Category: Nursing

Module 2 Overview

Introduction

All medications and remedies are made of chemical substances.  As such, those substances can have interactions and responses of various types to other drugs or to the patient’s chemical makeup, too.  This week we will explore those interactions and intended responses as we look at Pharmacokinetics and Pharmacodynamics. We will also explore the use of complementary and alternative therapies and possible desirable and undesirable effects when these therapies are intertwined with prescribed medications.

Learning Objectives

After completing this module, you will be able to:

Discuss the mechanism of action of each major drug class and natural product at the molecular/cellular and organ/organ system level.

Identify the fundamental principles of pharmacology related to prescribed drugs, over-the-counter drugs and natural products.

Evaluate common side effects and interactions associated with the major classes of drugs.

Utilized evidence-based practice to prevent drug interactions and adverse events

Reading & Resources

Read Chapter 2, 3, 6, 9 & 59  InArcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4
th
 ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Learning Activities

Discussion: 
Participate in Discussion 2.

Test: 
Complete Progress Test 1. Click on the Progress Test 1 link for more details.

Discussion 2

A.C. is a 60-year-old Caucasian woman with newly diagnosed peptic ulcer disease, generalized anxiety disorder, and iron deficiency anemia. She also has a long history of asthma and depression. She is a strong believer of herbal medicine. She takes St. John’s wort for her depression, iron pills for her anemia, and alprazolam (Xanax) as needed for her anxiety. During her asthma exacerbation, she is instructed to take prednisone for at least 5 days. She also takes esomeprazole (Nexium) for her peptic ulcer disease. Three months later, she experienced severe fatigue, shortness of breath, dizziness, and swelling/soreness in the tongue. Her asthma is well controlled with the occasional use of albuterol (Proventil) inhaler. During her physical exam, her physician suspected that she had bacterial vaginosis and gave her a prescription for a 1-week course of metronidazole (Flagyl). She drinks at least two to three cans of beer per day.

Review the above case and post a discussion that evaluates the potential for interactions that may increase drug availability.  What is the cause of increased drug availability?  Evaluate for interactions that will decrease drug availability.  What is the cause of decreased drug availability?  What recommendations may be made concerning the co-administration of these medications?

Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria.

The purpose of this N512 Assignment 1 fragile X-associated mental retardation paper is to address the following clinical scenario with the use of your textbook, external credible literature, and/or reliable electronic sources. Use the guide below to draft your paper and review the rubric to ensure you have met the assignment criteria. The expected length of the paper is approximately 4-5 pages, which does not include the cover page and reference page(s).

Lisa Anderson, a 22 y.o., Caucasian single parent, is referred for genetic counseling by her pediatric Nurse Practitioner. She has a 3-year-old boy with developmental delay and small joint hyperextensibility. The pediatric Nurse Practitioner has diagnosed fragile X-associated mental retardation. She is currently pregnant with her second child at 14 weeks of gestation. The family history is unremarkable. N512 Assignment 1 fragile X-associated mental retardation

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Please use the following headings/subheadings as a guide to draft your paper:

Introduction (including a brief purpose statement)

Identify the genetic mutation responsible for fragile X-associated mental retardation.

Describe and discuss how it causes the clinical syndrome of developmental delay, joint hyperextensibility, large testes, and facial abnormalities.

Identify which parent is the probable carrier of the genetic mutation?

Explain why this parent and the grandparents are phenotypically unaffected.

Discuss the likelihood that the unborn child will be affected? N512 Assignment 1 fragile X-associated mental retardation

VII. Conclusion

In regards to APA format, please use the following as a guide:

Include a cover N512 Assignment 1 fragile X-associated mental retardation page and running head (this is not part of the 4-5 page limit)

Include transitions in your paper (i.e. headings or subheadings)

Use in-text references throughout the paper

Use double space, 12 point Times New Roman font

Spelling, grammar, and organization are appropriate

Include a reference list (this is not part of the 4-5 page limit)

Attempt to use primary sources only. That said, you may cite reliable electronic sources (i.e. ANA) N512 Assignment 1 fragile X-associated mental retardation

Assignment 1 Rubric

Criteria

60 Points

55 Points

50  Points

40 Points

Earned Points

Content: Application & Analysis

Responds correctly and/or appropriately to all questions and criteria. Content is excellent.

Demonstrates a high level of critical thinking, shows significant insight or creative thought about the topic, and does not merely recite the text/resources. Uses concepts and terminology correctly.  Detail rich and specific.

Responds correctly and/or appropriately to all questions and criteria. Content is good.

Demonstrates some critical thinking throughout the paper and may also show some insight or creative thinking about the topic. Mostly uses concepts and terminology correctly (1-2 issues). Minor detail inconsistencies (1-2).

Responds correctly and/or appropriately to at least one question OR if only one question, partially responds to question. Does not address all criteria. Content is minimal.

Demonstrates at least one critical thinking skill in the paper.  Attempts to use concepts and terminology correctly.  Several detail inconsistencies (3-5).

Paper is unclear and does not address the questions and/or criteria. Content does not meet requirements. Many inconsistencies and conflicting information (6+).

 

 

/60

Criteria

20 Points

16 Points

14 Points

12 Points

Earned Points

Quality: Supporting Research & Sources

All work is accurately cited (where applicable) and appropriately supports content with research, text, multimedia, and/or other resources.  References are relevant and enhance the topic.

Most of the work is accurately cited (where applicable) and adequately supports content with research, text, and/or resources.  One issue with reference or use of one inappropriate reference.  References are relevant to the topic.

2-3 issues with references, including the use of inappropriate references to support content. May fail to provide references to support content.  1-2 references are not relevant to the topic and/or distract from the topic at hand.

4 or more issues with references, including the use of inappropriate references to support content OR failure to include references (where applicable).  No supporting references are used OR they are used but 3+ references are not relevant to the topic.

/20

N512 Assignment 1 fragile X-associated mental retardation

Criteria

10 Points

8 Points

7 Points

6 Points

Earned Points

Organization

Paper is well-organized. Ideas are clear and arranged logically. Transitions are smooth, no flaws in logic.

Paper is organized. Ideas are usually clear and arranged in an acceptable sequence (1-2 issues). Transitions are usually smooth (1-2 issues), good support.

Paper lacks organization. There are many problems with the approach (3-5 issues with organization). Some difficulty understanding ideas.  Issues with support and transitions (3-5).

Paper is poorly organized and difficult to understand. Many issues with support and transitions (6+). Ideas are arranged illogically and do not make sense.

 /10

Accuracy & Basic Writing Mechanics

Error-free, including APA formatting, reflecting clear understanding of various forms of expression and careful editing.

Very few (less than 3) errors in spelling, grammar, syntax, and/or punctuation. Very few (less than 3) issues with APA formatting. Occasional poor choice of word.

4-5 errors in spelling, grammar, syntax, and/or punctuation. 4-5 issues with APA Formatting. Writing may be difficult to understand at times. N512 Assignment 1 fragile X-associated mental retardation

More than 5 errors in spelling, grammar, syntax, and/or punctuation.  Many (6+ issues with APA formatting.  Writing is difficult to understand in many instances.

N521- Advanced Pharmacology Reproductive System Medications

Module 8 Overview

Introduction

This week we will focus on the pharmacotherapeutics of reproductive system disorders, including commonly occurring conditions and their commonly prescribed medications.

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Learning Objectives

After completing this module, you will be able to:

Utilize advanced nursing and pharmacological interventions in reproductive system disorders to resolve complex and biological, psychological, physiological and pathophysiologic conditions. N521- Advanced Pharmacology Reproductive System Medications

Teach patients, family members, and others from diverse populations regarding safe and effective use of drugs and natural products in reproductive system disorders.

Reading & Resources

Read Chapters 55-58 & 36-37 in Arcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins. N521- Advanced Pharmacology Reproductive System Medications

Learning Activities

Discussion
: Participate in Discussion 8.

Assignment
: NA

Test: 
Complete Progress Test 4. Click on the Progress Test 4 link for more details.

Evaluations
: Complete the Student Course Evaluation.

Discussion 8

J. L., a 27-year-old African-American female account executive, presents to the Family Medicine office for her annual checkup with her CNP. She has no significant past medical history. Her medications include calcium carbonate 500 mg orally twice a day and a multivitamin daily. She exercises regularly. Her family history is significant for cardiovascular disease (her father had an MI at age 54 and died of a further MI at age 63). She notes that she has been dating her current partner for approximately 5 months. N521- Advanced Pharmacology Reproductive System Medications She is interested in a reliable form of contraception. After discussing the various contraceptive options, she decides that an oral contraceptive (OC) would best fit her needs.

In this discussion forum:

Discuss what tests or examinations the CNP would likely perform before prescribing an OC regimen, and why.

Discuss two different OC regimens that could be chosen for J. L. Discuss their differences and why you chose them.

Discuss the potential side effects of each OC regimen that need to be relayed to J. L. Discuss especially those effects for which she should seek immediate medical care.

Discuss health promotion recommendations you would consider for J. L.

What ethical issues should be considered? N521- Advanced Pharmacology Reproductive System Medications

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria N521- Advanced Pharmacology Reproductive System Medications.

J. L., a 27-year-old African-American female account executive, presents

N521- Advanced Pharmacology Discussion 8

J. L., a 27-year-old African-American female account executive, presents to the Family Medicine office for her annual checkup with her CNP. She has no significant past medical history. Her medications include calcium carbonate 500 mg orally twice a day and a multivitamin daily. She exercises regularly. Her family history is significant for cardiovascular disease (her father had an MI at age 54 and died of a further MI at age 63). She notes that she has been dating her current partner for approximately 5 months. She is interested in a reliable form of contraception. After discussing the various contraceptive options, she decides that an oral contraceptive (OC) would best fit her needs J. L., a 27-year-old African-American female account executive, presents.

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In this discussion forum:

Discuss what tests or examinations the CNP would likely perform before prescribing an OC regimen, and why.

Discuss two different OC regimens that could be chosen for J. L. Discuss their differences and why you chose them.

Discuss the potential side effects of each OC regimen that need to be relayed to J. L. Discuss especially those effects for which she should seek immediate medical care. J. L., a 27-year-old African-American female account executive, presents

Discuss health promotion recommendations you would consider for J. L.

What ethical issues should be considered?

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria. J. L., a 27-year-old African-American female account executive, presents

L. P., age 23, is a Hispanic woman who graduated from college

N521- Advanced Pharmacology Assignment 3

L. P., age 23, is a Hispanic woman who graduated from college last year. She reports to the CNP in her local community mental health center. She began working as an accountant 1 month after graduating L. P., age 23, is a Hispanic woman who graduated from college. Approximately 2 months ago, she moved into a two-bedroom apartment with another woman who works at the same accounting firm. She states that her roommate recommended that she see a doctor to find out if she has anemia or “some sort of fatigue syndrome.” She states that she has felt “restless” and “on edge” for most of the past 9 months. She becomes easily fatigued and irritable and has difficulty concentrating and falling asleep. She states that sometimes her mind “just goes blank,” and she is worried that her work performance is no longer excellent. She reports that all her life she had good grades in school and was very successful in everything she attempted. Although she has been “a worrier from the day I was born,” now she worries more than she ever has and feels nervous “all the time.” L. P. reports that she has a good relationship with her boyfriend but they do not get to see each other very often because he is attending graduate school 100 miles away. She reports having a satisfying sexual relationship with him. She denies having any problems with relationships with her parents, roommate, or peers. She denies having any financial worries unless she is fired from her job for poor work performance. She reports that she has always been healthy and has taken good care of herself. The only medication she takes is birth control pills, which she has taken for the past 4 years without any adverse effects L. P., age 23, is a Hispanic woman who graduated from college.

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In a paper not to exceed six pages, excluding title and reference pages, submit your answers to the following in an MS Word document:

What is L. P.’s likely diagnosis?

List specific pharmacotherapeutic treatment goals for L. P.

L. P., age 23, is a Hispanic woman who graduated from college

Should the CNP order any labs for L. P. at this time? Why?

What drug therapy would the CNP likely prescribe? Why?

What are the parameters for monitoring the success of the therapy?

Describe specific patient monitoring based on the prescribed therapy.

List one or two adverse reactions for the selected agent that would cause the CNP to change therapy.

L. P. returns to see the CNP after six weeks, complaining of still feeling anxious and had heard of a medication called Klonopin that she would like to try; how should the CNP respond to her request?

What health promotion activities should be recommended for this patient?

What is L. P.’s long-term prognosis? L. P., age 23, is a Hispanic woman who graduated from college

Please use the Case Study Analysis rubric provided to guide you in completing this assignment. It will be used to evaluate your submitted work.

Competency

40

36

33

0

Points Earned

Case Study questions completely and thoroughly answered with accurate evidence-based supported rationales

Accurate and well defined discussion of all 10 questions for the case study using current evidence-based resources.

Accurate discussion of nine case study questions  presented with use of  current evidence-based resources. L. P., age 23, is a Hispanic woman who graduated from college

Accurate discussion of 8 questions using current evidence-based resources

Missing response to questions or inappropriate answers to questions. No use of evidence-based resources.

/40

40

36

33

0

Evidence of

critical thinking

therapeutic decision-making in drug selection and evaluation of patient care

pathophysiology and current pharmacological research

assessment of the effectiveness of drug therapy

formulation of clinical care and teaching plans for persons from diverse populations

Well-defined evidence of

critical thinking

therapeutic decision-making in drug selection and evaluation of patient care

pathophysiology and current pharmacological research

assessment of the effectiveness of drug therapy

formulation of clinical care and teaching plans for persons from diverse populations

Evidence of critical thinking in prescriptive therapy, monitoring and adverse events.  May have lacked a teaching plan or pathophysiologic discussion.

Evidence of critical thinking but incompletely described therapeutic decision making and omitted teaching plan and pathophysiology.

Multiple bulleted points are absent or poorly defined in the assignment. There is no demonstration of critical thinking.

/40 L. P., age 23, is a Hispanic woman who graduated from college

Competency

10

9

8

0

Points Earned

Grammar, spelling, and punctuation

There are no errors in grammar, spelling, and punctuation

There are a few minor errors in grammar, spelling, and punctuation that do not detract from the meaning (1-3 errors)

There are major errors in grammar, spelling, and punctuation .(4-5 errors)

No content or more than 5 errors

/10

Competency

10

9

8

0

APA Compliance

The paper meets APA formatting guidelines

L. P., age 23, is a Hispanic woman who graduated from college

There are a few minor errors (1-3 errors)

There are significant errors in the format of the paper (4-5 errors)

No content or more than 5 errors

/10

Total Points

/100

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years

N521- Advanced Pharmacology Assignment 2

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years. He reports to his CNP in his family practice clinic. He presents with progressive difficulty getting his breath while doing simple tasks. He is having difficulty doing any manual work, but he has no symptoms when working behind his desk. He also reports a cough, fatigue, and weight loss. He has been treated for three respiratory infections a year for the past 3 years and feels like another one is developing now. On physical examination, you notice clubbing of his fingers, use of accessory muscles for respiration, wheezing in the lungs, and hyperresonance on percussion of the lungs. Pulmonary function studies show an FEV1 of 58%. R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years.

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In a paper not to exceed six pages, excluding title and reference pages, please answer the following:

What is R. W.’s likely diagnosis?

What stage of disease does RW have?

List specific pharmacotherapeutic treatment goals for R. W.

What drug therapy would the CNP likely prescribe? Why?

What are the parameters for monitoring the success of the therapy?

Describe specific patient education based on the prescribed therapy.

List one or two adverse reactions for the selected agent that would cause the CNP to change therapy.

What would be the choice for second-line therapy?

What health promotion activities should be recommended for this patient?

If RW was currently taking metoprolol for “headaches” would a change be recommended?

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years

Please use the Case Study Analysis rubric provided to guide you in completing this assignment. It will be used to evaluate your submitted work.

Competency

40

36

33

0

Points Earned

Case Study questions completely and thoroughly answered with accurate evidence-based supported rationales

Accurate and well defined discussion of all 10 questions for the case study using current evidence-based resources.

Accurate discussion of nine case study questions  presented with use of  current evidence-based resources.

 

Accurate discussion of 8 questions using current evidence-based resources

Missing response to questions or inappropriate answers to questions. No use of evidence-based resources.

/40

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years

40

36

33

0

Evidence of

critical thinking

therapeutic decision-making in drug selection and evaluation of patient care

pathophysiology and current pharmacological research

assessment of the effectiveness of drug therapy

formulation of clinical care and teaching plans for persons from diverse populations

Well-defined evidence of

critical thinking

therapeutic decision-making in drug selection and evaluation of patient care

pathophysiology and current pharmacological research

assessment of the effectiveness of drug therapy

formulation of clinical care and teaching plans for persons from diverse populations

 

Evidence of critical thinking in prescriptive therapy, monitoring and adverse events.  May have lacked a teaching plan or pathophysiologic discussion.

 

Evidence of critical thinking but incompletely described therapeutic decision making and omitted teaching plan and pathophysiology.

Multiple bulleted points are absent or poorly defined in the assignment. There is no demonstration of critical thinking.

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years

/40

 

10

9

8

0

Points Earned

Grammar, spelling, and punctuation

There are no errors in grammar, spelling, and punctuation

There are a few minor errors in grammar, spelling, and punctuation that do not detract from the meaning (1-3 errors)

There are major errors in grammar, spelling, and punctuation .(4-5 errors)

No content or more than 5 errors

/10

10

9

8

0

APA Compliance

The paper meets APA formatting guidelines

There are a few minor errors (1-3 errors)

There are significant errors in the format of the paper (4-5 errors)

No content or more than 5 errors

/10

Total Points

R. W. is a 64-year-old Caucasian postal clerk who has smoked a pack of cigarettes a day for the past 35 years

/100

N521-Attention-Deficit Hyperactive Disorder (ADHD) Discussion 7

J. T., who is a Native American male, age 8, is always interrupting his teacher, jumping out of his seat in class, fidgeting relentlessly, and butting into other children’s games. At home, he runs around recklessly and is uncontrollable. His mother comes to the CNP in the Pediatric Clinic and wonders why he will not listen. She is concerned because his grades at school are dropping. After medical evaluation, you find nothing wrong with J. T. physically, and he is taking no other medications. Through questioning, you determine that he has trouble concentrating on his homework, often forgets he has homework, loses pieces of games frequently, and hates to sit and read. His mother is unsure of the time frame over which these behaviors developed, but she thinks it has been since her second child was born 5 years ago. N521-Attention-Deficit Hyperactive Disorder (ADHD) . While in your office, J. T. did not seem to be hyperactive or inattentive, but you notice he is easily distracted by people passing in the hallway because the door is slightly ajar.

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Diagnosis: Attention-Deficit Hyperactive Disorder (ADHD)

In this discussion forum:

Discuss specific goals for pharmacotherapy for treating J. T.’s ADHD.

Discuss the first-line drug therapy for J. T., and why.

Discuss monitoring parameters you would institute for J. T.’s parents and his teachers.

Discuss specific patient education you would provide to J. T.’s parents based on the prescribed therapy.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria. N521-Attention-Deficit Hyperactive Disorder (ADHD)

Pharmacotherapy of Mental & CNS Disorders Essay

Module 7 Overview

Introduction

This week we will focus on the pharmacotherapeutics of mental and CNS disorders, including commonly occurring conditions and their commonly prescribed medications.

Learning Objectives

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After completing this module, you will be able to:

Utilize advanced nursing and pharmacological interventions in mental and CNS disorders to resolve complex and biological, psychological, physiological and pathophysiologic conditions.

Teach patients, family members, and others from diverse populations regarding safe and effective use of drugs and natural products in mental and CNS disorders. Pharmacotherapy of Mental & CNS Disorders Essay

Reading & Resources

Read Chapters 38-45. In Arcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Learning Activities

Discussion: 
Participate in Discussion 7.

Assignment: 
Complete & Submit Assignment 3. Click on the Assignment 3 link for more details.

Discussion 7

J. T., who is a Native American male, age 8, is always interrupting his teacher, jumping out of his seat in class, fidgeting relentlessly, and butting into other children’s games. At home, he runs around recklessly and is uncontrollable. His mother comes to the CNP in the Pediatric Clinic and wonders why he will not listen. She is concerned because his grades at school are dropping. After medical evaluation, you find nothing wrong with J. T. physically, and he is taking no other medications. Through questioning, you determine that he has trouble concentrating on his homework, often forgets he has homework, loses pieces of games frequently, and hates to sit and read. His mother is unsure of the time frame over which these behaviors developed, but she thinks it has been since her second child was born 5 years ago. Pharmacotherapy of Mental & CNS Disorders Essay While in your office, J. T. did not seem to be hyperactive or inattentive, but you notice he is easily distracted by people passing in the hallway because the door is slightly ajar.

Diagnosis: Attention-Deficit Hyperactive Disorder (ADHD)

In this discussion forum:

Discuss specific goals for pharmacotherapy for treating J. T.’s ADHD.

Discuss the first-line drug therapy for J. T., and why.

Discuss monitoring parameters you would institute for J. T.’s parents and his teachers.

Discuss specific patient education you would provide to J. T.’s parents based on the prescribed therapy.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Pharmacotherapy of Mental & CNS Disorders Essay Discussion Participation Requirements and Grading Criteria.

Anti-infective Medications Essay

Module 6 Overview

Introduction

This week we will focus on the pharmacotherapeutics of anti-infective medications, including their use in commonly occurring conditions and the more commonly prescribed medications.  The presence of infection may occur in any body system and include causative agents such as bacteria, viruses, fungi, and protozoans Anti-infective Medications Essay.  The evidence-based treatment will vary with the cause and area of infection.

Learning Objectives

After completing this module, you will be able to:

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Utilize advanced nursing and pharmacological interventions in the use of anti-infective medications to resolve complex and biological, psychological, physiological and pathophysiologic conditions. Anti-infective Medications Essay.

Synthesize evidence-based clinical practice guidelines to develop pharmacotherapeutics plans for common infections such as pneumonia, otitis, urinary tract infections, sexually transmitted infections, skin infections, dental infections, gastroenteritis, and sepsis.

Teach patients, family members, and others from diverse populations regarding safe and effective use of drugs and natural products within the anti-infective medication classifications.

Reading & Resources

Read Chapters 8, 17, 18, 24, 27, 31, 32, & 35 In Arcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins. Anti-infective Medications Essay

Visit Infectious Disease Society of America (IDSA) Practice guidelines at 
https://www.idsociety.org/PracticeGuidelines/

Learning Activities

Discussion: 
Participate in Discussion 6.(Remember to use the IDSA resource)

Discussion 6

J. P. is a 36-year-old Caucasian gay male who was diagnosed with HIV infection 2 years ago. He and his male partner, T. R., were married shortly after his diagnosis. T. R. is not HIV positive. Anti-infective Medications Essay He has been feeling well for the past 2 years, and he maintains a healthy, active lifestyle by exercising three to four times a week and eating a balanced diet. His medications include a multiple vitamin and occasional omeprazole for heartburn. He has never received antiretroviral therapy. He comes to your office for a routine physical exam and blood work. The physical examination is unremarkable, and the laboratory results are as follows: Electrolytes, serum creatinine, liver function tests: within normal limits; Complete blood count with differential: within normal limits, CD4+ T-cell count: 210 cells/mm3; Viral load: 10,000 copies/mL, Genotype: No resistance mutations detected Anti-infective Medications Essay

Diagnosis: Asymptomatic HIV Infection

In this discussion forum:

Discuss specific goals for pharmacotherapy for treating J. P.’s asymptomatic HIV infection.

Discuss when prophylaxis for infection is indicated ie daily bactrim Anti-infective Medications Essay

Discuss the drug therapy a CNP would likely prescribe and why.

Discuss the parameters for monitoring success of the therapy.

Discuss health promotion recommendations you would consider for J. P.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria Anti-infective Medications Essay.

Asymptomatic HIV Infection Essay Discussion 6

J. P. is a 36-year-old Caucasian gay male who was diagnosed with HIV infection 2 years ago. He and his male partner, T. R., were married shortly after his diagnosis. T. R. is not HIV positive. He has been feeling well for the past 2 years, and he maintains a healthy, active lifestyle by exercising three to four times a week and eating a balanced diet. His medications include a multiple vitamin and occasional omeprazole for heartburn. He has never received antiretroviral therapy Asymptomatic HIV Infection Essay. He comes to your office for a routine physical exam and blood work. The physical examination is unremarkable, and the laboratory results are as follows: Electrolytes, serum creatinine, liver function tests: within normal limits; Complete blood count with differential: within normal limits, CD4+ T-cell count: 210 cells/mm3; Viral load: 10,000 copies/mL, Genotype: No resistance mutations detected Asymptomatic HIV Infection Essay

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Diagnosis: Asymptomatic HIV Infection

In this discussion forum:

Discuss specific goals for pharmacotherapy for treating J. P.’s asymptomatic HIV infection.

Discuss when prophylaxis for infection is indicated ie daily bactrim

Discuss the drug therapy a CNP would likely prescribe and why. Asymptomatic HIV Infection Essay

Discuss the parameters for monitoring success of the therapy.

Discuss health promotion recommendations you would consider for J. P.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria Asymptomatic HIV Infection Essay.