagnosis and Management of Nonalcoholic Fatty Liver Disease: Practice Guidance From the American Association for the Study of Liver Diseases.
Hepatology
, 328-357.

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

 

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.

By Day 7 of Week 4

Write
 a 1-page paper that addresses the following:

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

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

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

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

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.

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

Click the 
Week 4 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

NURS_6521_Week4_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

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

23 
(23%)
 – 25 
(25%)

The response accurately and clearly explains in detail the diagnosis for the patient, including an accurate and thorough rationale for the diagnosis that supports clinical judgment.

20 
(20%)
 – 22 
(22%)

The response provides a basic explanation of 1-2 diagnoses for the patient, including an accurate rationale for the diagnosis that may support clinical judgment.

18 
(18%)
 – 19 
(19%)

The response inaccurately or vaguely explains the diagnosis for the patient, including an inaccurate or vague rationale for the diagnosis that may or may not support clinical judgment.

0 
(0%)
 – 17 
(17%)

The response inaccurately and vaguely explains the diagnosis for the patient, including an inaccurate and vague rationale for the diagnosis that does not support clinical judgment, or is missing.

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

27 
(27%)
 – 30 
(30%)

The response accurately and completely describes in detail an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

24 
(24%)
 – 26 
(26%)

The response describes a basic explanation of the appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

21 
(21%)
 – 23 
(23%)

The response inaccurately or vaguely describes an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

0 
(0%)
 – 20 
(20%)

The response inaccurately and vaguely describes 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.

27 
(27%)
 – 30 
(30%)

The response provides an accurate, clear, and detailed justification for the recommended drug therapy plan for this patient.

The response includes specific, accurate, and detailed examples that fully support the justification provided.

24 
(24%)
 – 26 
(26%)

The response provides a basic justification for the recommended drug therapy plan for this patient.

The response includes only 1-2 examples that fully support the justification provided.

21 
(21%)
 – 23 
(23%)

The response provides an inaccurate or vague justification for the recommended drug therapy plan for this patient.

The response may include examples, which may inaccurately or vaguely support the justification provided.

0 
(0%)
 – 20 
(20%)

The response provides an inaccurate and vague justification for the recommended drug therapy plan for this patient, or is missing.

The response does not include examples that support the justification provided, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

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

4 
(4%)
 – 4 
(4%)

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

0 
(0%)
 – 3 
(3%)

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

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) grammar, spelling, and punctuation errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 
(5%)
 – 5 
(5%)

Uses correct APA format with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) APA format errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) APA format errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

Name: NURS_6521_Week4_Assignment_Rubric

Professional Communication and Leadership in Healthcare

Competency 1013.1.1: Self-Discovery and Mindfulness
– The graduate evaluates and displays behaviors consistent with the process of self-discovery and mindfulness

Task 1: Observing Bio-Reactions

Introduction: Observing Bio-Reactions Essay Assignment Paper

Bio-reactions (fight, flight, freeze, or appease) include quick responses to stimuli that are dangerous and fearful experiences. Bio-reactions help the brain reinforce certain pathways. Some pathways associate that past reaction with other similar events. This is one way to learn. The fear response may be associated with other nonfearful events. Because the brain is so good at making these associations, we aren’t even aware of the miscue.

Bio-reactions are automatic. In most cases they are not under your control, such as when you automatically close your eyes when something flies at your face. In other cases, you can have more control over your reaction. To be in control of these responses, the first step is to become aware of when you are experiencing a bio-reaction. To be aware of your bio-reactions, it may be helpful to ask yourself the following questions:

•   What caused the bio-reaction?

•   What was happening in the environment around you?

•   What emotions did you feel?

•   How did your body react?

•   What, if anything, did you do differently when you noticed you were having a bio-reaction?

•   Why is it important for you to be aware of your bio-reactions? Observing Bio-Reactions Essay Assignment Paper

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: Complete the Learning Brains and bio-reaction material found in module 1 in your course of study before completing this task.

A.  Describe 
three
 situations where you have experienced a bio-reaction.

1.  Identify which bio-reaction (fight, flight, freeze, or appease) you were experiencing in 
each
 situation from part A.

2.  Describe what was happening in the environment around you during 
each
 of the identified bio-reactions.

3.  Describe how your body reacted and what emotions you felt during 
each
 of the identified bio-reactions.

4.  Explain why it is important to be aware of your bio-reactions.

¡
Asthma and Stepwise Management

¡NURS 6521: Advanced Pharmacology

¡
Asthma

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

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

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

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

¡
Long-term Control Treatment
O
ptions

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

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

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

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

¡
Quick Relief Treatment
O
ptions

¡For immediate , short-term symptomatic relief, quick-relief medicines are taken as needed and often used to diagnose and reduce an asthma attack.

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

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

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

¡
Stepwise Approach to Asthma

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

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

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

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

¡
S
tepwise Management assists Health
C
are
P
roviders

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

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

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

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

¡References

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

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

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

 

Week 3: Respiratory System

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

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

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

Learning Objectives

Students will:

Evaluate drug therapy plans for asthma

Assess the impact of asthma treatments on patients

Analyze the stepwise approach to asthma treatment and management

Learning Resources

Required Readings
 (click to expand/reduce)

Optional Resources
 (click to expand/reduce)

Assignment: Asthma and Stepwise Management

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

Photo Credit: Getty Images

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

To Prepare

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

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

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

By Day 7 of Week 3

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

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

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

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

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

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

NURS_6521_Week3_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

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

27 
(27%)
 – 30 
(30%)

The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice.

The presentation clearly and accurately describes in detail the impact these drugs might have on their patient.

24 
(24%)
 – 26 
(26%)

The presentation accurately describes the long-term control and quick relief options for the asthma patient from their practice.

The presentation accurately describes the impact these drugs might have on their patient.

21 
(21%)
 – 23 
(23%)

The presentation inaccurately or vaguely describes the long-term control and quick relief options for the asthma patient from their practice.

The presentation inaccurately or vaguely describes the impact these drugs might have on their patient.

0 
(0%)
 – 20 
(20%)

The presentation inaccurately and vaguely describes the long-term and quick relief options for the asthma patient from their practice, or is missing.

The presentation inaccurately and vaguely describes the impact these drugs might have on their patient, or is missing.

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

27 
(27%)
 – 30 
(30%)

The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.

24 
(24%)
 – 26 
(26%)

The presentation accurately explains the stepwise approach to asthma treatment and management for their patient.

21 
(21%)
 – 23 
(23%)

The presentation inaccurately or vaguely explains the stepwise approach to asthma treatment and management for their patient.

0 
(0%)
 – 20 
(20%)

The presentation inaccurately and vaguely explains the stepwise approach to asthma treatment and management for their patient.

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

27 
(27%)
 – 30 
(30%)

The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

The presentation provides accurate and detailed examples to support the explanation provided.

24 
(24%)
 – 26 
(26%)

The presentation accurately explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

The presentation provides accurate examples to support the explanation provided.

21 
(21%)
 – 23 
(23%)

The presentation inaccurately or vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

The presentation provides inaccurate or vague examples to support the explanation provided.

0 
(0%)
 – 20 
(20%)

The presentation inaccurately and vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease, or is missing.

The presentation provides inaccurate and vague examples to support the explanation provided, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

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

4 
(4%)
 – 4 
(4%)

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

0 
(0%)
 – 3 
(3%)

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

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) grammar, spelling, and punctuation errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Total Points: 100

Name: NURS_6521_Week3_Assignment_Rubric

Human resource departments are responsible for effectively, legally, fairly, and consistently attempting to maximize an organization’s return on its human capital investment while minimizing financial risk.

Given:

As director of human resources at Company X, a company with over 75 employees, you are charged with oversight of hiring and employment practices at the company, including compliance with federal regulations against discrimination in hiring and employment. You work with department managers to assist them in dealing with hiring and employment issues, and to ensure they are in compliance with pertinent federal law regarding the treatment of employees. Three situations have come to the attention of the company’s senior vice-president of operations, who has asked you to analyze each situation, and submit a report regarding whether certain federal acts may apply, or may have been violated, in each situation. The situations are as follows:

Situation A. Employee A has been with Company X for two years. Employee A’s spouse gave birth prematurely to twins. He requested leave to be with his spouse, which was granted. Employee A has been on leave for 11 weeks, and has asked to return to work, and to be paid the withheld salary from his 11-week leave. The previous department manager left the company during Employee A’s leave. The new manager has agreed to Employee A’s return to the previous job, at the previous rate of pay. But the manager has denied the request for the 11 weeks of withheld salary.

Situation B. Employee B is 68 years old and has been with Company X for 42 years. During the annual performance review last month, it was determined that Employee B was doing “above average” work in the department. Employee B was denied a promotion due to age. A co-worker given the promotion, who is 32 years old, received a performance review of “adequate.”

Situation C. Applicant C requires the use of a wheelchair to move about due to paralysis of both legs. The position Applicant C applied for requires movement about the entire company offices, including using the elevator to access any of the seven floors in the headquarters building. In order for Applicant C to make use of the elevators, the key pads in two of the four elevator cars would have to be lowered four inches to be accessible. The work would take 1 day per elevator and cost $1,000 per elevator. Applicant C was denied employment, and was told the denial was because his/her employment would cause undue hardship on Company X.

Task:

Write an essay (suggested length of 2-4 pages) in which you:

A. Discuss the Family and Medical Leave Act of 1993 by doing the following:

1. Identify three major provisions of the Family and Medical Leave Act of 1993.

2. Evaluate how the Family and Medical Leave Act of 1993 applies to situation A.

3. Explain whether or not a violation has occurred in situation A.

B. Discuss the Age Discrimination in Employment Act of 1967 by doing the following:

1. Identify three major provisions of the Age Discrimination in Employment Act of 1967.

2. Evaluate how the Age Discrimination in Employment Act of 1967 applies to situation B.

3. Explain whether or not a violation has occurred in situation B.

C. Discuss Americans with Disabilities Act of 1990 by doing the following:

1. Identify three major provisions of the Americans with Disabilities Act of 1990.

2. Evaluate how the Americans with Disabilities Act of 1990 applies to situation C.

3. Explain whether or not a violation has occurred in situation C.

D. When you use sources, include all in-text citations and references in APA format.

Week 2 Case Assignment

Patient Factor

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

Improving the Drug Therapy Plan

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

 

 

 

References

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

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

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

 

 

Assignment: Pharmacotherapy for Cardiovascular Disorders

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

—Murphy et al., 2018

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

Photo Credit: Getty Images/Science Photo Library RF

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

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

To Prepare

Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.

Review the case study assigned by your Instructor for this Assignment.

Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.

Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.

Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient.

By Day 7 of Week 2

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

Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements.

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

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

 

NURS_6521_Week2_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.

23 
(23%)
 – 25 
(25%)

The response accurately and completely explains in detail how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.

20 
(20%)
 – 22 
(22%)

The response provides a basic explanation of how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.

18 
(18%)
 – 19 
(19%)

The response inaccurately or vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.

0 
(0%)
 – 17 
(17%)

The response inaccurately and vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient, or is missing.

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

27 
(27%)
 – 30 
(30%)

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

Accurate, complete, and aligned examples are provided to support the response.

24 
(24%)
 – 26 
(26%)

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

Accurate examples may be provided to support the response.

21 
(21%)
 – 23 
(23%)

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

Inaccurate or vague examples are provided to support the response.

0 
(0%)
 – 20 
(20%)

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

Inaccurate and vague examples may be provided to support the response, or is missing.

Explain how you might improve the patient’s drug therapy plan, and explain why you would make these recommended improvements.

27 
(27%)
 – 30 
(30%)

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

The response includes an accurate and detailed explanation to support the recommended improvements.

24 
(24%)
 – 26 
(26%)

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

The response may include an accurate explanation to support the recommended improvements.

21 
(21%)
 – 23 
(23%)

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

The response may include an inaccurate, vague, or misaligned explanation to support the recommended improvements.

0 
(0%)
 – 20 
(20%)

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

The response may include an inaccurate and vague explanation to support the recommended improvements, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

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

4 
(4%)
 – 4 
(4%)

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

0 
(0%)
 – 3 
(3%)

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

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) grammar, spelling, and punctuation errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 
(5%)
 – 5 
(5%)

Uses correct APA format with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) APA format errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) APA format errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

Name: NURS_6521_Week2_Assignment_Rubric

This assessment will require you to analyze a healthcare system’s survey data (Hospital Consumer Assessment of Healthcare Providers and Systems, or HCAHPS) and develop a strategic plan for improvement of organizational scores. The HCAHPS results posted on Hospital Compare, which is part of the government’s Medicare website, allow consumers to make fair and objective comparisons between hospitals and state and national averages on important measures related to the patient’s unique perspective of the care received. You will need to incorporate the most recent survey scores data analysis (including comparison scores/benchmarking), impact of scores (financial and quality), organizational structure/design, use of technology, and influential cultural and social/environmental factors into this project. You may select a method of presentation that involves either a media presentation or a business plan document that will provide a thorough analysis, a plan that includes stakeholder involvement, and a timeline for implementation, evaluation, and outcome measurement.

Scenario:

You are the newly appointed chief nursing officer of a hospital and have been tasked with improving the most recently reported HCAHPS score for the entire organization. The hospital board is requesting a detailed report, analysis, and plan to improve these results. You are instructed to complete the full data and impact analysis; develop a detailed strategic plan to improve the scores in all areas of the hospital, incorporating quality improvement, shared accountability, technology, care delivery model, and financial stability; propose a rapid implementation timeline; and outline the process of evaluation in an effective presentation that you will present at the next board meeting.

Requirements:

Create a multimedia presentation or business plan document in which you do the following:

Note: If a multimedia presentation is selected, presenter notes must be included for each slide in order to fully cover the level of explanation, analysis, and discussion necessary.

A. Provide the HCAHPS scores for a hospital of your choice.

Note: Refer to the web link to find HCAHPS scores for various hospitals.

B. Analyze the HCAHPS scores of your chosen hospital by doing the following:

1. Compare the scores to state and national averages.

2. Compare the scores to two other hospitals in the region.

3. Compare the survey response rates to two other hospitals in the region.

4. Describe the hospital’s demographic patient population and services provided.

5. Discuss how the following environmental and community factors could potentially influence HCAHPS scores:

a. cultural dynamics

b. educational dynamics

c. socioeconomic dynamics

6. Explain potential short- and long-term financial impact on the organization.

a. Discuss potential impact on quality outcomes.

C. Discuss the potential cause of the chosen hospital’s HCAHPS scores.

D. Develop an organizational strategic plan to improve the chosen hospital’s HCAHPS scores throughout the organization by doing the following:

1. Explain how organizational change can help improve the chosen hospital’s HCAHPS scores.

2. Discuss the structure (i.e., framework), process (i.e., actions), and outcomes of the strategic plan.

3. Discuss how you would incorporate evidence-based practice and shared governance to improve organizational quality.

4. Explain methods you would use to incorporate concepts of shared accountability among patients, medical providers, payers (e.g., insurance providers, Medicare, Medicaid), and personnel.

5. Explain methods you would use to incorporate technology trends within healthcare.

6. Explain methods you would use to improve the care delivery system, including the topics of quality, cost, access, and patient-centered care.

7. Explain methods you would use to improve financial stability.

E. Develop an implementation plan and timeline for the strategic plan you developed in part D by doing the following:

1. Discuss key roles and responsibilities of stakeholders.

2. Discuss how you would ensure stakeholder accountability and involvement.

3. Discuss any training staff would need in order to implement the plan.

4. Outline a timeline for implementation of your plan, including periodic review checkpoints to measure progress.

F. Discuss the process you would use to evaluate the success of the strategic plan, including the following:

• method of measurement that would be used

• evaluation of the timeline

• method of analysis

1. Discuss how you would involve key stakeholders in the evaluation process.

2. Explain how the evaluation results will be communicated internally and externally.

G. When you use sources, include all in-text citations and references in APA format

Ethical and Legal Implications of Prescribing Drugs Assignment

Ethical and Legal Implications of Prescribing Drugs

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

Selected scenario

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

PLACE YOUR ORDER HERE

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

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

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

Strategies to Guide Decision making

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

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

Process of Writing Prescriptions

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

 

 

 

References

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

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

Rosenthal, L., & Burchum, J. (2020).
Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants.
Elsevier – Health Sciences Division. Ethical and Legal Implications of Prescribing Drugs Assignment

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

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

 

 

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?
Ethical and Legal Implications of Prescribing Drugs Assignment

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

Photo Credit: Getty Images/Caiaimage

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

To Prepare

Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.

Review the scenario assigned by your Instructor for this Assignment.

Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.

Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family. Ethical and Legal Implications of Prescribing Drugs Assignment

Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.

By Day 7 of Week 1

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

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.

Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.

Explain the process of writing prescriptions, including strategies to minimize medication errors.

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

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

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

Click the 
Week 1 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission Ethical and Legal Implications of Prescribing Drugs Assignment.

PLACE YOUR ORDER NOW

NURS_6521_Week1_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.

23 
(23%)
 – 25 
(25%)

The response accurately and thoroughly explains in detail the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate, clear, and detailed explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

20 
(20%)
 – 22 
(22%)

The response explains the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

18 
(18%)
 – 19 
(19%)

The response inaccurately or vaguely explains the ethical and legal implications of the scenario selected for all stakeholders involved.

The response includes vague explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

0 
(0%)
 – 17 
(17%)

The response vaguely and inaccurately explains the ethical and legal implications of the scenario selected for all stakeholders involved, or the response is missing.

The response vaguely and inaccurately explains how these implications affect the prescriber, pharmacist, patient, and the patient’s family, or is missing.

Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state.

18 
(18%)
 – 20 
(20%)

An accurate, detailed, and clear description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes specific, detailed, and accurate reference to state laws related to the scenario.

16 
(16%)
 – 17 
(17%)

An accurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

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

14 
(14%)
 – 15 
(15%)

A vague or inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes inaccurate or vague reference to state laws related to the scenario.

0 
(0%)
 – 13 
(13%)

A vague and inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided, or is missing.

The response includes vague and inaccurate reference to state laws related to the scenario, or is missing.

Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.

18 
(18%)
 – 20 
(20%)

The response accurately and thoroughly explains in detail at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately and completely explains whether they would disclose the error, including an accurate, detailed, and clear justification for the explanation provided.

16 
(16%)
 – 17 
(17%)

The response accurately explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately explains whether they would disclose the error, including an accurate justification for the explanation provided.

14 
(14%)
 – 15 
(15%)

The response inaccurately or vaguely explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario, or only explains one strategy.

The response inaccurately or vaguely explains whether they would disclose the error, including a justification that is vague, inaccurate, or misaligned to the explanation provided.

0 
(0%)
 – 13 
(13%)

The response inaccurately and vaguely explains only one strategy that an advanced practice nurse would use to guide decision making in the scenario, or is missing.

The response inaccurately and vaguely explains whether they would disclose the error, with no justification provided, or is missing.

Explain the process of writing prescriptions including strategies to minimize medication errors.

18 
(18%)
 – 20 
(20%)

The response provides an accurate, detailed, and thorough explanation of the process of writing prescriptions, including detailed strategies to minimize medication errors.

16 
(16%)
 – 17 
(17%)

The response provides an accurate explanation of the process of writing prescriptions, including some strategies to minimize medication errors.

14 
(14%)
 – 15 
(15%)

The response provides an inaccurate or vague explanation of the process of writing prescriptions, including inaccurate or vague strategies to minimize medication errors.

0 
(0%)
 – 13 
(13%)

The response provides an inaccurate and vague explanation of the process of writing prescriptions, including inaccurate and vague strategies to minimize medication errors, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

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

4 
(4%)
 – 4 
(4%)

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

0 
(0%)
 – 3 
(3%)

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

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) grammar, spelling, and punctuation errors

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 
(5%)
 – 5 
(5%)

Uses correct APA format with no errors

4 
(4%)
 – 4 
(4%)

Contains a few (1–2) APA format errors

Ethical and Legal Implications of Prescribing Drugs Assignment

3.5 
(3.5%)
 – 3.5 
(3.5%)

Contains several (3–4) APA format errors

0 
(0%)
 – 3 
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

Name: NURS_6521_Week1_Assignment_Rubric

The development of a professional mission statement increases your marketability as a nurse by showcasing your nursing knowledge to prospective employers. This mission statement allows you, as a baccalaureate-prepared nurse, to focus on nursing concepts, professional strengths, and critical thinking abilities that define nursing practice in practical ways. You will be required to think about real-life scenarios and how they relate to nursing codes as you develop an individual professional nursing statement.

Project Requirements:

Create a professional mission statement that showcases a professional development plan by doing the following:

A. Explain the functional differences between a regulatory agency, such as a board of nursing (BRN), and a professional nursing organization (PNO) as it pertains to your professional nursing practice.

B. Discuss two examples of how provisions from a nursing code of ethics influence your practice.

C. Discuss four professional traits from the American Nurses Association (ANA) Code of Ethics (web link provided below) you will bring to an interdisciplinary team of healthcare professionals.

D. Identify a nursing theory that has influenced your professional practice.

1. Explain how this theory fits your professional practice.

E. Discuss how the contributions of one historical nursing figure have impacted your professional nursing practice, including modern-day application.

F. Discuss a scenario in which you, as a nurse, safeguarded two of the following principles for the patient:

• Beneficence

• Nonmaleficence

• Respect for autonomy

• Justice

Note: Do not include confidential patient information (e.g., name, location).

G. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.