Category: Nursing

  • NURS 6521: Advanced Pharmacology Week 7: Midterm Exam

    NURS 6521: Advanced Pharmacology Week 7: Midterm Exam

    Week 7: Midterm Exam

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

    Learning Objectives

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    Students will:

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

    Midterm Exam

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

    This exam is a test of your knowledge in preparation for your certification exam. 
    No outside resources
    —including books, notes, websites, or any other type of resource—are to be used to complete this quiz. You are not allowed to take screenshots or record the exam questions in any other format while taking the exam. You are expected to 
    comply with Walden University’s Code of Conduct
    . NURS 6521: Advanced Pharmacology Week 7: Midterm Exam

    Photo Credit: Getty Images/Hero Images

    By Day 7 of Week 7

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

    Submission and Grading Information

    Complete the Exam by Day 7 of Week 7 NURS 6521: Advanced Pharmacology Week 7: Midterm Exam

    To Complete this
    Exam
    :

    Week 7 Exam

    What’s Coming Up in Module 6?

    Photo Credit: Getty Images/iStockphoto

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

    In the next module, 
    you will examine types of drugs prescribed to patients who present with psychological disorders. NURS 6521: Advanced Pharmacology Week 7: Midterm Exam

  • NURS 6521: Advanced Pharmacology Resource List

    NURS 6521: Advanced Pharmacology Resource List

    Resource List

    This page contains all of the resources for this course.

    Week 1

    Required Readings

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

    Chapter 1, “Prescriptive Authority” (pp. 1–3)

    Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)

    Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)

    Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)

    Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)

    Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

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    American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults.
    Journal of the American Geriatrics Society, 67
    (4), 674–694. doi:10.1111/jgs.15767
    American Geriatrics Society 2019 Updated AGS Beers Criteria

    American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. NURS 6521: Advanced Pharmacology Resource List

     

    This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

    Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm NURS 6521: Advanced Pharmacology Resource List

     

    This website outlines the code of federal regulations for prescription drugs.

    Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

     

    This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

    Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.html

     

    This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

    Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html

     

    This website details key aspects of drug registration. NURS 6521: Advanced Pharmacology Resource List

    Fowler, M. D. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/ebookviewer/ebook/bmxlYmtfXzEwMjE3NjNfX0FO0?sid=8cf8b6d3-6338-4e98-8254-2cadb5d74ad5@sessionmgr103&vid=0&format=EB&rid=1

     

    This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

    Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list

     

    This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors. NURS 6521: Advanced Pharmacology Resource List

    Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing.
    The Journal for Nurse Practitioners, 12
    (3), 166–173. doi:10.1016/j.nurpra.2015.09.17

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

     

    This article provides NPs with information regarding state-based laws for NP prescribing.

     

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

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

     

    The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

     

    Required Media

    Introduction to Advanced Pharmacology

    Meet Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences as she discusses the importance of pharmacology for the advanced practice nurse. (8m)

     

    Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
    Introduction to Advanced Pharmacology

    Week 2

    Required Readings

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

    Chapter 34, “Review of Hemodynamics” (pp. 335–340)

    Chapter 35, “Diuretics” (pp. 341–349)

    Chapter 36, “Drugs Acting on the Renin-Angiotensin-Aldosterone System” (pp. 351–362)

    Chapter 37, “Calcium Channel Blockers” (pp. 363–369)

    Chapter 38, “Vasodilators” (pp. 371–373)

    Chapter 39, “Drugs for Hypertension” (pp. 375–388)

    Chapter 40, “Drugs for Heart Failure” (pp. 389–402)

    Chapter 41, “Antidysrhythmic Drugs” (pp. 403–418)

    Chapter 42, “Prophylaxis of Atherosclerotic Cardiovascular Disease: Drugs That Help Normalize Cholesterol and Triglyceride Levels” (pp. 419–439)

    Chapter 43, “Drugs for Angina Pectoris” (pp. 441–450)

    Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472)

     

    Required Media

    Cardiovascular Disorders

    Meet Dr. Norbert Myslinski as he discusses ACE inhibitors, angiotensin inhibitors, beta-blockers, calcium channel blockers, and diuretics as different categories of hypertension drugs. What potential drugs might be best recommended for patients suffering from hypertension? (8m) NURS 6521: Advanced Pharmacology Resource List

     

    Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
    Cardiovascular Disorders

    Week 3

    Required Readings

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

    Chapter 60, “Drugs for Asthma and Chronic Obstructive Pulmonary Disease” (pp. 673–693)

    Chapter 61, “Drugs for Allergic Rhinitis, Cough, and Colds” (pp. 695–702)

     

    Document:

    APA Presentation Template

    National Heart Lung and Blood Institute. (2007). Expert panel report 3 (EPR3): Guidelines for the diagnosis and management of asthma. Retrieved from http://www.nhlbi.nih.gov/guidelines/asthma/asthgdln.htm

     

    This web resource presents guidelines for diagnosing and managing asthma and outlines treatment recommendations for specific age groups. NURS 6521: Advanced Pharmacology Resource List

     

    Week 4

    Required Readings

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

    Chapter 62, “Drugs for Peptic Ulcer Disease” (pp. 703–714)

    Chapter 63, “Laxatives” (pp. 715–722)

    Chapter 64, “Other Gastrointestinal Drugs” (pp. 723–735)

    Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886)

     

    Chalasani, N., Younossi, Z., Lavine, J. E., Charlton, M., Cusi, K., Rinella, M., . . . Sanya, A. J. (2018). The diagnosis and management of nonalcoholic fatty liver disease: Practice guidance from the American Association for the Study of Liver Diseases
    . Hepatology, 67(1)
    , 328–357. Retrieved from https://aasldpubs.onlinelibrary.wiley.com/doi/pdf/10.1002/hep.29367

     

    This article details the diagnosis and management of nonalcoholic fatty liver disease. Review this article to gain an understanding of the underlying pathophysiology as well as the suggested pharmacotherapeutics that might be recommended to treat this disorder.

    Week 5

    Required Readings

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

    Chapter 46, “Drugs for Diabetes Mellitus” (pp. 485–509)

    Chapter 47, “Drugs for Thyroid Disorders” (pp. 511–520)

     

    American Diabetes Association. (2018). Pharmacologic approaches to glycemic treatment: Standards of medical care in diabetes—2018
    . Diabetes Care, 41(Supplement 1)
    , S73–S85. Retrieved from http://care.diabetesjournals.org/content/41/supplement_1/s73.full-text.pdf  NURS 6521: Advanced Pharmacology Resource List

     

    This article provides guidance on pharmacologic approaches to glycemic treatment as it pertains to treating patients with diabetes. Reflect on the content of this article as you continue to examine potential drug treatments for patients with diabetes.

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

    Week 6

    Required Readings

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

     

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

     

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

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

    Required Media

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

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat Alzheimer’s disease. NURS 6521: Advanced Pharmacology Resource List

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

     

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

    Disorders of The Nervous System

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

     

    Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript 
    Disorders of the Nervous System

    Week 8

    Required Readings

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

    Chapter 24, “Antipsychotic Agents and Their Use in Schizophrenia” (pp. 231–246)

    Chapter 25, “Antidepressants” (pp. 247–265)

    Chapter 26, “Drugs for Bipolar Disorder” (pp. 267–274)

    Chapter 27, “Sedative-Hypnotic Drugs” (pp. 275–285)

    Chapter 28, “Management of Anxiety Disorders” (pp. 287–292)

    Chapter 29, “Central Nervous System Stimulants and Attention-Deficit/Hyperactivity Disorder” (pp. 293–299)

     

    Required Media

    Laureate Education (Producer). (2019a).
    Adult geriatric depression
    [Interactive media file]. Baltimore, MD: Author. NURS 6521: Advanced Pharmacology Resource List

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat adult geriatric depression.

    Laureate Education (Producer). (2019c).
    Attention deficit hyperactivity disorder
    [Interactive media file]. Baltimore, MD: Author.

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat attention deficit hyperactivity disorder.

    Laureate Education (Producer). (2019d).
    Bipolar therapy
    [Interactive media file]. Baltimore, MD: Author.

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics for bipolar therapy.

    Laureate Education (Producer). (2019g).
    Generalized anxiety disorder
    [Interactive media file]. Baltimore, MD: Author.

     

    In this interactive media piece, you will engage in a set of decisions for prescribing and recommending pharmacotherapeutics to treat generalized anxiety disorder.

    Week 9

    Required Readings

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

    Chapter 48, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 521–533) NURS 6521: Advanced Pharmacology Resource List

    Chapter 49, “Birth Control” (pp. 535–547)

    Chapter 50, “Androgens” (pp. 549–556)

    Chapter 51, “Drugs for Erectile Dysfunction and Benign Prostatic Hyperplasia” (pp. 557–569)

     

    Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men.
    Aging Male
    ,
    18
    (1), 5–15. doi:10.3109/13685538.2015.1004049

    Note:
    Retrieved from the Walden Library databases.

     

    This article presents recommendations on the diagnosis, treatment, and monitoring of hypogonadism in men. Reflect on the concepts presented and consider how this might impact your role as an advanced practice nurse in treating men’s health disorders.

     

    Roberts, H., & Hickey, M. (2016). Managing the menopause: An update
    . Maturitas, 86
    (2016), 53–58. https://doi.org/10.1016/j.maturitas.2016.01.007

    Note:
    Retrieved from the Walden Library databases.

     

    This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition.

     

    Agency for Healthcare Research and Quality. (2014). Guide to clinical preventive services, 2014: Section 2. Recommendations for adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html

     

    This website lists various preventive services available for men and women and provides information about available screenings, tests, preventive medication, and counseling. NURS 6521: Advanced Pharmacology Resource List

    Week 10

    Required Readings

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

    Chapter 68, “Basic Principles of Antimicrobial Therapy” (pp. 769–781)

    Chapter 69, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 783–790)

    Chapter 73, “Sulfonamides and Trimethoprim” (pp. 619–826)

    Chapter 74, “Drug Therapy of Urinary Tract Infections” (pp. 827–831)

    Chapter 75, “Antimycobacterial Agents” (pp. 833–847)

    Chapter 76, “Miscellaneous Antibacterial Drugs” (pp. 849–853)

    Chapter 77, “Antifungal Agents” (pp. 855–866)

    Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886)

    Chapter 80, “Drug Therapy of Sexually Transmitted Diseases” (pp. 905–911)

     

    Montaner, J. S. G., Lima, V. D., Harrigan, P. R., Lourenço, L., Yip, B., Nosyk, B., … Kendall, P. (2014). Expansion of HAART coverage is associated with sustained decreases in HIV/AIDS morbidity, mortality and HIV transmission: The “HIV Treatment as Prevention” experience in a Canadian setting
    . PLoS ONE, 9
    (2)
    ,
    e87872. Retrieved from https://doi.org/10.1371/journal.pone.0087872 NURS 6521: Advanced Pharmacology Resource List

     

    This study examines HAART therapy and its sustainability and profound population-level decrease in morbidity, mortality, and HIV transmission.

    Document:
    Final Exam Study Guide (PDF)

    Required Media

    Pathopharmacology: Pharmacology and Immunological Disorders: Improvements in Medications and Drug Administration

    Nurse Manager, Bette Nunn discusses how technology has improved the practice of administering drugs and created new and improved drug therapies. Why is technology as well as a patient’s knowledge of their own drug history important for nursing practice?
    (
    8m)

     

    Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript 
    Pharmacology and the Immunological Disorders

    Week 11

    Required Readings

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

    Chapter 8, “Drug Therapy in Pediatric Patients” (pp. 65—67)

     

    Corny, J., Lebel, D., Bailey, B., & Bussieres, J. (2015). Unlicensed and off-label drug use in children before and after pediatric governmental initiatives.
    The Journal of Pediatric Pharmacology and Therapeutics
    ,
    20
    (4), 316–328. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557722/

     

    This article highlights pediatric governmental initiatives to prevent unlicensed and off-label drug use in children. Review these initiatives and guidelines and how they might impact your practice as an advanced practice nurse.

    Panther, S. G., Knotts, A. M., Odom-Maryon, T., Daratha, K., Woo, T., & Klein, T. A. (2017). Off-label prescribing trends for ADHD medications in very young children.
    The Journal of Pediatric Pharmacology and Therapeutics
    ,
    22
    (6), 423–429. doi:10.5863/1551-6776-22.6.423 NURS 6521: Advanced Pharmacology Resource List

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

     

    This study examines the frequency of off-label prescribing to children and explores factors that impact off-label prescribing. This study also examines off-label prescribing to children with ADHD.

     

    Document:
    Final Exam Study Guide (PDF)

    Required Media

    Laureate Education (Producer). (2019i).
    Therapy for pediatric clients with mood disorders
    [Interactive media file]. Baltimore, MD: Author. NURS 6521: Advanced Pharmacology Resource List

  • Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

    Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

    Adult/Geriatric Depression

    Hispanic Male With MDD

    BACKGROUND INFORMATION

    The client is a 70 year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to your office for an initial appointment for complaints of depression. Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues with the exception of some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse.

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    SUBJECTIVE

    During today’s clinical interview, client reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He describes his home life as “good.” Stating “Dad did what he could for us, there were 8 of us.” He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.

    MENTAL STATUS EXAM

    The client is alert, oriented to person, place, time, and event. He is casually dressed. Speech is clear, but soft. He does not readily make eye contact, but when he does, it is only for a few moments. He is endorsing feelings of depression. Affect is somewhat constricted, but improves as the clinical interview progresses. He denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment and insight appear grossly intact. Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression. He is currently denying suicidal or homicidal ideation. You administer the
    “Montgomery- Asberg Depression Rating Scale (MADRS)”
     and obtained a score of 51 
    (indicating severe depression)
    .

    RESOURCES

    § Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389.

    http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_03/index.html

    Decision Point One

    Select what you should do:

    Begin zoloft 25 mg orally daily

    Begin Effexor XR 37.5 mg orally daily

    Begin Phenelzine 15 mg orally TID

    Hispanic Male With MDD Decision Tree case study – Adult/Geriatric Depression

  • Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Week 2: Cardiovascular System  Pharmacotherapy for Cardiovascular Disorders Essay Assignment

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

    BUY A PLAGIARISM-FREE PAPER HERE

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

    Learning Objectives

    Students will:

    Analyze the influence of patient factors on pharmacokinetic and pharmacodynamic processes

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

    Evaluate drug therapy plans for cardiovascular disorders Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Learning Resources

    Required Readings
     (click to expand/reduce)

    Required Media
     (click to expand/reduce)

    Assignment: Pharmacotherapy for Cardiovascular Disorders

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

    —Murphy et al., 2018

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

    Photo Credit: Getty Images/Science Photo Library RF

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

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

    To Prepare

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

    Review the case study assigned by your Instructor for this Assignment. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

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

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

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

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

    By Day 7 of Week 2

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

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

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

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

    Reminder:
    The 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. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Submission and Grading Information

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

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

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

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

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

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

    Click on the 
    Submit
     button to complete your submission.

    Grading Criteria

    To access your rubric:

    Week 2 Assignment Rubric

    Check Your Assignment Draft for Authenticity

    To check your Assignment draft for authenticity:

    Submit your Week 2 Assignment draft and review the originality report. Pharmacotherapy for Cardiovascular Disorders Essay Assignment

    Submit Your Assignment by Day 7 of Week 2

    To participate in this Assignment:

    Week 2 Assignment

    What’s Coming Up in Week 3?

    Photo Credit: Getty Images/iStockphoto

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

    Next Week

    To go to the next week:

    Pharmacotherapy for Cardiovascular Disorders Essay Assignment

  • NURS 6521: Advanced Pharmacology Syllabus

    NURS 6521: Advanced Pharmacology Syllabus

    Syllabus

    Student Support and Calendar Information

    So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

    This Syllabus, including the Course Schedule that is linked on this page as a PDF

    Course Calendar

    Support, Guidelines, and Policies

    Credit Hours

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    5 credits in 11 weeks

    Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS 6521: Advanced Pharmacology Syllabus

    Course Description

    A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. This course applies the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics, and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the life span. Factors influencing successful therapy, such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the life span through pharmacologic and non-pharmacologic agents NURS 6521: Advanced Pharmacology Syllabus. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs.

    Course Prerequisites

    There are no prerequisites for this course.

    Course Learning Outcomes

    By the conclusion of this course, you should be able to:

    Evaluate the impact of patient factors on pharmacokinetic and pharmacodynamic processes

    Analyze pharmacotherapeutic treatments for body system disorders and the effects they have on patient outcomes

    Analyze factors that impact patient drug therapy plans

    Evaluate the impact of drug therapy on patient health outcomes

    Apply decision-making strategies for the appropriate use of drugs based on classifications, indications, patient factors, and pathophysiology NURS 6521: Advanced Pharmacology Syllabus

    Evaluate ethical and legal implications of prescribing drugs

    SON Alignment of Learner Outcomes

    Click on the following link to access the SON Alignment of Learner Outcomes:

    Document:
    NURS 6521 SON Alignment of Learning Outcomes (PDF)

    Course Materials

    Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

    Course Text

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

    Note:
    If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available. NURS 6521: Advanced Pharmacology Syllabus.

    Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

    Course Readings List

    The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

    Course Readings List

    Media

    Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

    Dedicated Support for Course Media

    You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.

    E-mail:
     mediasupport@waldenu.edu

    Phone:
     1-877-238-2963

    Primary and Secondary Sources

    Review the following information prior to selecting resources for assignments.

    Primary:
    A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals. NURS 6521: Advanced Pharmacology Syllabus

    Scholarly, peer-reviewed journal:
     Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

    Note:
     When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

    Secondary:
     A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

    Course Assignments

    Participation in weekly Discussions:
     The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the 
    Course Information
    area. NURS 6521: Advanced Pharmacology Syllabus
    Note:
     Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

    Assignments:
     The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.
    Note:
     The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

    Portfolio Assignment:
     Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

    Grading Criteria and Total Components of a Grade

    Course grades will be based on participation (postings) and completion of assignments listed below.

    Note:
     All assignments must be completed to pass the course.

    Letter grades will be assigned as follows:

    90%–100% = A

    80%–89% = B

    70%–79% = C

    < 70% = F Please see below for the policy on Incomplete (I) grades. Assignment Total Points Percentage (Weighted) Discussions Participation in Discussions* (4 @ 100 pts. each) 400 25% Assignments Week 1 Assignment (100 pts.) Week 2 Assignment (100 pts.) Week 3 Assignment (100 pts.) Week 5 Assignment (100 pts.) Week 8 Assignment (100 pts.) Week 9 Assignment (100 pts.) NURS 6521: Advanced Pharmacology Syllabus 600 25% Exams Midterm Exam (100 pts.) Final Exam (100 pts.) 200 50% Total 1,200 100% * Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details. Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F. Instructor Feedback Schedule The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page. You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. Course Procedures All class Discussions take place in the weekly Discussion areas. You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to e-mail the Instructor. If your e-mailed question is thought to be of benefit to all, it may be responded to by the Instructor via e-mail to all or posted as an announcement. Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit. Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her. Check the e-mail account you use for official Walden University business on a regular basis. The expectation is that you are checking this e-mail account daily during the week. If you experience difficulty sending or receiving Walden e-mail, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area. Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons. Note:  There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content. Preferred Methods for Delivering Assignments Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course. NURS 6521: Advanced Pharmacology Syllabus Late Assignment Policy Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. NURS 6521: Advanced Pharmacology Syllabus. Depending on the situation, these actions may include recommendations to drop the course (if within the University drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments. Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time. Keeping Your Coursework You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework. Course Evaluation At or near the end of the course, you will receive an e-mail inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs. Students With Disabilities Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of  Disability Services  at  disability@mail.waldenu.edu  or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or  https://www.waldenu.edu/contact  for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Classroom Participation In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class NURS 6521: Advanced Pharmacology Syllabus. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page. Assignments submitted prior to the official start date  will not  count toward your participation.  Financial Aid cannot be released without class participation as defined above.  Students who  are taking their first class with Walden  and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. Students who have already taken and successfully completed  at least one  or more class(es) with Walden, and who  do not participate  within the first 7 days, will be dropped from that class. If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Checklist The module course checklist below outlines the assignments due for the course. For full assignment details and directions, refer to each module of the course. All assignments are due by  11:59 p.m. Mountain Time (MT)  on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. To View the Calendar To view the Course Calendar: Course Calendar To View a Printable Course Schedule For full assignment details and directions, refer to each Module of the course. Click on the  NURS 6521 Course Schedule (PDF)  link to access the Course Schedule. Document: NURS 6521 Course Schedule (PDF) Checklist Week Assignment Title Module 1 : Foundational Concepts of Advanced Pharmacology Week 1 Basic Pharmacotherapeutic Concepts/Ethical and Legal Aspects of Prescribing Learning Resources Required Readings Required Media Discussion Pharmacokinetics and Pharmacodynamics Assignment Ethical and Legal Implications of Prescribing Drugs Module 2 : Cardiovascular and Respiratory Systems Week 2 Cardiovascular System Learning Resources Required Readings Required Media Assignment Pharmacotherapy for Cardiovascular Disorders Week 3 Respiratory System NURS 6521: Advanced Pharmacology Syllabus Learning Resources Required Readings Required Media Assignment Asthma and Stepwise Management Module 3 : Gastrointestinal and Hepatobiliary Systems Week 4 Gastrointestinal and Hepatobiliary Disorders Learning Resources Required Readings Required Media Assignment Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders Module 4 : Endocrine System Week 5 Endocrine System Disorders and the Treatment of Diabetes Learning Resources Required Readings Required Media Discussion Diabetes and Drug Treatments Module 5 : Neurologic and Musculoskeletal Systems Week 6 Neurologic and Musculoskeletal Disorders Learning Resources Required Readings Required Media Assignment Decision Tree for Neurologic and Musculoskeletal Disorders (start) Week 7 Midterm Exam Midterm Exam Module 6 : Psychological Disorders  Week 8 Pharmacology for Psychological Disorders   Learning Resources Required Readings Required Media   Discussion Decision Making When Treating Psychological Disorders   Assignment Decision Tree for Neurologic and Musculoskeletal Disorders (submit) Module 7 : Women’s and Men’s Health, Infections, and Hematologic Systems Week 9 Women’s and Men’s Health Learning Resources Required Readings Required Media Discussion Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders Week 10 Infections and Hematologic Systems       Learning Resources Required Readings Required Media   Discussion Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders Module 8 : Pediatrics NURS 6521: Advanced Pharmacology Syllabus Week 11 Pediatrics Learning Resources Required Readings Required Media Assignment Off-Label Drug Use in Pediatrics Final Exam Bibliography The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6521: Advanced Pharmacology Syllabus

  • Role of APRNs in Improving Access to Maternity Care Health Policy Paper

    Role of APRNs in Improving Access to Maternity Care Health Policy Paper

    Introduction to the Problem

    Maternal care is an essential aspect of promoting the health of women during their pregnancy, childbirth, and finally their postpartum period. It aims to reduce maternal mortality and morbidity in some cases and in most cases the aim is to provide a fulfilling and positive experience through a number of health care dimensions which are; family planning, preconception, prenatal, and postnatal care. However, in most countries, there are areas where women are unable to receive maternity care at various stages due to various factors such as the lack of adequate numbers of maternal health care professionals (World Health Organization, 2017). Role of APRNs in Improving Access to Maternity Care Health Policy Paper.

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    In the United States, rural areas are one area where the inadequate numbers of maternity health care professionals is limiting the access of women to maternal health care. This problem can be seen in the fact that in rural areas, maternal mortality is significantly higher. Data from the U.S. Centers for Disease Control and Prevention found that in most rural areas the maternal mortality rate was 29.4 per 100,000 live births whereas in the large central metropolitan areas it was 18.2. Furthermore, the problem of inadequate maternal health care professionals has been getting worse. 45 out of the 54 rural counties were providing obstetrical services in 1980 and presently, this number has dropped to 16. Role of APRNs in Improving Access to Maternity Care Health Policy Paper. Consequently, a number of women are further away from obtaining obstetrical services and the distance serves as an inhibitor to their seeking of maternal health services (Maron, 2017).

    The Policy

    The Improving Access to Maternity Care Act of 2017 seeks to provide solutions to this problem by identifying geographic areas which have a shortage of maternity care health professionals based on collected data. Having identified the areas, the Health Resources and Services Administration will be required to distribute maternity care health professionals to the geographic target areas identified as being in need.

    This Act attempts to address the problems that result from the inadequate number of health care professionals by trying to ensure that women in disadvantaged areas such as rural areas are able to access maternity care within their vicinity. This avoids the current situation where women are discouraged by the distance between them and the professionals, which they, therefore, opt not to seek maternity care services. Role of APRNs in Improving Access to Maternity Care Health Policy Paper.

    Specific Legislators Involved in the Policy Development

    The bill was introduced and referred to the Committee on Energy and Commerce in the House of Representatives on January 5, 2017 by Mr. Michael C. Burgess, Ms. Anna Eshoo, and Mrs. Lucille Roybal-Allard.

    Role of APRN in Assisting With the Policy

    One of the factors that have contributed to the shortage of health professionals in maternity care is physician specialization and this has resulted in fewer physicians being able to carry out primary care. Obstetrician-gynecologists are sometimes considered in the category of primary care physicians. There has been a decline in physicians practicing primary care from half of the nation’s physicians in 1960 to less than one in three physicians currently. Moreover, the U.S. is lagging behind other industrialized countries, which have fifty to seventy percent of physicians practicing primary care (Aiken & Sage, 2015). Therefore, this shortage means that it is much more difficult for physicians to be transferred to the areas facing shortages in maternity care health professionals.

    Advanced practice nurses are trained to deliver cost-effective and high-quality primary care (Alken & Sage, 2015). Consequently, APRNs are best suited to cover the shortage in these geographical areas such as rural areas. In the absence of physicians, APRN’s are able to deliver primary care to their patients and to implement this policy, the government will require to consider the key role and impact APRNs will have in delivering maternity care in these shortage-stricken areas Role of APRNs in Improving Access to Maternity Care Health Policy Paper.

    How the Policy Influences Clinical Practices and Promotes Best Outcomes

    Currently, only six percent of obstetrician-gynecologists in the nation work in rural areas and this is insufficient to serve the fifteen percent of the country’s population currently living in rural America. As a result, these extreme access problems lead to women making difficult decisions such as preemptively choosing caesarean sections births which is more risky than natural childbirth as they fear they will be unable to make it to the hospital in time once they begin labor (Maron, 2017).

    This policy ensures that women have a reasonable access to maternity care during prenatal, birthing, and postpartum. This reduces the maternity mortality rates and promotes the general well-being of the mother and her child.

    Use of the Policy by the Interprofessional Team

    The success of this policy hinges on the easing of restrictions on nurses providing maternity care. APRNs require to be provided with more freedom to make their own decisions pertaining to their patients without requiring the input of physicians (Olive, 2016). The interprofessonal team requires to recognize the capabilities of nurses in making their own decisions and this will enable more patients to have access to comprehensive care due to the widened scope created by the increased freedom of the nurses.

    Conclusion

    The Improving Access to Maternity Care Act of 2017 seeks to provide solutions to the problems that result from women failing to access maternity care due to the shortage of maternity care health professionals in some areas. This problem leads to the increased mortality in the areas affected by this shortage such as rural areas. The act seeks to have maternity care health professionals redistributed to the areas in need of them. However, with the current nationwide shortage in primary care physicians, APRNS are the best option to actualize this policy. With their extensive training in providing primary care, APRNs can be deployed in the areas facing this shortage and this will ultimately promote the best outcomes for patients who would normally be forced to make risky decisions due to the absence of care. However, for this to be successful, it is necessary for physicians and other members of the interprofessional team to recognize the nurses’ capabilities in actualizing this role and to accord them with more freedoms in undertaking their duties. Role of APRNs in Improving Access to Maternity Care Health Policy Paper.

    References

    Aiken, L. H., & Sage, W. M. (2015). Staffing national health care reform: a role for advanced practice nurses.
    Akron Law Review, 26
    (3), 187-211.

    Maron, D. F. (2017, February 15).
    Maternal health care is disappearing in rural america
    . Retrieved from Scientific American: https://www.scientificamerican.com/article/maternal-health-care-is-disappearing-in-rural-america/

    Olive, M. (2016, August 15).
    A shortage in the nation’s maternal health care
    . Retrieved from The PEW Charitable Trusts: www.pewtrusts.org/en/research-and-analysis/blogs/statelibe/2016/08/15/a-shortage-in-the-nations-maternal-health-care

    World Health Organization. (2017).
    Maternal health
    . Retrieved from World Health Organization: www.who.int/topics/maternal_health/en/ Role of APRNs in Improving Access to Maternity Care Health Policy Paper

  • Diabetes bill – Health Policy Paper

    Diabetes bill – Health Policy Paper

    A report published by Florida Diabetes Advisory Council (FDAC), stated that almost 2.4 million individuals are diagnosed with diabetes and 5.8 million are pre-diabetic in the State of Florida (FDAC, 2017). The incidence of type 1 and type 2 diabetes in younger ages (0 to 17) has increased recently. In SFY 09/10, the number of children diagnosed with type 1 diabetes was 2,486 and 2,756 individuals were diagnosed with type 2 (FDAC, 2017).

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    According to the Florida Diabetes Advisory Council (FDAC) in year 2013, 87.2 percent of the individuals have insurance coverage. In the year 2016, due to increasing cost of healthcare 1 out 5 patients did not access health irrespective of diabetic status (FDAC, 2017).  The National Child Health Survey in U.S. estimated that almost 228,480 children between the ages of 0 to 17 are suffering from diabetes.  In Florida 12,400 children and 2.4 million individuals are suffering from diabetes (FDAC, 2017) Diabetes bill – Health Policy Paper.

    Almost 12% of the adults in America have diabetes, which imposes health and economic burden on the patient as well as the society (Konchak, Moran, O’Brien, Kandula, & Ackermann, 2016). There is strong evidence available that the prevention of diabetes can be enhanced through policy changes, lifestyle modification and modification in healthcare system on the basis of the Affordable Care Act. The ACA is one of the most important legislative acts that have been implemented after Medicare. The major agent of Affordable Care Act was to provide coverage, enhance the quality of care and increase accessibility of healthcare, but it has also benefited the people suffering from diabetes.

    “Diabetes is also a major epidemic disease in the United States. Approximately 79 million U.S. citizens have either diabetes or pre-diabetes” (Burge & Schade, 2014). The bill “The Catalyst to Better Diabetes Care Act” directs the Department of Health and Human Services and the Centers for Disease Control and Prevention to improve the quality of diabetes surveillance and the quality of care provided throughout the country to the patients Diabetes bill – Health Policy Paper. The reports direct the U.S. Department of Health and Human Services to enhance the healthcare services related to diabetes in two ways, which are as follows

    To prepare publically national diabetes report cards for each state after every 2 years.

    To calculate the impact of diabetes on medicine practice and the amount of knowledge that will be required prior to practitioner licensure and board certification (Burge & Schade, 2014).

    If this bill is enacted in the State of Florida, it will be beneficial for diabetic patients, as the population of diabetic patients is tremendously increasing. This bill will enable the policymakers to see a big picture of the individual and economic burden of diabetes. The healthcare bodies needs to implement new initiatives, in order to prevent, manage and overcome the disease. The disease is affecting the youth and endangering the future. Therefore certain initiatives should be taken, in order to detect the disease early and prevent its incidence in childhood.

    The above-mentioned bill should be enacted, in order to make the control, prevention, and treatment of diabetes better for the people of Florida. Therefore, I would like to provide assistance in enacting the bill and make any changes for the betterment of healthcare system of Florida. I appreciate all the hard work you have done for the people of Florida and I support your hard work. Diabetes bill – Health Policy Paper.

    Sincerely,

    References

    Burge, M. R., & Schade, D. S. (2014). Diabetes and the Affordable Care Act.

    Centers for Disease Control and Prevention. (2012). Diabetes report card 2012: national and state profile of diabetes and its complications. 
    Atlanta, GA: US Department of Health and Human Services
    .

    Civic Impulse. (2017).
    H.R. 1402 — 111th Congress: Catalyst to Better Diabetes Care Act of 2009.
    Retrieved from https://www.govtrack.us/congress/bills/111/hr1402

    Congress.gov. (2017). 
    Committees – H.R.1402 – 111th Congress (2009-2010): Catalyst to Better Diabetes Care Act of 2009
    . 
    Congress.gov
    . Retrieved from https://www.congress.gov/bill/111th-congress/house-bill/1402/committees Diabetes bill – Health Policy Paper

    Florida Diabetes Advisory Council. (2017). 
    Florida Diabetes Report 2017.

    Floridahealth.gov
    . Retrieved 25 November 2017, from http://www.floridahealth.gov/provider-and-partner-resources/dac/_documents/dac-report-january2017.pdf

    Flsenate.gov. (2017). 
    House Bill 335 (2017) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved 25 November 2017, from https://www.flsenate.gov/Session/Bill/2016/335

    Flsenate.gov. (2017). 
    House Bill 335 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved 25 November 2017, from https://www.flsenate.gov/Session/Bill/2016/335

    Flsenate.gov. (2017). 
    House Bill 561 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved 25 November 2017, from https://www.flsenate.gov/Session/Bill/2018/00561

    Flsenate.gov. (2017). 
    House Bill 967 (2016) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved 25 November 2017, from https://www.flsenate.gov/Session/Bill/2016/967

    Flsenate.gov. (2017). 
    Senate Bill 1286 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/001286

    Flsenate.gov. (2017). 
    Senate Bill 1578 (2017) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/001578

    Flsenate.gov. (2017). 
    Senate Bill 422 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/00422

    Flsenate.gov. (2017). 
    Senate Bill 424 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/00424 Diabetes bill – Health Policy Paper

    Flsenate.gov. (2017). 
    Senate Bill 754 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/00754

    Flsenate.gov. (2017). 
    Senate Bill 758 (2018) – The Florida Senate
    . 
    Flsenate.gov
    . Retrieved from https://www.flsenate.gov/Session/Bill/2018/00758

    Konchak, J. N., Moran, M. R., O’Brien, M. J., Kandula, N. R., & Ackermann, R. T. (2016). The state of diabetes prevention policy in the USA following the affordable care act. 
    Current diabetes reports
    , 
    16
    (6), 55.

    Klonoff, D. C. (2008). The “Catalyst to Better Diabetes Care Act of 2007”.

    National Conference of State Legislatures. (2011).
    Federal Health Reform Provisions Related to Diabetes. Ncsl.org.
    Retrieved from http://www.ncsl.org/portals/1/documents/health/DiabetesinHR511.pdf

    Powers, A. C., Wexler, J. A., Lash, R. W., Dyer, M. C., Becker, M. N., & Vigersky, R. A. (2016). Affordable Care Act Implementation: Challenges and Opportunities to Impact Patients With Diabetes. 
    The Journal of Clinical Endocrinology & Metabolism
    , 
    101
    (4), 1315-1317. Diabetes bill – Health Policy Paper

  • Pre-Screening for Medicaid Health Policy Paper essay example

    Pre-Screening for Medicaid Health Policy Paper essay example

    Abstract

    Over the last six years there has been more debate about our health care system than any other political issue. The reason for this is because the United States has a very broken system. Many individuals have brought forward ideas to help improve the system but there had been no cure all. Due to the fact that there are so many options when it comes to insurance it seems as those who cannot afford or do not work for an employer who offers insurance coverage the only other option is Medicaid. A better system does need to be put in place, the first step to that better system is to do mandatory drug screening for all individuals who apply for state aided coverage. Especially after the ACA expansion mandate.

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    The ACA has had many questions surrounding who should qualify for state aid, and at what point does the government refuse care. The specific area of the ACA that addresses issues surrounding Medicaid and who qualifies has had much back lash. So much so that it has been called into question as to whether it is constitutional or not. The ACA Medicaid expansion mandate states that and “mandates non-poor persons to purchase medical insurance if they are not otherwise adequately covered. The federal government will subsidize these purchases for persons with incomes of 100 to 400% of the federal poverty level” (Cohen, 2012). The mandate also “requires that state Medicaid plans, starting in 2014, cover all persons under 65 years of age with individual or family incomes up to 133% of the federal poverty level” (Cohen, 2012). Many people question why it is fair for individuals to receive free state/ federal aid while others are taxed if they opt out of coverage for the year. Many wonder how the government can make the people pay for something that should be optional, especially if some people are getting free medical care. The other side of this argument is focused on poverty level individuals that qualify for Medicaid but use drugs such as heroine and abuse prescription drugs. These individuals use the system to get free health care for their methadone maintenance and access to free opioids. Essentially tax payers are funding legal drug use. For many people in the United States this is a preposterous theory and are shocked this passed any part of the law-making process. The questions remain, why are drug users allowed access to free care, are drug seekers being punished, and why does Medicaid cover “legal” drug use.

    Some ides that come to mind helping with the issues at hand include: lock-in program, drug screening prior to acceptance into the Medicaid program, and not allow for methadone maintenance be covered by Medicaid. “Lock-In programs, common to all Medicaid and some commercial insurance plans, typically function by creating a prescription gatekeeper for beneficiaries who are deemed to have potential for misuse of their prescription benefits based on their prescription and medical services utilization history” (Keast, 2015). This allows anyone who were to slip through the cracks during drug screening to be watched. These people would be monitored for when they see a doctor, how often they are asking for opioid medications, and if they go to see other doctors asking for the same prescription. In a way it deters and limits polypharmacy. Pre-Screening for Medicaid Health Policy Paper essay example. I also feel drug screenings would play a huge role in deterring those who only use the system for free care and allow extra money for the purchase of drugs. If individuals have to pay for their health care they may choose to allocate money into their family’s needs rather than place it in the bottomless pit of drug use. Lastly, I feel methadone clinics should not be an option for care with those who strictly have Medicaid. By allowing this we allow those to get free drugs essentially. Methadone allows for heroin addicts to use under a medical premise in order to stop using heroine. This is great in theory, but there is no limit to how long you are treated at the clinic. Most individuals go to the clinic three times a week and are able to feel the same high but “under medical care”.

    A few major difficulties I see with implementing these three policies include: Drug users not applying funds to health care after denial for Medicaid due to failure to pass drug screen, not having in-network doctors communicate about visits from flagged patients, plans being put in place to help those who are using, and methadone clinics allowing users to treat at the clinic because it is safer than using street heroine. “Effective January 2008, state Medicaid plans may reimburse for screening and brief intervention for alcohol and drug misuse…. State Medicaid implemented Healthcare Common Procedure Code System codes and pay for screening and brief intervention” (Fussell, 2011). This means appointments will be covered as long as intervention is complete and steps are taken to become drug free. The road block for denial is hard too because of the fact that “Medicaid eligibility status each month was determined from each state’s Medicaid Management Information System. Pre-Screening for Medicaid Health Policy Paper essay example. A client was considered eligible in any month if enrolled for 15 or more days” (Deck, 2009). In-network clinics can be difficult when it comes to communication between one or more facilities. Without the cooperation of all doctors that accept Medicaid it would be hard to follow when and where a person sees a doctor. By the time the information goes back to billing it is likely that the individual would have already seen multiple doctors and filled prescriptions with all of them. At that point notification could be sent to an individual’s home stating they owe back pay for doctors’ visits and medication. It’s likely these letters would be ignored, and the opioids would be obtained in another fashion. The last problem lies with methadone clinics. It is hard to turn someone away knowing if they leave the clinic to get a “fix” they may not be alive the next day. Heroine is a very aggressive drug and it can easily be over dose on. It is even more dangerous when it is in its solids state known as “black tar”. This type of heroine is normally shot up using a needle and putting it straight into the vein. Methadone clinics do save lives, but it does not in any way stop the addiction. Individuals just keep coming back for their free fix costing the average tax papers dollars to go down the drain. Pre-Screening for Medicaid Health Policy Paper essay example.

    While there are many issues surround the state of the ACA there is no catch all solution to fix everything. There are steps that can be taken to ensure better care for each American. The ACA expansion mandate allowed for more individuals to qualify for free Medicaid programs which in turned allowed for the system to be used more than the prior years by thoughs who may not have qualified. To bring down the cost for tax payers it is imperative that we stop offering free methadone clinics to those on Medicaid., ensure all in network doctors are able to view notes to avoid polypharmacy, and lock down opioid use. Lastly, deny individuals who cannot pass a drug test the use of state and federally funded programs such as Medicaid. It is not fair to law abiding citizens that they are taxed for not having insurance but those who break the law get free health coverage with no penalty Pre-Screening for Medicaid Health Policy Paper essay example.

     

    References

    Cohen, I. G., & Blumstein, J. F., L.L.B. (2012). The constitutionality of the ACA’s Medicaid-expansion mandate.
     The New England Journal of Medicine, 366
    (2), 103-4. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/915675314?accountid=25320

    Deck, Wiitala, McFarland, Campbell, Mullooly, Krupski, & McCarty. (2009). Medicaid Coverage, Methadone Maintenance, and Felony Arrests: Outcomes of Opiate Treatment in Two States. 
    Journal of Addictive Diseases,
     
    28
    (2), 89-102.

    Fussell, H. E., Rieckmann, T. R., & Quick, M. B. (2011). Medicaid reimbursement for screening and brief intervention for substance misuse.
     Psychiatric Services, 62
    (3), 306-9. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/862454265?accountid=25320

    Keast, S., Nesser, N., & Farmer, K. (2015). Strategies aimed at controlling misuse and abuse of opioid prescription medications in a state Medicaid program: A policymaker’s perspective. 
    The American Journal of Drug and Alcohol Abuse,
     
    41
    (1), 1-6. Pre-Screening for Medicaid Health Policy Paper essay example

  • Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    PRough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    Rough Draft Qualitative Research Critique and Ethical Considerations

    Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.

    Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

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    In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. Refer to the
    LopesWrite Technical Support articles
    for assistance.

     

    Research Critique Guidelines – Part I

    Qualitative Studies

    Background of Study

    Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.

    How do these two articles support the nurse practice issue you chose?

    Discuss how these two articles will be used to answer your PICOT question.

    Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.

    Method of Study:

    State the methods of the two articles you are comparing and describe how they are different.

    Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    Results of Study

    Summarize the key findings of each study in one or two comprehensive paragraphs.

    What are the implications of the two studies in nursing practice?

    Ethical Considerations

    Discuss two ethical consideration in conducting research.

    Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their research. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example.

  • Locates medical mnemonic essay

    Locates medical mnemonic essay

    CASE STUDY 1

    Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma.analysis of your assigned case by responding to the following:

    What additional questions will you ask?

    Has the case addressed the LOCATES mnemonic? If not, what else do you need to ask? What additional history will you need? (Think FMH, allergies, meds and so forth, that might be pertinent in arriving to your differential diagnoses).

    What additional examinations or diagnostic tests, if any will you conduct?

    What are your differential diagnoses? What historical and physical exam features support your rationales? Provide at least 3 differentials.

    What is your most likely diagnosis and why? locates medical mnemonic essay.

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    How will you treat this child?

    Provide medication treatment and symptomatic care.

    Provide correct medication dosage. Use the knowledge you learned from this week’s and previous weeks’ readings as well as what you have learned from pharmacology to help you with this area locates medical mnemonic essay.

    Patient Education, Health Promotion & Anticipatory guidance:

    Explain strategies for educating parents on their child’s disorder and reducing any concerns/fears presented in the case study.

    Include any socio-cultural barriers that might impact the treatment and management plans.

    Health Promotion:

    What immunizations should this child have had?

    Based on the child’s age, when is the next well visit?

    At the next well visit, what are the next set of immunizations?

    What additional anticipatory guidance should be provided today?

    The Primary Diagnosis is Leg Calve Perthes Disease

    The other three are is Juvenile rheumatiod arthritis, slipped capital femoral epiphysis, and osteomyelitis.

    Each diagnosis needs to be in its own paragraph explaiing similarities in symptoms and why they would be ruled out locates medical mnemonic essay