Tag: Clinical-Nursing

NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

Pharmacotherapy for Cardiovascular Disorders

Pharmacokinetics refers to the processes that the body subjects a drug to once it is introduced to the body. These processes include absorption, distribution, metabolism, and excretion. Pharmacodynamics, on the other hand, refers to the effects that drugs cause to the body, like the side effects of the drug. Both pharmacokinetics and pharmacodynamics are affected by factors such as the medical history of a patient, other medication that the patient is using, and patient characteristics, such as age and sex. From the given case study, pharmacokinetics and pharmacodynamics in Patient CB are affected by the medical history of the patient and the current drugs being taken NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders.

Treatment for patients with cardiovascular disease is always a challenge due to many comorbidities involved. These require different drugs, which have different reactions and side effects. Moreover, these reactions are not usually uniform among all patients. Consequently, it is necessary to continually monitor the patient to avoid adverse drug reactions (Mangoni & Jarmuzewska, 2019). Patient CB has a history of stroke and is currently suffering from type 2 diabetes mellitus, hypertension, and hyperlipidemia. All these conditions play a significant role in pharmacokinetics and pharmacodynamics. Diabetes, for example, increases mycobacterial burden among some patients, which affects treatment (Alfarisi et al., 2018). Additionally, patients with diabetes mellitus have difficulties in excreting toxins from the kidney, which puts them at a heightened risk of developing diabetic nephropathy that can potentially complicate their treatment further.

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The patient, however, is under a Glipizide 10 mg dosage, which helps to prevent kidney damage. Since patient CB is taking multiple medications and is suffering from diabetes, it is easy for toxins to accumulate in the body. Hypertension is another significant condition that affects pharmacokinetics and pharmacodynamics. Since patient CB is suffering from the condition, it is necessary to consider its effects and the significance of pharmacotherapy interventions (Oparil & Schmieder, 2015). For example, the patient is under Verapamil 180 mg CD daily dosage, which helps to lower blood pressure and prevent stroke (Mancia et al., 2014) NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders. The drug, however, has adverse effects on the body of the patient. It slows down the heartbeat rate and may cause severe liver damage and other mild effects, including headaches, nausea, and vomiting. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

In treating the patient, it is necessary to consider the aforementioned side effects of the drugs. The patient is also under a Hydralazine 25 mg dosage, which is used in the treatment of high blood pressure. This drug’s pharmacodynamics is counter to that of Verapamil 180 mg. This is because it increases the heartbeat of the patient, while Verapamil 180 mg lowers the pulse (Flynn, Bradford, & Harvey, 2016). Such counter-reactions may be fatal to the patient and, therefore, using such drugs concurrently is ill-advised. Hyperlipidemia is another condition that is affecting patient CB, and which plays a critical role in pharmacokinetics and pharmacodynamics. Hyperlipidemia means that the level of lipids (such as triglycerides and cholesterol) in the patient’s blood is very high. These lipids are deposited along blood vessels, restricting the flow of blood in the body.

The high levels of lipid in the blood predispose the patient to stroke or myocardial infarction, commonly known as a heart attack (Navar-Boggan et al., 2015). The patient is under a Simvastatin 80 mg dosage to control the condition. However, this drug has negative effects on patients with diabetes. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders. Therefore, administering Simvastatin 80 mg puts patient CB at risk because he is also suffering from type 2 diabetes mellitus. When prescribing drugs to patients with cardiovascular disease, the physician must pay close attention to all the variables involved to avoid adverse drug reactions. For Patient CB, his conditions complicate pharmacokinetic and pharmacodynamics due to comorbidities NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

References

Alfarisi, O., Mave, V., Gaikwad, S., Sahasrabudhe, T., Ramachandran, G., Kumar, H., … & Raskar, S. (2018). Effect of diabetes mellitus on the pharmacokinetics and pharmacodynamics of tuberculosis treatment. 
Antimicrobial Agents and Chemotherapy
, 
62
(11), 1-14.

Flynn, J. T., Bradford, M. C., & Harvey, E. M. (2016). Intravenous hydralazine in hospitalized children and adolescents with hypertension. 
The Journal of Pediatrics
, 
168
, 88-92. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

Mancia, G., Fagard, R., Narkiewicz, K., Redon, J., Zanchetti, A., Böhm, M., … & Galderisi, M. (2014). 2013 ESH/ESC Practice guidelines for the management of arterial hypertension: ESH-ESC: The Task Force for the management of arterial hypertension of the European Society of Hypertension (ESH) and of the European Society of Cardiology (ESC). 
Blood Pressure
, 
23
(1), 3-16.

Mangoni, A. A., & Jarmuzewska, E. A. (2019). The influence of heart failure on the pharmacokinetics of cardiovascular and non‐cardiovascular drugs: A critical appraisal of the evidence. 
British Journal of Clinical Pharmacology
, 
85
(1), 20-36.

Navar-Boggan, A. M., Peterson, E. D., D’Agostino Sr, R. B., Neely, B., Sniderman, A. D., & Pencina, M. J. (2015). Hyperlipidemia in early adulthood increases long-term risk of coronary heart disease. 
Circulation
, 
131
(5), 451-458.

Oparil, S., & Schmieder, R. E. (2015). New approaches in the treatment of hypertension. 
Circulation Research
, 
116
(6), 1074-1095.

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. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders.

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 NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

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. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

By Day 7 of Week 2

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

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

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

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

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
button to complete your submission. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

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.

Points Range:
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.

Points Range:
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. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

Points Range:
18
(18%)
– 19
(19%)

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

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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. NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

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

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
5
(5%)
– 5
(5%)

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

Points Range:
4
(4%)
– 4
(4%)

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

NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

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

Points Range:
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

Points Range:
5
(5%)
– 5
(5%)

Uses correct grammar, spelling, and punctuation with no errors

Points Range:
4
(4%)
– 4
(4%)

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

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

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

Points Range:
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.

Points Range:
5
(5%)
– 5
(5%)

Uses correct APA format with no errors

Points Range:
4
(4%)
– 4
(4%)

Contains a few (1–2) APA format errors

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Contains several (3–4) APA format errors

Points Range:
0
(0%)
– 3
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

NURS 6521 week 2 Assignment: Pharmacotherapy for Cardiovascular Disorders

Subjective Data Collection: 20 of 20 (100.0%)

Hover To Reveal…

Hover over the
Patient Data
items below to reveal important information, including
Pro Tips
and
Example Questions
.

Found:

Indicates an item that you found.

Available:

Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Chief Complaint

Finding:

Established chief complaint

Finding:

Reports coming in for check-up

(Found)

Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about the chief complaint will allow the patient to voice any concerns or symptoms the patient may have.

Example Question:

What is your primary reason for this visit?

History of Present Illness

Finding:

Asked about relevant health conditions

Finding:

Reports hypertension

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have high blood pressure?

Finding:

Reports type 2 diabetes

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have diabetes?

Finding:

Reports generalized anxiety disorder

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have anxiety?

Finding:

Asked about onset and duration of disorders

Finding:

Reports hypertension diagnosis 1 year ago

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your high blood pressure start?

Finding:

Reports diabetes diagnosis 5 years ago

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your diabetes start?

Finding:

Reports GAD diagnosis 13 years ago

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your anxiety start?

Finding:

Asked about associated symptoms

Finding:

Reports increased thirst

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Have you been thirsty?

Finding:

Reports increased urination

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Have you been urinating frequently?

Finding:

Reports weight gain of 15 pounds

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Have you had any weight changes?

Finding:

Reports fatigue and discomfort

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Have you been fatigued?

Finding:

Reports increased worry

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Have you been excessively worrying?

Finding:

Asked about onset and duration of associated symptoms

Finding:

Reports increased thirst began 1 month ago

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your thirst increase?

Finding:

Reports increased urination began 1 month ago

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did you start urinating more frequently?

Finding:

Reports weight gain over the last 3 months

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did you gain weight?

Finding:

Reports fatigue and discomfort over the last 3 months

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How long have you felt fatigued?

Finding:

Asked about non-medicational diabetes management

Finding:

Reports owning glucometer

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have a blood sugar monitor?

Finding:

Reports checking blood sugar sporadically

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How often do you check your blood sugar?

Finding:

Reports sporadic checking is because of disliking the glucometer’s pinch

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How often do you check your blood sugar?

Past Medical History

Finding:

Asked about allergies

Finding:

Denies known allergies

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Do you have any allergies?

Finding:

Asked about previous hospitalizations

Finding:

Denies previous hospitalizations

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Have you ever been hospitalized?

Home Medications

Finding:

Asked about home medications

Finding:

Reports taking hydrochlorothiazide for hypertension

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take any medication for your high blood pressure?

Finding:

Reports taking metformin for type 2 diabetes

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take any medication for your diabetes?

Finding:

Reports taking escitalopram for anxiety

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take any medication for your anxiety?

Finding:

Denies taking vitamins and supplements

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

What vitamins and supplements do you take?

Finding:

Followed up on hydrochlorothiazide

Finding:

Reports hydrochlorothiazide tablets are each 50 milligrams

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How much hydrochlorothiazide do you take?

Finding:

Reports taking one hydrochlorothiazide tablet a day

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take hydrochlorothiazide?

Finding:

Reports taking hydrochlorothiazide with breakfast

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take hydrochlorothiazide?

Finding:

Reports starting hydrochlorothiazide 1 year ago

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When did you start taking hydrochlorothiazide?

Finding:

Reports taking last dose of hydrochlorothiazide this morning

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When was your last dose of hydrochlorothiazide?

Finding:

Denies hydrochlorothiazide adverse effects

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you experience any adverse effects from hydrochlorothiazide?

Finding:

Followed up on metformin

Finding:

Reports metformin tablets are each 850 milligrams

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How much metformin do you take?

Finding:

Reports taking metformin tablet three times daily

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take metformin?

Finding:

Reports taking one metformin tablet each with breakfast, lunch, and dinner

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take metformin?

Finding:

Reports starting metformin 5 years ago

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When did you start taking metformin?

Finding:

Reports taking last dose of metformin this morning

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When was your last dose of metformin?

Finding:

Denies metformin adverse effects

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you experience any adverse effects from metformin?

Finding:

Followed up on escitalopram

Finding:

Reports escitalopram tablets are each 20 milligrams

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How much escitalopram do you take?

Finding:

Reports taking one escitalopram tablet a day

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take escitalopram?

Finding:

Reports taking escitalopram with breakfast

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take escitalopram?

Finding:

Reports began taking escitalopram 13 years ago

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When did you start taking escitalopram?

Finding:

Reports taking last dose of escitalopram this morning

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When did you take your last dose of escitalopram?

Finding:

Denies escitalopram adverse effects

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you experience any adverse effects from escitalopram?

Finding:

Asked about medication regimen adherence

Finding:

Denies missing doses

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Have you missed any doses of your medication?

Social History

Finding:

Asked about activity

Finding:

Reports sedentary activity level

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you get any regular physical activity?

Finding:

Asked about diet

Finding:

Reports eating take-out frequently

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you eat take out?

Finding:

Reports enjoying comfort foods when stressed

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you eat comfort foods?

Finding:

Denies binge-eating but feels like he eats more than he should

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you overeat?

Finding:

Asked about substance use

Finding:

Denies tobacco and nicotine use

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you smoke cigarettes?

Finding:

Denies alcohol use

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you drink any alcohol?

Finding:

Asked about income level

Finding:

Reports moderate income from graduate student stipend

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What level of income do you make?

Family Medical History

Finding:

Asked about relevant family history

Finding:

Reports mother diagnosed with high cholesterol and diabetes

(Found)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Does your mother have health problems?

Finding:

Reports father diagnosed with hypertension

(Found)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Does your father have health problems?

Review of Systems

Finding:

Asked about review of systems for genitourinary

Finding:

Denies difficulty urinating

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had any difficulty urinating?

Finding:

Denies pain during urination

(Available)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had any pain during urination?

Finding:

Denies changes in urine characteristics

(Available)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had any changes in your urine?

Finding:

Asked about review of systems for cardiovascular

Finding:

Denies palpitations

(Available)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had palpitations?

Finding:

Denies chest pain

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had chest pain?

Finding:

Denies history of blood clots

(Available)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you had blood clots?

Finding:

Denies claudication

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Ethical and Legal Implications of Prescribing Drugs

Drug administration error causes some of the fatal medical accidents that could result in a patient’s death. Policies and legal frameworks exist to reduce the occurrence of such incidences, and other medical errors, through a reporting system. The case scenario involves prescribing medication to a child using the elderly patients’ standards. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs Several people are often affected and implicated in the chain of the wrong subscription, and it is the patient that is profoundly affected.

Ethical and legal implications for all involved stakeholders

The prescriber occupies the first position in the chain of events involving the administration of medication prescribed according to the standard of an elderly patient. The mistake begins with the prescriber. The error is ethically and legally unjustified. First, the prescriber is fully aware that the patient is a child. Prescribing drugs for a child according to the standard elderly patient places the child at risk of overdoes and exposes the patient to a legal suit. The pharmacist is also liable for compounding the prescriber’s mistake. The pharmacists should have an interest in the patient receiving the medications. It is fundamental to ask and confirm the demographic features of the patient, such as age before prescribing drugs. The patient and the patient’s family have not worked against any ethical or legal principle. Patients trust their physicians and take medications believing the physician to be accurate. They are not professionals. Therefore, the prescriber and the pharmacists are ethical and legally guilty of the wrong prescription NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs.

Strategies to Address Disclosure and Nondisclosure

Medical practitioners recognize the occurrence of medical errors within the profession. The health institutions, states, and federal governments have established procedures to prevent medical errors and reporting and response channels. The state of Texas did not have an elaborate disclosure system until June 20, 2003, when the state government enacted into law legislation HB 1614 (Quality and patient safety, n.d). The enactment is unique to the needs of Texas despite having subtle similarities with other level legislations. The essential component of the law is the requirement that practitioners at the mental hospitals, hospitals, ambulatory surgical centers enter a detailed entry of medical errors.

The benefits of the strategy are its ability to increase surveillance on practitioners making frequent errors, and the intensity of the mistakes to take legal actions. It could be adopted to detect and punish practitioners responsible for rampant negligence and other mistakes. The strategy could also reveal quack practitioners who have entered the profession without prerequisite qualifications, under-training, or quasi practitioners. The health care sector needs to emphasize the recording of medical errors and the implementation of legal frameworks to deal with cases at the court levels and to underscore the seriousness with which medical errors are treated. The strategy would improve the practitioner’s attention and minimize deaths and other drug reactions detrimental to the patient’s health.

Strategies for Decision Making In This Scenario and Disclose of Error

The principles of integrity and honesty govern the response to the situation. The two principles determine how one relates to professional ethics and the codes of conduct. Therefore, using professional codes and professional ethics are the two key strategies to respond to the scenario. For instance, ethical principles such as Kantian deontology defines ethics or morality as action based on the rule of law regardless of the consequences to the actor and recipient of the work (Barrow  & Khandhar, 2019). In this case, state law requires reporting the scenario. I would file a report of the medical error per the ethical principles. The code of conduct defines how the doctor should relate to the patient. For instance, implementing the code of doing well under all circumstances, responding to the scenario would require entering a report and fast-tracking the child to ensure the threat is managed NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs.

The Process of Writing Prescriptions

The practitioner and the pharmacist should consider the laboratory reports and consideration of the patient’s demographic features before prescribing drugs. Analyses of these variables inform the dosage and type of drug the prescriber gives to the patient. Also, there is a need for reexamining the prescription to ensure it meets the patient’s needs. The practitioner should accept faults in cases they lack knowledge or experience on the prescription. Doing so would limit drug errors resulting from ego.

 

 

References

Barrow, J. M., & Khandhar, P. B. (2019). Deontology. In StatPearls [Internet]. StatPearls Publishing.

Quality and Patient Safety. (n.d). Public and Private Policy Medical Errors and Patient Safety. Retrieved from
http://www.qups.org/med_errors.php?c=individual_state&s=44&t=all

 

Assignment: Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should
you
be prescribing drugs to
this
patient? How might different state regulations affect the prescribing of this drug to this patient?

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

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. 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. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

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

Submission and Grading Information

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

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

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

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

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

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

Click on the 
Submit
button to complete your submission. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

 

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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
16
(16%)
– 17
(17%)

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

Points Range:
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.

Points Range:
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.

Points Range:
5
(5%)
– 5
(5%)

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

Points Range:
4
(4%)
– 4
(4%)

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

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

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

Points Range:
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

Points Range:
5
(5%)
– 5
(5%)

Uses correct grammar, spelling, and punctuation with no errors

Points Range:
4
(4%)
– 4
(4%)

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

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

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

Points Range:
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.

Points Range:
5
(5%)
– 5
(5%)

Uses correct APA format with no errors

Points Range:
4
(4%)
– 4
(4%)

Contains a few (1–2) APA format errors

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Contains several (3–4) APA format errors

Points Range:
0
(0%)
– 3
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Transcript

Started:
Mar 31, 2020 |
Total Time:
51 min

hi, i am danielle

Greet

03/31/20 1:00 AM CDT

Hey.

whats the primary reason for your visit

Question

03/31/20 1:00 AM CDT

I’m here to check up on some numbers that I have for my diabetes and my hypertension. Guess they’re not looking too hot.

I know that a diagnosis can be frightening, and that keeping your diabetes under control is difficult and stressful. However, this is a manageable condition, and you have the chance to greatly improve your situation with diet and exercise

Educate

03/31/20 1:03 AM CDT

Alright. I get it.

how long have you had these conditions

Question

03/31/20 1:04 AM CDT

I got diagnosed with diabetes five years ago, and hypertension a year ago. But for the more recent stuff . . . over the past three or so months, I’ve gained some weight and felt pretty fatigued. And for probably a month now, I’ve had to pee way more and drink way more water.

do you check your blood sugar

Question

03/31/20 1:06 AM CDT

I check my blood sugar . . . sometimes. I know with diabetes, you have to check it every day, but I don’t have a lot of time, and needles are tough for me.

you need to check you blood sugar regularly and keep a record. I know that you dint like needles but if you dont monitor your diabetes you could end up needing insulin, which involves injections. you should aim to use your glucometer at least four times a week

Educate

03/31/20 1:09 AM CDT

Yeah, youre probably right.

do you have any allergies

Question

03/31/20 1:10 AM CDT

I don’t have any allergies that I know of.

any recent hospitalizations

Question

03/31/20 1:10 AM CDT

I haven’t ever been hospitalized in that sense of the word. But I have seen a doctor before, about my hypertension and diabetes numbers, and I’m here to check in about them.

what are your home medications

Question

03/31/20 1:10 AM CDT

Hydrochlorothiazide for my hypertension, metformin for diabetes, and escitalopram for anxiety.

what dosage do you take (Clarified to What doses are your medications?.)

Question

03/31/20 1:10 AM CDT

Let’s see . . . the water pill is a 50 milligram . . . the anxiety pill is a 20 milligram . . . and the metformin is an 850 milligram tablet. (Clarified to what dose my medications are.)

do you miss any does (Clarified to Do you miss doses of your medication?.)

Question

03/31/20 1:11 AM CDT

I’m good about taking all my doses. I just take my metformin with breakfast, lunch, and dinner. And I take the water pill and the anxiety pill just with breakfast. I’ve been on metformin for 5 years, and I don’t think I’ve missed a dose. (Clarified to if I miss doses of my medication.)

do you exercise

Question

03/31/20 1:13 AM CDT

I don’t exercise. I just don’t have the time.

tell me about your diet

Question

03/31/20 1:13 AM CDT

My diet could be better, to be honest. I eat a lot of carbs and fried foods, and I tend to go for pizza when I’ve had a really bad day. I don’t feel like my diet is out of control exactly, but I’ve been thinking about cutting down.

do you drink

Question

03/31/20 1:13 AM CDT

I never drink.

what level of income do you make

Question

03/31/20 1:15 AM CDT

I make around $25,000 off of my graduate school stipend. I have to be pretty careful with my budget.

family history

Question

03/31/20 1:15 AM CDT

My folks have some stuff going on, which is probably why I’ve got some stuff going on. My dad has hypertension like me, and my mom has diabetes like me. She has high cholesterol, too.

i am sorry to hear that you are having a hard time with your family. I am sure that is adding to current stress and anxiety

Empathize

03/31/20 1:16 AM CDT

Ha, thanks.

i am sorry about your financial difficulties

Empathize

03/31/20 1:17 AM CDT

Thank you.

difficulty urinating

Question

03/31/20 1:18 AM CDT

I can pee just fine. In fact, I’ve been having to pee way more these days.

any chest pain

Question

03/31/20 1:18 AM CDT

I never really have chest pain.

how you deal with your anxiety

Question

03/31/20 1:20 AM CDT

Usually when I’m anxious, I just breathe slow and take a few minutes, but I’ve been so much more worried lately it doesn’t work very well. Honestly, the only new thing I’ve been doing to deal with all this stress is eat comfort food. I’ve probably gained 15 pounds since I last came to the doctor three months ago.

managing you anxiety can be challenging, and I’m sorry it has made such a huge impact on your life

Empathize

03/31/20 1:21 AM CDT

Thanks for saying that.

a healthy diet is important to control your hypertension and disbetes

Educate

03/31/20 1:22 AM CDT

Good to know.

in order to manage your diabetes and hypertension, you will need to manage your weight

Educate

03/31/20 1:24 AM CDT

I hadn’t thought of that.

i need to educate you on your new medications

Question

03/31/20 1:31 AM CDT

I appreciate it.

take at same time everyday

Question

03/31/20 1:32 AM CDT

Yeah. Got it.

stop taking your previous medications

Question

03/31/20 1:32 AM CDT

Alright. I’ll stop taking my other medication.

monitor for signs of low blood sugar

Question

03/31/20 1:32 AM CDT

I’ll start keeping snacks in my school bag.

monitor for signs of an allergic reaction

Question

03/31/20 1:33 AM CDT

I’ll let you now right away if I see anything like that.

it is important to check your blood sugar

Question

03/31/20 1:34 AM CDT

Alright – I can do that.

stop taking your other medication

Question

03/31/20 1:34 AM CDT

Alright. I will.

report signs of cough fatigue and headache

Question

03/31/20 1:34 AM CDT

Thanks for the heads up.

contact us immediately if your tongue swells

Question

03/31/20 1:35 AM CDT

Ah. Alright.

avoid salt substitutes

Question

03/31/20 1:35 AM CDT

Gotcha.

and standing too quickly

Question

03/31/20 1:35 AM CDT

Hmm. Alright.

can i help you with anything else.

Question

03/31/20 1:36 AM CDT

Ok. See you later.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Advanced practice nurses will be working with a multitude of individuals and it is important for an advance practice nurse to know and understand pharmacokinetics and pharmacodynamics of the different medications that they will be prescribing throughout their career.  According to Rosenthal and Burchum (2018), pharmacokinetics is the study of drug movement throughout the body and pharmacodynamics is the study of the biochemical and physiologic effects of drugs on the body and the molecular mechanisms by which those effects are produced.  Pharmacokinetics involves four basic processes which includes absorption, distribution, metabolism, and excretion (Rosenthal & Burchum, 2018). NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

A 68-year old female comes to the hospital because she is feeling flushed and just not feeling like herself.  Upon examination the patient is hypertensive and slightly tachycardic.  The patient does not have any complaints of pain.  The patient has a health history of anxiety, depression, COPD, hypertension, and chronic kidney disease.  The patient is being admitted for hypertensive crisis.  The patient takes a serotonin reuptake inhibitor for her depression, an ace inhibitor for her hypertension.

BUY A PLAGIARISM FREE PAPER HERE

One factor to consider while treating this patient is their chronic kidney disease.  The chronic kidney disease could be one reason that the patient is having uncontrolled hypertension and will also need to be considered when treating this patient with new medications. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics  A second factor could be the patient’s compliance with medication regimen at home.  A third reason could be environmental exposure.

One of the first things that would need to be done would be to ask the patient about her compliance with her home medication regimen.  It would be important to obtain a renal function panel to determine if the patient was in acute renal failure.  After this information is obtained a better plan of care could be made for the patient’s long-term treatment.

If a patient is having acute kidney failure or injury the alterations of drug responses are attributed to pharmacokinetics and that at least 50% of all essential medications are influenced by kidney dysfunction (Keller & Hann, 2018).  The four basic processes of pharmacokinetics play a major role in renally compromised patients NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.  All four phases involve movement and if one phase is compromised it can cause a disruption in the effectiveness of the medication.

Environmental exposures can also be taken into consideration when considering the pharmacokinetics and pharmacodynamics of the effectiveness of a medication.  In a recent study it was shown that environmental pollutants such as pesticides can alter drug-metabolizing enzymes, as well as pharmacokinetics of drug metabolism (Banerjee, 2020).

In conclusion, having the full details of this patient’s case would be beneficial in determining a full treatment plan.  After the hypertensive crisis was under control then I would continue with the patient’s home dose and continue to monitor the patient.  The patient may need to have an increase in their medication, or they may need to add in a secondary medication for hypertension NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

References

Banerjee, et al.  (01/17/2020). 
Effect of environmental exposure and pharmacogenomics of drug metabolism. 

DOI:
 
https://doi.org/10.2174/1389200221666200110153304

Keller, F., & Hann, A.  (2018). 
Principles of drug response and alterations in kidney disease. 
CJASN 
September 2018, 
13 
(9) 
1413-1420; 
DOI: https://doi.org/10.2215/CJN.10960917

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

 

Discussion: Pharmacokinetics and Pharmacodynamics

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare

Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.

Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.

Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.

Think about a personalized plan of care based on these influencing factors and patient history in your case study.

By Day 3 of Week 1

Post
a
description of the patient case from your experiences
, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

By Day 6 of Week 1

Read
a selection of your colleagues’ responses and
respond
to
at least two
of your colleagues on
two different days
by suggesting additional patient factors that might have interfered with the pharmacokinetic and pharmacodynamic processes of the patients they described. In addition, suggest how the personalized plan of care might change if the age of the patient were different and/or if the patient had a comorbid condition, such as renal failure, heart failure, or liver failure.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on
Submit!
NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

 

NURS_6521_Week1_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Main Posting

Points Range:
45
(45%)
– 50
(50%)

Answers all parts of the discussion question(s) 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.

Points Range:
40
(40%)
– 44
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Supported by at least three credible sources.

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

Points Range:
35
(35%)
– 39
(39%)

Responds to some of the discussion question(s). NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range:
0
(0%)
– 34
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

Points Range:
10
(10%)
– 10
(10%)

Posts main post by day 3

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Does not post by day 3

First Response

Points Range:
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.

Points Range:
15
(15%)
– 16
(16%)

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

Responds fully to questions posed by faculty.

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

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues. .

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Points Range:
13
(13%)
– 14
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

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

Points Range:
0
(0%)
– 12
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Second Response

Points Range:
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.

Points Range:
14
(14%)
– 15
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.

Points Range:
12
(12%)
– 13
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed. .

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

Points Range:
0
(0%)
– 11
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Participation

Points Range:
5
(5%)
– 5
(5%)

Meets requirements for participation by posting on three different days.

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

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

Total Points: 100

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Example

As an Intensive Care Unit (ICU) nurse of 10 years, I have taken care of a variety of different people with a broad spectrum of illnesses and problems. Pharmacokinetics, or how the body processes a drug, must be carefully considered for the best treatment options (Rosenthal & Burchum, 2018). A typical patient diagnosis that can be particularly difficult to manage medically is drug and alcohol abusers. Their drug tolerances and organ impairment related to damage from abuse can make it especially challenging to treat their conditions.

I vividly remember taking care of a patient in their early 30s who was admitted to the medical intensive care unit that I worked in for alcohol withdrawal. He had no past medical history except for alcohol and benzodiazepine abuse. He was found by a family member in alcohol withdrawal and was immediately brought to the hospital. The clinical institute withdrawal assessment for alcohol scale (CIWA), was used to determine the severity of withdrawal. This scale views different symptoms of withdrawal such as nausea/vomiting, tremors, sweats, anxiety, agitation, visual and auditory disturbances, headache, and orientation (MERCK Manual Professional Version, 2020). His CIWA score was extremely high, which showed severe withdrawal.

Typical treatment for alcohol withdrawal includes the administration of benzodiazepines in order to get through the detox process. This drug helps lessen the withdrawal symptoms. When giving this patient a standard dose of benzodiazepines such as Ativan or Valium, there was no decrease in clinical symptoms. This was because of his history of benzodiazepine abuse and increased tolerance. Increased drug administration and frequency were ordered until the patient’s withdrawal symptoms were under control. However, the patient also had liver damage from alcoholic cirrhosis. Benzodiazepines are drugs that are metabolized by the liver (Brett & Murnion, 2015).  Since the liver was not functioning correctly, the medications administered to control alcohol withdrawal were not processed appropriately by the liver, causing a buildup of the drugs (Louvet & Mathurin, 2015). The patient became unresponsive, and an advanced airway was placed for airway protection.

I feel that this patient’s care could have been handled differently. Due to this patient’s history, a different plan of treatment should have been initiated. I feel that by following the standard protocol for alcohol withdrawal treatment, the outcome of this patient getting intubated was inevitable. However, the patient will remain unresponsive until his body cleared all of the benzodiazepine drugs. This could be a lengthy process and delay his care further. I would have suggested intubation and mechanical ventilation from admission, and to use sedation safe for the liver. By doing this, the patient would be able to overcome his detox safely and have his breathing tube removed sooner. This would decrease any other risks associated with prolonged mechanical ventilation NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

References

Brett, J., & Murnion, B. (2015, October). Management of benzodiazepine misuse and dependence. Australian Prescriber, 38(5), 152-155. http://dx.doi.org/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4657308/

Louvet, A., & Mathurin, P. (2015, March 15). Alcoholic liver disease: mechanisms of injury and targeted treatment. Nature Reviews Gastroenterology, 12, 231-242. Retrieved from https://www.nature.com/articles/nrgastro.2015.35

MERCK Manual Professional Version. (2020). CIWA. Retrieved February 27, 2020, from https://www.merckmanuals.com/professional/multimedia/clinical-calculator/CIWA%20Ar%20Clinical%20Institute%20Withdrawal%20Assessment%20for%20Alcohol%20Scale

Rosenthal, L. D., & Burchum, J. R. (2018).
Lehne’s pharmacotherapeutics for advanced practice providers
. St. Louis, MO: Elsevier. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

 

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Example

Pharmacokinetics refers to the processes that the body subjects a drug to once administered. These processes include absorption, distribution, metabolism, and excretion. Contrarily, pharmacodynamics describes the effects that a drug has on the body, such as changes in the physiological processes and the side effects. The two processes are affected by different patient characteristics, such as age and gender. I have worked with the pediatric patient population and observed the two concepts in these patients. Lu and Rosenbaum (2014) define the pediatric population as consisting of neonates, infants, developing children, and adolescents. Their age affects pharmacokinetics and pharmacodynamics in various ways.

I have learned a lot from my experience with pediatric patient populations. First, the effective administration of drugs is tremendously challenging. This is because the rapid developments taking place inside the body have profound effects on pharmacokinetics and pharmacodynamics. For example, the gastric PH of a pediatric patient changes rapidly from birth through to childhood, which affects the efficiency of orally administered drugs. In addition, their physical size and physiological factors such, as membrane permeability, vary as the individual matures. In one instance, medicine administered to two children with similar conditions, and with an age differential of two months, had different results due to fast growth rate. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

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Administering drugs to pediatric patient population requires careful consideration of their unique physical and physiological characteristics. For example, the difference in the physical size between neonates and infants require that they are given different dosage sizes. Growth occurs very fast when the child is young, and it is critical to have the exact age and weight to administer the correct dosage. Another essential factor to consider in administering drugs is the PH of the gut. At birth, for example, gastric PH is neutral. Administering drugs to neonates should then consider the chemical composition of drugs administered orally to ensure they are effective (van den Anker et al., 2018). Every child should be treated uniquely as the rate of growth, and bodily changes vary. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

References

Lu, H., & Rosenbaum, S. (2014). Developmental pharmacokinetics in pediatric populations. 
The Journal of Pediatric Pharmacology and Therapeutics
, 
19
(4), 262-276.

van den Anker, J., Reed, M. D., Allegaert, K., & Kearns, G. L. (2018). Developmental changes in pharmacokinetics and pharmacodynamics. 
The Journal of Clinical Pharmacology
, 
58
(10), S10-S25 NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Response

Great job on explaining how medication administration can be influenced on patient factors such that of a pediatric patient. I work on the opposite end of the spectrum-gerontology patients so reading your discussion post was interesting and educational. I did some additional research on how medication administration and prescribing is different upon the pediatric population.

In review of literature one potential restraint that providers have when it comes to the pediatric patients is considering the likelihood that oral medications may be rejected due to the taste and texture that they are available in. It is essential for providers to understand the developmental pathway that occurs in terms of pediatric patients. According to Eidelman & Abdel-Rahman (2016), “the capacity to discriminate sweet and umami is present 
in utero
, followed by texture, temperature and piquancy at 1–2 years of age and finally bitter, salty and sour around the age of 2 years. Olfactory senses do not appear to fully mature until children are 5–7 years of age. Other adaptive behaviors, which typically manifest by 2–5 years of age, influence a child’s willingness to accept novel foods, and by extension, medicines” (Eidelman & Abdel-Rahman, 2016, p.70). It is essential that providers are aware of all of the available forms and flavors that medications come in to ensure that medication is not rejected by the pediatric patient to ensure that the medication is effective. I found this factor interesting as it is not something that I would have considered or thought to consider prior to reviewing the content that is covered in this week’s material NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

Cultural differences that may exist between the prescribing provider and the patient and their families should also be taken into consideration when prescribing medications. Many different cultures will often use traditional and herbal medications in addition to mainstream medications so having a clear understanding of these cultural differences and being able to ask appropriate questions to identify other health practices is essential as traditional and herbal medications can influence the effectiveness and interactions between the two treatment options (World Health Organization, 2007, p.10).

 

Eidelman, C. &.-R. (2016). Pharmacokinetic considerations when prescribing in children.
International Journal of Pharmacokinetics
, 69-80.

Organization, W. H. (2007).
Promoting Safety of Medicines for Children.
Geneva: WHO Press. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

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To Prepare:

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

Develop a PICO(T) question to address the clinical issue of interest for the Assignment.

Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment
 (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

Identify and briefly describe your chosen clinical issue of interest.

Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

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

Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

By Day 7 of Week 5

Submit
 Part 3 of your Evidence-Based Project.

Submission and Grading Information

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

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

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

Click the 
Week 5 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click 
Open
.

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

Click on the 
Submit
button to complete your submission. NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

NURS_6052_Module03_Week05_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

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

·   Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

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

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

·   Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

81 
(81%)
 – 90 
(90%)

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

The presentation clearly and accurately describes in detail the developed PICO(T) question.

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

The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.

The presentation includes specific and relevant examples that fully support the research.

The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.

72 
(72%)
 – 80 
(80%)

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

The presentation accurately describes the developed PICO(T) question focused on the chosen clinical issue of interest.

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

The presentation accurately provides APA citations for at least four peer-reviewed articles selected, including an adequate explanation of the strengths of using systematic reviews for clinical research.

The presentation includes relevant examples that support the research presented.

NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

The presentation provides an accurate synthesis of at least one outside resource related to the peer-reviewed articles selected. The response integrates at least one outside resource and two or three course-specific resources that may support the presentation.

63 
(63%)
 – 71 
(71%)

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

The presentation inaccurately or vaguely describes the developed PICO(T) question focused on the chosen clinical issue of interest.

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

The presentation inaccurately or vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate or vague explanation of the strengths of using systematic reviews for clinical research.

The presentation includes inaccurate or vague examples to support the research presented.

The presentation provides a vague or inaccurate synthesis or outside resources related to the peer-reviewed articles selected. The response minimally integrates resources that may support the presentation.

0 
(0%)
 – 62 
(62%)

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

The presentation inaccurately and vaguely describes the developed PICO(T) question, or is missing.

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

The presentation inaccurately and vaguely provides APA citations for at least four peer-reviewed articles selected, including an inaccurate and vague explanation of the strengths of using systematic reviews for clinical research, or is missing.

The presentation includes inaccurate and vague examples to support the research presented or is missing.

The presentation provides a vague and inaccurate synthesis of no outside resources related to the articles selected and fails to integrate any resources to support the presentation or is missing.

Written Expression and Formatting—Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.

5 
(5%)
 – 5 
(5%)

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

A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria.

4 
(4%)
 – 4 
(4%)

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

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

Purpose, introduction, and conclusion of the assignment is vague or off topic. NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion are provided. Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (one or two) grammar, spelling, and punctuation errors. NURS-6052 Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews 3.5  (3.5%)  – 3.5  (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors. 0  (0%)  – 3  (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Total Points: 100

NURS-6052 week 4 Discussion: Searching Databases

Discussion: Searching Databases

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems.

The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format.

In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question.

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To Prepare:

Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources.

Review the Resources for guidance and develop a PICO(T) question of interest to you for further study.

By Day 3 of Week 4

Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples. NURS-6052 week 4 Discussion: Searching Databases

By Day 6 of Week 4

Respond
 to at least 
two
 of your colleagues 
on two different days
 and provide further suggestions on how their database search might be improved.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 4

 

 

NURS_6052_Module03_Week04_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.

NURS-6052 week 4 Discussion: Searching Databases

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.

NURS-6052 week 4 Discussion: Searching Databases

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.

NURS-6052 week 4 Discussion: Searching Databases

Second Response

16 
(16%)
 – 17 
(17%)

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

Responds fully to questions posed by faculty.

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

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

NURS-6052 week 4 Discussion: Searching Databases

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

In Evidence-based practice, questions are the motivation to focus and find answers to clinical issues or problems (Davies, 2011). For EBP to be completely applied, nurses need to have the desire to investigate and to have the culture to advocate for it (Stillwell, Fineout-Overholt, Melnyk, & Williamson, 2010). By using patient population (P), intervention or issue of interest (I), comparison intervention or issue of interest (C), outcome(s) of interest (O), and time (T) for the intervention or issue to achieve income (PICOT) the format helps to identify the parts of the clinical issue in a systematic way (Stillwell et al., 2010). Thus, by using the PICOT format to construct the clinical question will assist in filtering these parts or components that will lead the way for the evidence needed (Stillwell et al., 2010).

Since I have migrated here in the United States, most of my nursing experience has been working with the older population. One of the challenges we have always faced was falls, especially the severe injuries related to falls. Falls are a common problem among older adults and are a leading cause of severe injury and death worldwide (Shuman, Montie, Galinato, Todd, Heggstad, & Titler, 2016). Thus, lead me to my PICOT question: In older adults (P), how does involvement of patient’s perception of fall prevention (I) compared to no involvement (C) affect prevention of falls (O) during hospitalization or inpatient stay (T)? NURS-6052 week 4 Discussion: Searching Databases

In searching for important PICOT answers clinicians use databases to find the sources that hold the best evidence (Melnyk & Fineout-Overholt, 2018). The two databases used for my PICOT question are the CINAHL and MEDLINE. Using keywords from the PICOT question is an essential strategy in searching using the databases (Melnyk & Fineout-Overholt, 2018). The keywords I used are fall prevention, patient perception, & hospitalization. In my initial search, when the keywords were entered, CINAHL resulted in 298 articles while Medline showed 52 articles. When BOOLEAN terms were used in CINAHL and MEDLINE showed 12 articles that narrowed it down to search for evidence for, sixteen articles resulted in my clinical inquiry.

Strategies are used to increase the rigor and effectiveness of a database search. Appropriate keywords need to be selected by taking the main parts of the clinical question or topic (example: fall prevention, patient perception, & hospitalization). Using Boolean terms or operators is another strategy to connect keywords to generate a logical phrase that the database can understand (Walden University Library, n.d.). Using Boolean terms facilitates generating more precise and robust searches to provide pertinent results (Walden University Library, n.d.) An example of the Boolean term is using AND helps find items that use both keywords, OR uses either of the keywords and NOT which excludes items that use the keywords (Walden University Library, n.d.). Furthermore, truncation of root words by putting an asterisk at the end of the root word (example: old*) tells the database to search for the word with any ending which expands search for more articles (Walden University Library, n.d.). Limiting searches is also another strategy to help clinicians review to decide whether what is relevant to the clinical question (Melnyk & Fineout-Overholt, 2018). An example is that in CINAHL uses “Limit to” by using parameters such as publication year (example: 2016-2020) (Melnyk & Fineout-Overholt, 2018). NURS-6052 week 4 Discussion: Searching Databases. Database search skills are vital to the success of a researcher to obtain the best result (Walden University Library, n.d.). It takes time to develop database search skills, using strategies to develop these skills will result in a robust and effective database search.

Reference

Davies, K.S. (2011). Formulating the evidence based question: A review of the frameworks for  LIS professionals. 
Evidence Based Library and Information Practice
, 6(2), 75-80.

https://doi.org/10.18438/B8WS5N. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

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

Shuman, C., Liu, J., Montie, M., Galinato, J. G., Todd, M. A., Hegstad, M., & Titler, M. (2016).Patient perceptions and experiences with falls during hospitalization and after discharge. 
Applied Nursing Research
, 
31,
79-85. https://doi.org/10/1016/j.apnr.2016.

01.009 NURS-6052 week 4 Discussion: Searching Databases

Stillwell, S.B., Fineout-Overholt, E., Melnyk, B.M., & Williamson, K.M. (2010b). Evidence-  Based practice, step by step: Searching for evidence. 
American Journal of Nursing,

110(5), 41-47. doi:10.1097/01.NAJ.0000372071.24134.7e. Retrieved from https://Journals.lww.com/ajonline/Fulltext/2010/05000/Evidence_Based_Practice,_Step_  Step_Searching.24.aspx

Walden Library University. (n.d.). Databases A-Z: Nursing. Retrieved from https://academicguides.waldenu.edu/az.php?s=19981

Walden Library University. (n.d.). Keyword searching: Finding articles on your topic: Booleanterms. Retrieved from https://academicguides.waldenu.edu/library/keyword/boolean NURS-6052 week 4 Discussion: Searching Databases

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

Matrix Worksheet Template

 

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

BUY PLAGIARISM-FREE PAPER HERE

 

Full
citation
of selected article

Article #1

Article #2

Article #3

Article #4

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

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

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

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

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

 

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

 

 

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

 

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

 

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

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

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

 

 

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

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

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

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

The method used in this research was questionnaire survey.

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

 

 

 

 

 

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

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

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

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

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

 

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

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

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

General Notes/Comments

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

 

 

 

 

 

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

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

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

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

 

Assignment: Evidence-Based Project

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

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

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

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

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

To Prepare:

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

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

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

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

Part 1: An Introduction to Clinical Inquiry

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

Identify and briefly describe your chosen clinical issue of interest.

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

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

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

Part 2: Identifying Research Methodologies

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

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

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

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

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

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

NURS_6052_Module02_Week03_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Part 1: An Introduction to Clinical Inquiry

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

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

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

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

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

36 
(36%)
 – 40 
(40%)

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

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

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

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

32 
(32%)
 – 35 
(35%)

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

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

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

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

28 
(28%)
 – 31 
(31%)

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

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

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

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

0 
(0%)
 – 27 
(27%)

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

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

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

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

Part 2: Identifying Research Methodologies

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

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

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

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

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

45 
(45%)
 – 50 
(50%)

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

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

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

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

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

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

40 
(40%)
 – 44 
(44%)

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

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

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

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

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

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

35 
(35%)
 – 39 
(39%)

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

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

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

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

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

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

0 
(0%)
 – 34 
(34%)

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

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

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

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

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

The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, or is missing.

Written Expression and Formatting—Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.

5 
(5%)
 – 5 
(5%)

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

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

4 
(4%)
 – 4 
(4%)

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

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

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

0 
(0%)
 – 3 
(3%)

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

No purpose statement, introduction, or conclusion is provided.

Written Expression and Formatting—English Writing Standards:

Correct grammar, mechanics, and proper punctuation.

5 
(5%)
 – 5 
(5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 
(4%)
 – 4 
(4%)

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

3.5 
(3.5%)
 – 3.5 
(3.5%)

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

0 
(0%)
 – 3 
(3%)

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

Total Points: 100

An Introduction to Clinical Inquiry

Evidence-Based Project

Clinical Issue of Interest

Occupational accidents faced by Nurses in clinical practice

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

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

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

Then I used the keywords

Workplace Injuries, Nursing

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

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

1.Publons

2.Pubmed

3.ResearchGate

4.SemanticScholar

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

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

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

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

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

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

NURS 6501 Advanced Pathophysiology

Module 1: Foundational Concepts of Cellular Pathophysiology

What’s Happening This Module?

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

BUY PLAGIARISM-FREE PAPER HERE

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

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

What do I have to do?

When do I have to do it?

Review your Learning Resources

Days 1–7, Weeks 1 and 2

Discussion: Alterations in Cellular Processes

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

Module 1 Assignment: Case Study Analysis

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

Go to the Week’s Content

Week 1

Week 1: Cellular Processes and the Genetic Environment

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

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

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

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes

Evaluate the impact of the genetic environment on disease

Learning Resources

Required Readings
(click to expand/reduce)

Required Media
(click to expand/reduce)

Discussion: Alterations in Cellular Processes

Photo Credit: Getty Images

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

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

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

To prepare:

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

By Day 3 of Week 1

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

The role genetics plays in the disease.

Why the patient is presenting with the specific symptoms described.

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

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

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

Read
a selection of your colleagues’ responses.

By Day 6 of Week 1

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

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

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

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Week 2?

Photo Credit: Getty Images/iStockphoto

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

Next Week

To go to the next week:

Week 2

NURS_6501_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Main Posting

Points Range:
45
(45%)
– 50
(50%)

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

Supported by at least three current, credible sources.

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

Points Range:
40
(40%)
– 44
(44%)

Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

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

Points Range:
35
(35%)
– 39
(39%)

Responds to some of the Discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range:
0
(0%)
– 34
(34%)

Does not respond to the Discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

Points Range:
10
(10%)
– 10
(10%)

Posts main post by Day 3.

Points Range:
0
(0%)
– 0
(0%)

N/A

Points Range:
0
(0%)
– 0
(0%)

N/A

Points Range:
0
(0%)
– 0
(0%)

Does not post main post by Day 3.

First Response

Points Range:
17
(17%)
– 18
(18%)

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

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

Demonstrates synthesis and understanding of Learning Objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range:
15
(15%)
– 16
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.

Points Range:
13
(13%)
– 14
(14%)

Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

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

Points Range:
0
(0%)
– 12
(12%)

Response may not be on topic and lacks depth.

Responses posted in the Discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

Points Range:
16
(16%)
– 17
(17%)

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

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

Demonstrates synthesis and understanding of Learning Objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range:
14
(14%)
– 15
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

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

Response is effectively written in standard, edited English.

Points Range:
12
(12%)
– 13
(13%)

Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

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

Points Range:
0
(0%)
– 11
(11%)

Response may not be on topic and lacks depth.

Responses posted in the Discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

Points Range:
5
(5%)
– 5
(5%)

Meets requirements for participation by posting on 3 different days.

Points Range:
0
(0%)
– 0
(0%)

N/A

Points Range:
0
(0%)
– 0
(0%)

N/A

NURS 6501 Advanced Pathophysiology

Points Range:
0
(0%)
– 0
(0%)

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

Total Points: 100

Week 2

Week 2: Altered Physiology

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

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

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

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes

Analyze alterations in the immune system that result in disease processes

NURS 6501 Advanced Pathophysiology

Identify racial/ethnic variables that may impact physiological functioning

Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings
(click to expand/reduce)

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

 Chapter 1: Cellular Biology; Summary Review

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

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

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

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

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

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

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

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

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

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

Summary Review

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

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

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

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

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

Required Media
(click to expand/reduce)

Immunity and Inflammation

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

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

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

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

Acid-Base Balance #1

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

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

Acid-Base Balance #2

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

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

Hyponatremia

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

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

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

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

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

To Register to View the Content

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

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

or ISBN 9780323654395

(name of text without the edition number) in the Search textbox.

Complete the registration process.

To View the Content for This Text

Go to 
https://evolve.elsevier.com/

Click on Student Site.

Type in your username and password.

Click on the Login button.

Click on the plus sign icon for Resources on the left side of the screen.

Click on the name of the textbook for this course. NURS 6501 Advanced Pathophysiology

Expand the menu on the left to locate all the chapters.

Navigate to the desired content (checklists, videos, animations, etc.).

Note
: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Module 1 Assignment: Case Study Analysis

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

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

Photo Credit: Getty Images/Hero Images

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

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

To prepare:

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

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

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

Explain why you think the patient presented the symptoms described.

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

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

By Day 7 of Week 2

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

Reminder:
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
https://academicguides.waldenu.edu/writingcenter/templates
). All papers submitted must use this formatting.

Submission and Grading Information

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

Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.

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

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

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click 
Open
.

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

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Module 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

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

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

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Module 1 Assignment

What’s Coming Up in Module 2?

Photo Credit: Getty Images/iStockphoto

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

Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

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

Next Module

To go to the next Module:

Module 2 NURS 6501 Advanced Pathophysiology

NURS 6501 Module 1 Assignment Case Study Analysis

Case Study Analysis

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

BUY PLAGIARISM-FREE PAPER HERE

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

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

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

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

 

 

References

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

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

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

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

 

Module 1 Assignment: Case Study Analysis

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

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

Photo Credit: Getty Images/Hero Images

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

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

To prepare:

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

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

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

Explain why you think the patient presented the symptoms described.

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

NURS 6501 Module 1 assignment Case Study Analysis

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

By Day 7 of Week 2

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

Reminder:
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
https://academicguides.waldenu.edu/writingcenter/templates
). All papers submitted must use this formatting.

Submission and Grading Information

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

Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.

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

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

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click 
Open
.

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

Click on the 
Submit
 button to complete your submission.

 

NURS_6501_Module1_Case Study_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

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

Explain why you think the patient presented the symptoms described.

Points Range:
28
(28%)
– 30
(30%)

The response accurately and thoroughly describes the patient symptoms.

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

Points Range:
25
(25%)
– 27
(27%)

The response describes the patient symptoms.

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

Points Range:
23
(23%)
– 24
(24%)

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

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

Points Range:
0
(0%)
– 22
(22%)

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

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

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

Points Range:
23
(23%)
– 25
(25%)

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

Points Range:
20
(20%)
– 22
(22%)

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

Points Range:
18
(18%)
– 19
(19%)

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

Points Range:
0
(0%)
– 17
(17%)

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

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

Points Range:
28
(28%)
– 30
(30%)

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

Points Range:
25
(25%)
– 27
(27%)

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

Points Range:
23
(23%)
– 24
(24%)

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

Points Range:
0
(0%)
– 17
(17%)

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

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

Points Range:
5
(5%)
– 5
(5%)

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

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

Points Range:
4
(4%)
– 4
(4%)

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

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

Points Range:
3
(3%)
– 3
(3%)

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

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

Points Range:
0
(0%)
– 2
(2%)

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