Tag: Clinical-Nursing

  • Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study

    Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study

    BACKGROUND

    Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage and they don’t know what to do.

     

    SUBJECTIVE

    Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

    During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.” Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

     

    OBJECTIVE

    The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather, and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

     

    MENTAL STATUS EXAM

    Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    At this point, please discuss any additional diagnostic tests you would perform on Carrie.

    Decision Point One

    BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO CARRIE?

    In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

     

     
    Early Onset Schizophrenia

     
    Schizoaffective Disorder

     
    Schizotypal Personality Disorder

     

    Decision Point One

     
    Early Onset Schizophrenia

    Decision Point Two

    Refer for psychological testing

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Although there are no specific psychometric tests available for schizophrenia, the consulting psychologist administered a comprehensive psychological battery of tests in order to assess personality and cognitive functioning as well as to identify any underlying intellectual disabilities that could account for the difficulty Carrie is having in school. Tests administered included the Minnesota Multiphasic Personality Inventory; Kaufman Adolescent and Adult Intelligence Test; Rorschach test; Whitaker Index of Schizophrenic Thinking (WIST) test; Wide Range Achievement Test – 4th Edition (WRAT-4); and the Millon Adolescent Clinical Inventory (MACI). The consulting psychologist opined that early-onset schizophrenia was strongly suspected in this client. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Decision Point Three

    Begin Clozapine 100 mg orally daily

    Guidance to Student

    It is not always necessary to procure a consult with a psychologist. However, psychologists by virtue of their advanced training and licensure are able to conduct comprehensive psychological testing on clients more advanced than those tests that could be conducted by the psychiatric/mental health nurse practitioner. In this case, we would like to know if the poor academic performance was the result of an intellectual disability, versus poor premorbid intellectual functioning that is often seen in schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    In terms of treatment decisions, Clozapine is FDA-approved for treatment-resistant schizophrenia. Since the child has not yet been treated with any agent, we have no way of knowing if her schizophrenia is treatment resistant. Additionally, if we were to use Clozapine, the starting dose is approximately 25 mg in adults (perhaps 12.5 mg in a child, depending on body weight). Clozapine 100 mg would most likely cause significant side effects that both the child and parents would find objectionable, thus making compliance an issue.

    Although not FDA-approved for use in children, Lurasidone is used as an off-label drug in this population. There are no legal prohibitions against any prescriber using drugs “off-label”; however, attention must be given to the concept of informed consent. When working with children/adolescents, the PMHNP must explain pros/cons, discuss therapeutic endpoints/goals of treatment, etc. The parent/guardian must have all of the information needed to make an informed consent. Therefore, Lurasidone would be the best choice. Additionally, Lurasidone may be the preferred antipsychotic, as it appears to have the least impact on body weight and lipid profile. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

    Family interventions are important as well, as they do have a positive benefit on symptom relapse and admission/readmission to the hospital. Family interventions should include teaching about the disease, medications, and anticipatory guidance.

    Decision Point One

     
    Schizoaffective Disorder

    Decision Point Two

    Begin Celexa 20 mg orally daily

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she feels a little bit more “relaxed.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Decision Point Three

    Add Seroquel 25 mg orally at bedtime

    Guidance to Student

    At this point, it should be noted that based on the initial presenting symptoms, Carrie’s condition is more consistent with schizophrenia. In order for schizoaffective disorder to be present, in addition to the psychotic features, the patient must meet the criteria for a mood disorder (depression or mania) concurrent with criterion A of schizophrenia. Nothing in the case description leads us to believe that Carrie is experiencing such a mood disorder. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Because of the diagnosis, increasing Celexa would be of minimal therapeutic benefit.

    Based on the correct diagnosis of schizophrenia, Seroquel would be appropriate, as it is FDA-approved for treatment of schizophrenia in individuals aged 13 years and older, but not in addition to Celexa.

    In this case, reconsideration of the diagnosis would be the most appropriate course of action.

    Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Decision Point One

     
    Schizotypal Personality Disorder

    Decision Point Two

    Begin cognitive behavioral therapy

    RESULTS OF DECISION POINT TWO

     Client returns to clinic in four weeks

     Upon return to the office, Carrie’s parents state that she is no different than she was when she was last in your office. Carrie reports that she enjoys being with her therapist because she is able to control her therapist’s mind, and makes her therapist “say whatever I want.” When assessed, Carrie continues to acknowledge auditory hallucinations and delusional thought processes are still apparent. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Decision Point Three

    Reconsider diagnosis

    Guidance to Student

    Fluphenazine (Prolixin) Decanoate is not an appropriate choice as decanoate preparations should never be used until tolerability of the oral version of the drug has been established (you never want to give someone a depot drug that they are allergic to). Also, Prolixin and other first-generation antipsychotic drugs are generally considered to be second-line agents and should only be used after second-generation antipsychotics have been attempted/failed. Prolixin can also cause significant weight gain and alter lipid profiles significantly. Finally, if this truly were a personality disorder, there are no FDA-approved drugs to treat personality disorders, so Prolixin would probably not be appropriate in the absence of significant behavioral issues. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Since this is neither a mood or anxiety disorder, Sertraline would be ineffective.

    The most appropriate choice in this case is to reconsider the diagnosis. Although Carrie has several features that appear to approximate schizotypal personality disorder, the differences are important. For instance, she has delusions of reference, no ideas of reference. She also has more than “odd thinking or speech”—her written work demonstrated disorganized thought processes, much more severe than odd thinking or speech. She does lack close friends or confidants, but at this point, we have no way of knowing if it is because she has discomfort with interpersonal relationships or if it is because her classmates shun her due to her odd behaviors.

    Finally, be cautious about making diagnoses of personality disorders in 13-year-old patients. During this time, personality is still forming. Schizotypal personality disorder may ultimately be what is wrong with Carrie, but we do not have enough information at this point. Personality disorders can be diagnosed in early adulthood. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Recall that with any antipsychotic medication, you should determine fasting plasma glucose levels, monitor weight and BMI during treatment, as well as blood pressure and fasting triglycerides.

    https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/09/mm/decision_tree/index.html

     

    Practicum: Decision Tree

    Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.

    For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study Learning Objectives

    Students will:

    Evaluate clients for treatment of mental health disorders

    Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

    The Assignment:

    Examine 
    Case 3: 
    You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    At each Decision Point, stop to complete the following:

    Decision #1: Differential Diagnosis

    Which Decision did you select?

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different? Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Decision #2: Treatment Plan for Psychotherapy

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

    Decision #3: Treatment Plan for Psychopharmacology

    Why did you select this Decision? Support your response with evidence and references to the Learning Resources. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

    Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

    Also include how ethical considerations might impact your treatment plan and communication with clients and their families. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

    Note:
     Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Carrie is a 13-year-old Hispanic female – A young girl with strange behaviors case study.

  • Total Rewards Essay

    Total Rewards Essay Instructions

    Compensation and benefit packages are important tools for attracting, hiring, and retaining employees. The human resources department of larger organizations may set up the benefits package for all employees. As a nurse manager you may be involved in deciding on the types of benefits — the total rewards package — the business or organization will provide the employees. Total Rewards Essay.

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    First, before doing this Total Rewards Essay assignment, please research how to create a total rewards package.

    Second, write a 1100 word-proposal for a total rewards package (including salary, benefits, incentive versus merit pay, bonuses, non-financial incentives, health insurances, stock options, and profit sharing) for nursing positions.

    Third, provides a rationale for the requests included in the proposal. Total Rewards Essay.

    Fourth, includes an introduction that provides sufficient backgrounds on the topic and previews major points.

    Fifth, develops a conclusion that opens the discussion for negotiation within leadership.

    Sixth, includes six scholarly references and APA formatted. Total Rewards Essay.

  • Cover Letter, Resume, and Portfolio

    Assignment 1: Practicum: Cover Letter, Resume, and Portfolio

    For this Assignment, you create a professional cover letter, resume, and portfolio that you can use as you pursue your next professional role.

    Cover Letter, Resume, and Portfolio Learning Objectives

    Students will:

    Create professional cover letters, resumes, and portfolios

    To Prepare for the Assignment:

    Review the Learning Resources concerning developing your professional cover letter, resume, and portfolio.

    Review the Cover Letter, Resume, and Portfolio Assignment Guide

    Refer to the Walden University Career Center website for resources to develop your cover letter and resume. With the assistance of the Walden University Career Center website, you can make your cover letter, resume, and portfolio accessible online to your faculty and potential employers. Cover Letter, Resume, and Portfolio.

    Your professional cover letter, resume, and portfolio are due by 
    Day 7 
    of
     Week 10
    . It is highly recommended that you begin planning and working on this Assignment as soon as it is viable. The following checklists outline all of the items you should include in your cover letter, resume, and portfolio.

    Checklist for Cover Letter (S/U grade)

    Your cover letter should be:

    Presented and formatted in a professional business manner

    Addressed properly

    Clear and concise and include:

    Content Introduction

    Content Body

    Content Conclusion

    Written in a professional style and include:

    Correct spelling, punctuation, and grammar

    Clear and accurate sentence structure

    Checklist for Resume (S/U) 

    Your Resume should be clear, concise, and well-organized and it should also include your:

    Name, address, business phone number, and e-mail address (top center of resume)

    Profile: 2–3 sentences describing goal and positive attributes/characteristics

    Certifications and licensure

    Education

    Professional experience

    Honors/awards

    References

    Checklist for Portfolio (S/U) Cover Letter, Resume, and Portfolio

    Your Portfolio should be clear, concise, and well-organized and it should also include your:

    Personal philosophy statement

    Self-assessment

    Personal goals (short term and long term)

    Achievements

    Cover letter

    Resume

    Diplomas for formal education

    Letters of recommendation

    References (list names, affiliation, and contact information)

    Certifications

    Certificates of attendance for continuing education

    Transcripts

    Publications

    Oral presentations and/or poster presentations

    Cover Letter, Resume, and Portfolio

  • NURS 6550 Acute Care Midterm and Final Exams Study Guides

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    NURS 6550 Acute Care Study Guide for Midterm

    Psychosocial

    Generalized anxiety disorder diagnosis criteria

    Treatment of acute panic attacks

    What are the medications for initial/first line therapy

    Inpatient treatment of depression

    What are the therapies for patient’s that won’t eat, take meds, etc.

    When is serotonin norepinephrine reuptake inhibitor indicated, when is it contraindicated?

    Venlafaxine dosing, when is follow up? What are you monitoring?

    Endogenous depression pathophysiology is best described as?

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    Differences between panic attacks and panic disorder?

    What are Major Depressive disorder symptoms?

    Identify the primary neurotransmitter in PTSD

    PTSD diagnosis and treatment, meds (families/common meds)?

    Familiarize yourself with the side effects of Lithium

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Common adverse effects of atypical antipsychotics

    Mental status changes in elderly… how do you evaluate?

    Assessment of Delirium in geriatric patients

    Short Confusion Assessment Method (Short CAM): what things are assessed?

    Types of dementia, know differences?

    Aricept and dosing and patient teaching?

    Vascular dementia, what is it?

    Management of disinhibition in elderly

    Physical findings when death is imminent

    Limits of pain medication on dying patient

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Theories about successful aging…familiarize yourself with them

    Psychological abuse of elders

    Death and the anxiety related to it, who’s at risk?

    Age and suicide risk in the different age groups?

    Assessing driver safety in elderly

    Geriatric Depression Screen

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

     

     

    EENT

    What is acute angle glaucoma?

    Familiarize yourself with Cataracts, presentation? TRX?

    Chronic uveitis medication management

    Gonococcal conjunctivitis presentation and medication management

    Viral, allergic, bacterial conjunctivitis: know presentations and trx

    Macular degeneration presentation and S&S, trx

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Open angle glaucoma

    Metal FB in eye, how do you evaluate and how do you remove?

    Penetrating eye injury treatment

    Corneal abrasions: eval, presentation, medications, teaching, follow up/referral?

    Orbital cellulitis: presentation, S&S

    Orbital fractures: patho and causes, teaching for post-op/or discharge?

    Different types of hearing loss and why they occur

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Acute otitis media: causes, trx, presentation

    Vertigo, how do you evaluate and trx?

    Epistaxis: causes, trx, what to look for in complications? Infection?

    Bacterial sinusitis: treatment, presentation, when you suspect it, what is GOLD standard of dx testing…

    Tonsillitis presentation

    Epiglottitis presentation

    Familiarize yourself with diagnostic studies for evaluation eye conditions in acute situations

    Beta adrenergic antagonists: side effects

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Cholinergic mimetics: side effects

    Prostaglandin analogs: side effects

    Osmotic diuretics: side effects

    Bells palsy: S&S, treatment, pain management

    Know causes (agents) of tonsil/throat pain

    Know epiglottis presentation, causes and treatment

    Know cranial nerves and their function

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

     

     

    Cardiovascular disorders

    ACS protocol: low risk vs high risk mi

    Contraindications to thrombolytic therapy in stroke and MIs

    MONA, what is it an when is it used?

    Duke criteria for infective endocarditis, presentation and treatment

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Heart murmurs: physical exams, grades of murmurs

    Pericarditis s/sx, dx criteria and treatment

    Be familiar with different heart sounds

    Treatment and findings for acute anterior wall MI

    Monitoring wedge pressures

    Presentation and Medications for CHF

    Aortic stenosis classic presentation

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Aortic regurgitation classic presentation

    Diastolic failure, medication management

    Thoracic aneurysm: how do you diagnosis, what is “critical “ presentation, risk factors?

    Medications for acute descending aortic aneurysm

    Treatment plans for PAD, presentation of PAD

    Risk factors for DVT, how do you evaluate and r/o

    PE risk factors, who’s at risk?

    Hypertensive urgency vs. crisis

    Secondary HTN causes

    Chronic venous insufficiency treatment

    Cardiac rehab

    Stroke treatment guidelines, when can you start tPA? When is it contraindicated?

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Coumadin guidelines, how do you monitor, what is the goal? When do you start it?

    How to read EKGs, common leads for a MI and consider pericarditis findings…

    JNC 8 recommendations, know the recommended trx plans for various stages, when do you intervene

     

     

    Respiratory

    Intermittently controlled asthma – management, recognize who to d/c, admit, etc.

    Mild asthma – management

    Rescue therapy in Asthma

    COPD – FEV1/FVC ratios, GOLD guidelines, outpt management, be able to STEP the therapy

    PE – how to diagnose, risk factors, GOLD standard for testing

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Causes of obstructive shock

    ARDS maladaptive physiologic response, diagnostic criteria, THINK PATHO

    Septic shock – vent settings

    ARDS: what is happening with perfusion and ventilation?

    Pulmonary rehab and chronic obstructive pulmonary disease

    Spirometric assessment; what do you do?

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    Pulmonary fibrosis and what risks are associated with this diagnosis

    Pleural effusion: what does each fluid that can be found mean?

    Respiratory risk factors for surgery

    Pathophysiology of ARDS

    GOLD stages of COPD, know what stage is what

    Pulmonary function tests, be able to interpret

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

    X-ray presentations and readings for pneumonia, CHF, COPD

    CURB-65 criteria, what does each part mean, what does it stand for…

    Pneumonias, types, treatments, causes, organisms

    IGRA tests for TB

    Labs to check before starting INH

    VAP

    NURS 6550 Acute Care Midterm and Final Exams Study Guides

  • Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Introduction

    Nursing 521 Pharmacotherapeutics for Nurse Prescribers
     is a course in a program of study leading to the Master of Nursing degree or the Post Master’s Diploma: Advanced Nursing Practice. NURS 521 is a prerequisite course for NURS 518, NURS 520, NURS 522, NURS 524, NURS 526, NURS 527 and NURS 528. NURS 521 can be taken as an elective course by other Master of Nursing or Master of Health Studies students and by non-program students.

    Building on basic knowledge of pharmacology, this course focuses on principles of drug action, pharmacokinetics and pharmacotherapeutics in the context of advanced nursing practice. Common drug classes, indications, and evaluations of outcomes of therapy are presented. The legal and professional issues of prescribing as well as the significance of keeping up-to-date using evidence-based practice are addressed. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Goals

    After completing this course, students should be able to:

    describe the basic principles of pharmacokinetics and pharmacodynamics, and how these principles may affect prescribing decisions;

    demonstrate an understanding of the selection and use of drugs in the management and treatment of disease, including the application of pharmacokinetics and pharmacodynamics to client clinical context and the integration of client social context (age, health status, gender, concomitant therapies, cultural beliefs, financial status, etc) to the selection of drugs of choice;

    identify and incorporate special considerations when prescribing for specific populations: pregnancy, breastfeeding, older adults, children and infants, and genetic factors;

    evaluate and then apply research findings to the development of evidence-based, comprehensive client pharmaceutical plans of care;

    evaluate prescribed drug regimens for safety, clinical efficacy and outcomes, in partnership with the client;

    identify and incorporate strategies to address potential barriers to regimen adherence into client assessment and education; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    communicate effectively in order to support, educate, coach and counsel clients in regards to their optimal treatment regimen;

    appropriately access antimicrobial guidelines to include community therapies;

    describe and analyze the impact of health system resource allocation on drug selection and utilization (pharmacoeconomics);

    demonstrate safe evidence-based prescriptive practices and implements ways to reduce potential medication mishaps into personal prescribing practices; Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    integrate knowledge of adverse drug reactions and interactions in safe prescribing and appropriately report adverse drug reactions;

    understand professional, ethical and legal considerations and responsibilities when prescribing;

    describe the current status of prescriptive authority for nurse practitioners in your province/territory;

    recognize polypharmacy and takes appropriate interventions to optimize therapy; and

    summarize the role of interdisciplinary consultation in optimizing drug therapy.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Materials

    Online Materials

    Introduction: Provides essential information about the course design and materials.

    Schedule: Outlines the timing of course activities.

    Units: There are eight units in this course.

    Assessment: Outlines the assignments/evaluation procedure of the course.

    Reference: Listing of required readings and websites included in the course.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

    Textbook

    Arcangelo, V., Peterson, A., Wilber, V. & Reinhold, J. (2017). 
    Pharmacotherapeutics for Advanced Practice,
     4
    th
     edition. Philadelphia: Wolters Kluwer.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Course Structure

    The course includes Internet access to health-related websites around the world, participation in email, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Technical Requirements

    Computer System

    In order to successfully complete this course, you must own or have ready access to certain computer hardware and software programs. For complete and up-to-date information on the minimum computer requirements required to complete the graduate nursing courses, visit the 
    Centre for Nursing and Health Studies
     technical site.

    Course Outline

    Unit 1: Pharmacotherapeutics and the Nurse Prescriber

    Unit 1 covers the ethical, legal and professional issues relating to pharmacotherapy and the nurse prescriber. Unit 1 also explore skills and information on effective prescription writing and rational drug selection.

    Unit 2: Principles of Pharmacotherapeutics

    Unit 2 covers the main principles of pharmacokinetics and pharmacodynamics, in other words, how drugs work and what they do to the body. Understanding these phenomena aid the nurse prescriber to select appropriate drugs, anticipate onset and duration of action, drug interactions and what follow up is required to ensure safety. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

     Unit 3: Drugs for the Cardiovascular and Renal Systems 

    This unit focuses on medications used in the secondary and tertiary stages of cardiac and renal care, utilizing recommendations from Canadian clinical practice guidelines.

    Unit 4: Drugs for the Eyes, Ears and the Hematological System 

    Unit 4 explores the pharmacological treatment of ear and eye conditions. Anticoagulation and the anemias are discussed. All topics are viewed with a view to formulations that are applicable to the age and capacity of the individual as well as by the clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers,

    Unit 5: Drugs for Infections and the Integumentary System

    This unit reviews microbiological principles as it pertains to the treatment of infections. Antibiotic stewardship is emphasized. The management of infectious and non-infectious dermatological conditions are discussed.

    Unit 6: Drugs for the Endocrine System

    This unit focuses on prescribing for the management of diabetes mellitus, hypothyroidism and osteoporosis utilizing current clinical practice guidelines. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    Unit 7: Drugs for the Pulmonary and Gastrointestinal Systems

    Unit 7 reviews pharmacotherapy for acute and chronic pulmonary diseases as well as medications used for common gastrointestinal conditions.

    Unit 8: Drugs for the Nervous System and for the Control of Pain and Inflammation

    Pharmacotherapies for neuropsychiatric disorders and other neurological conditions are reviewed in this unit. The treatment of pain and inflammation are also discussed.

    Unit 9: Drugs for the Genitourinary System and Reproductive Systems

    Drugs affecting the urinary system for both men and women are discussed. Contraception and hormone replacement therapies are reviewed.

    Unit 10: Vaccines, Nutritional and Alternative Therapies, and Drugs for Substance Abuse

    Unit 10 focuses on vaccines, pharmaco-nutritional therapies, complimentary and alternative pharmacotherapies and supplements, and medications used to treat alcohol and nicotine addiction
    . Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers Assessment Structure

    Conference Participation

    10%

    Assignment #1 Case Study

    20%

    Exam 1

    25%

    Assignment #2 Case Study

    20%

    Exam 2

    25%

    Total

    100%

    To be eligible to receive a passing grade for NURS 521, you must achieve a minimum mark of 65% (6.5/10) on conference participation, a minimum average mark of 65% (26/40) on the two written assignments, and a minimum average mark of 70% (35/50) on the two examinations.

    Conference Participation (10%)

    Feedback regarding conference participation will be ongoing. Quality of input (not quantity) is the goal. Feedback will focus on the student’s ability to provide organized and scholarly contributions that reflect analysis and synthesis of the material presented. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    Assignment 1 & 2: Case Studies (20% each)

    A case studies are used to demonstrate and utilize rational drug selection principles in the context of patient-centered care. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers.

    Exam 1 & 2 (25% each)

    The course includes two multiple-choice exams. Nursing (NURS) 521 Pharmacotherapeutics for Nurse Prescribers

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    Selecting a research topic is the next stage in writing your research paper. Ensure that you understand all the instructions and guidelines. You will do this by understanding the length of the research paper, the kind of resources required by the lecturer, the subject matter and so on. Most importantly, you should elect to do a topic that rouses you even if that topic is not the easiest amongst many.  Additionally, one of the greatly committed sins that you can do is selecting a topic that is too broad for your research paper. In other words, narrow down your research paper election to a specific aspect. This will then permit you to us focused keywords as you conduct your research.

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    Writing and cleaning a rough draft of you research paper

    A rough draft is necessary for you as you will use it to strive for ideas for your research paper topic. Let the outline as well as some organized notes guide your draft writing process. At this stage, issues such as typographical errors and misspellings should not worry you. In writing a rough draft, you want to gauge if your ideas are flowing logically. Also, if the resource materials for the topic are sufficient.

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