NURS 6521 FINAL

NURS 6521 FINAL EXAM (3 VERSIONS) & NURS 6521 MIDTERM EXAM (3 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 600 Q & A

NURS 6521 FINAL EXAM (3 VERSIONS) & NURS 6521 MIDTERM EXAM (3 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 600 Q & A.   NURS 6521 FINAL EXAM (3 VERSIONS) & NURS 6521 MIDTERM EXAM (3 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 600 Q & A)

NURS 6521 Final Exam / NURS6521 Final Exam (Latest): Advanced Pharmacology: Walden University
Walden NURS 6521 Final Exam / Walden NURS6521 Final Exam (Latest): Advanced Pharmacology
· Question 1

After 6 months of unsuccessfully   trying to conceive, a 31-year-old woman and her husband have sought a   referral to a fertility specialist in order to explore their options. A nurse   at the clinic should recognize that the woman may benefit from
· Question 2

Which of the following would the   nurse include in a teaching plan about the signs and symptoms of   thrombophlebitis and thromboembolism that should be reported by a patient   taking estrogen?
· Question 3

A nurse works at a weight   management clinic. To which of the following overweight patients could the   nurse safely administer dextroamphetamine?

· Question 4

A 71-year-old man has just been   prescribed finasteride (Proscar). Which of the following complaints by this   patient most likely indicated a need for this drug?

· Question 5

A 38-year-old pregnant patient   admits to the nurse that she is an alcoholic and has been consuming alcohol   during her pregnancy. The nurse knows that using alcohol during pregnancy may   result in a child who presents with

· Question 6

A nurse practitioner orders 150 mg   of oral fluconazole for a patient with vulvovaginal candidiasis. The patient   should expect to take medication

· Question 7

An oncology nurse is reviewing the   pathophysiology of cancer and is discussing with a colleague the factors that   contribute to the success or failure of a patient’s chemotherapy. Which of   the following cancerous cells is most susceptible to the effects of   chemotherapeutic drugs?

· Question 8

A middle-aged patient has received   a diagnosis of GI stromal tumor following an extensive diagnostic workup.   Imatinib has been recommended as a component of the patient’s drug regimen.   What patient education should the nurse provide to this patient?

· Question 9

A 12-year-old boy is being   discharged from the hospital after major surgery. The boy will be taking two   medications at home for an extended period. The nurse who is discharging the   patient should provide medication teaching specifically to

· Question 10

A patient has been admitted to the   critical care unit with a diagnosis of peritonitis that has necessitated   treatment with gentamicin. As a result, the care team should be cautious when   concurrently administering other medications that may cause

· Question 11

A 39-year-old woman is receiving   doxorubicin for the treatment of cancer. After each treatment, the patient   has acute nausea and vomiting accompanied by a slightly increased heart rate.   The nurse will advise her to

· Question 12

A nurse is caring for a patient   with cancer who has been prescribed dronabinol (Marinol) to help reduce   nausea and vomiting from chemotherapy. The nurse will inform the patient that   he or she is taking an oral form of

· Question 13

A 46-year-old man is receiving a   quinupristindalfopristin IV infusion for a life-threatening infection. Which   of the following would be most important for the nurse to monitor?

· Question 14

A woman is receiving prolonged   drug therapy during her complicated pregnancy, and it may pose a risk to both   the mother and the fetus. The primary care physician has made dosage   adjustments to minimize adverse effects and prevent toxicity. The nurse   should make sure

· Question 15

Alprostadil (Caverject), a drug   used to treat erectile dysfunction, has been prescribed to a 42-year-old   patient. When providing education to the patient and his wife, the nurse   should inform the wife about which of the following adverse effects?

· Question 16

A 36-year-old patient comes to the   clinic and tells the nurse that she suspects that she is pregnant. During the   initial assessment, the nurse learns that the patient is currently taking   medications for diabetes, hypertension, and a seizure disorder. The nurse   would be most concerned about which of the following medications?

· Question 17

A male patient with a medical   background tells the nurse that he is not satisfied with the oral synthetic   testosterone that has been prescribed for him and he would like to try a   natural form of oral testosterone. Which of the following would be an   appropriate response by the nurse?

· Question 18

A male patient is trying to decide   if he should use finasteride (Proscar) to treat benign prostatic hypertrophy   (BPH). When providing information about the drug, the nurse will include   which of the following as a risk associated with finasteride therapy?

· Question 19

A 2-year-old child is diagnosed   with a minor ailment and is to be administered medications at home for 2   weeks. The child lives with his mother, grandmother, and four other children   between the ages of 14 months and 7 years. The home health nurse is asked to   assess the home environment to determine if it is appropriate for the child   to take his medication at home. Which of the following will have the greatest   impact on the nurse’s assessment?

· Question 20

A 22-year-old woman has given   birth to an infant who exhibits the signs and symptoms of maternal cocaine   use during pregnancy. These signs and symptoms are a result of what   pathophysiological effect of opioid use during pregnancy?

· Question 21

A 62-year-old patient taking   tamoxifen exhibits increased bone and tumor pain along with a local disease   flare. The nurse interprets this as an indication of which of the following?

· Question 22

A female patient is prescribed   oprelvekin therapy to treat thrombocytopenia. Which of the following should   the nurse continuously monitor to determine the efficacy and duration of the   oprelvekin therapy?

WALDEN NURS 6521 WEEK 3 ASSIGNMENT: Asthma And Stepwise Management

NURS 6521 WEEK 3 ASSIGNMENT: Asthma And Stepwise Management

WEEK 3 ASSIGNMENT: Asthma And Stepwise Management

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Asthma And Stepwise Management.

To Prepare

  • Reflect on drugs used to treat asthmatic patients, including  long-term control and quick relief treatment options for patients. Think  about the impact these drugs might have on patients, including adults  and children.
  • Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
  • Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease

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

Be sure to address the  following:

  • Describe  long-term control and quick-relief treatment options for the asthma  patient from your practice as well as the impact these drugs might have  on your patient.
  • Explain the Stepwise Approach to asthma treatment and management for your patient.
  • Explain  how stepwise management assists health care providers and patients in  gaining and maintaining control of the disease. Be specific.
  • Please review the rubric for this assignment..
 

NURS 6003 Week 8 Discussion: Strategies for Academic Portfolios

NURS 6003 Week 8 Discussion: Strategies for Academic Portfolios

NURS 6003 Week 8 Discussion

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Discussion: Strategies For Academic Portfolios. In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.

Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This Module’s Discussion asks you to consider and share strategies for building your portfolio.
To Prepare:

  • Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
  • Review one or more samples from your own research of resources focused on portfolio development.

By Day 3 of Week 8

Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.

By Day 6 of Week 8

Respond to at least two of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.
APA 7 formatting at least 3 references including DOI number,  and two paragraphs each.
Discussion for reply one (Eliz)
Week 8 Main Discussion Post
Besides the day to day bustle of nursing life, it is important to have vision of future plans.  These plans, when clearly laid out, create a map to success.  Achieving the “stops” on the way along the map to success, are opportunities for growth that, when accomplished, should be added to our portfolio.  This portfolio will be used to help leverage our position among other qualified individuals and set us apart when vying for employment opportunities, as well as help us excel in our practice.
Along with advancing my education in this program, one of the ways I have contributed to my academic portfolio is by becoming certified in my area of nursing practice.  Certified nurses have shown to be a benefit to patients, their families, and employers (Certification Benefits Patients, Employers and Nurses, n.d.).  By achieving certified status, it has been shown that certified nurses make decisions with more confidence and gain more satisfaction in their profession (Certification Benefits Patients, Employers and Nurses, n.d.).  I have to agree with these statements as I have seen a tremendous benefit in my practice since achieving certification, as well as a respect from colleagues that I hadn’t been as aware of previously.
Another strategy that I plan to add to my portfolio is working with nursing education on RN competencies.  I have had the opportunity to participate in annual nursing competencies at my facility on mechanical circulatory support, since I am the content expert for the facility.  I really enjoy teaching and find that I am also able to learn more myself by coming up with new and innovative ways to present the material.  Focusing on continuing education and becoming an expert has been shown to expand professional development in nursing exponentially (Sadler, 2018).  Although teaching is not ultimately what I want to do, it is nice to have the opportunity to participate and contribute to the continuing education of my colleagues.
Walden University’s vision of social change is to change practice on a global scale (Social Change, 2020).  I believe both of these initiatives will help contribute to this mission as they will allow for the advancement of practice in nursing.  Having an advanced certification and sharing that knowledge with colleagues can only benefit patient care and increase outcomes in the long run.  I look forward to being able to continue to contribute to this change by obtaining my advanced degree and being able to expand my scope of practice as well.

NURS 6003 Week 8 Discussion: Strategies for Academic Portfolios Main Posting RUBRIC 

Excellent 45 (45%) – 50 (50%)

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

 

Supported by at least three current, credible sources.

 

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

Good 40 (40%) – 44 (44%)

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

 

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

 

Supported by at least three credible sources.

 

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

Fair 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

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

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

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

 

Post is cited with two credible sources.

 

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

 

Contains some APA formatting errors.

Poor 0 (0%) – 34 (34%)

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

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

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

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

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

Main Post: Timeliness

—

Excellent 10 (10%) – 10 (10%)

Posts main post by day 3.

Good 0 (0%) – 0 (0%)

 

Fair 0 (0%) – 0 (0%)

 

Poor 0 (0%) – 0 (0%)

Does not post by day 3.

First Response

—

Excellent 17 (17%) – 18 (18%)

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

 

Responds fully to questions posed by faculty.

 

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

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

Good 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

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

 

Response is effectively written in standard, edited English.

Fair 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

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

Poor 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response

—

Excellent 16 (16%) – 17 (17%)

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

 

Responds fully to questions posed by faculty.

 

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

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

Good 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

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

 

Response is effectively written in standard, edited English.

Fair 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

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

Poor 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation

—

Excellent 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Good 0 (0%) – 0 (0%)

 

Fair 0 (0%) – 0 (0%)

 

Poor 0 (0%) – 0 (0%)

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

Total Points: 100

NURS 6512 Week 4 Assignment 1: Differential Diagnosis For Skin Conditions

NURS 6512 Week 4 Assignment 1: Differential Diagnosis For Skin Conditions

NURS 6512 Week 4 Assignment 1: Differential Diagnosis For Skin Conditions

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Assignment 1: Lab Assignment: Differential Diagnosis For Skin Conditions. Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

                                                To Prepare
Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
Consider which of the conditions is most likely to be the correct diagnosis, and why.
Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.
The Lab Assignment
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style.
Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
Use clinical terminologies to explain the physical characteristics featured in the graphic.
Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose.
Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

NURS 6501 week 1 Module 1 Adv. Pathophysiology Assignment: Case Study Analysis

NURS 6501 week 1 Module 1 Adv. Pathophysiology Assignment: Case Study Analysis

NURS 6501 week 1 Module 1 Adv. Pathophysiology Assignment: Case Study Analysis

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A Patho Wk1-2Assign

A Patho Wk1-2Assign. Adv. Pathophysiology 6501 Module 1 Assignment: Case Study Analysis

WEEK #2 TOPIC

Posted on: Sunday, March 1, 2020 12:00:00 AM EST
WEEK #2 –- CASE STUDY ANALYSIS
Scenario 1: A 49-year-old patient with rheumatoid arthritis comes into the clinic with a chief complaint of a fever. Patient’s current medications include atorvastatin 40 mg at night, methotrexate 10 mg po every Friday morning and prednisone 5 mg po qam. He states that he has had a fever up to 101 degrees F for about a week and admits to chills and sweats. He says he has had more fatiguethan usual and reports some chest pain associated with coughing. He admits to having occasional episodes of hemoptysis. He works as a grain inspector at a large farm cooperative. After extensive work-up, the patient was diagnosed with Invasive aspergillosis.

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. You identify a cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
· Explain why you think the patient presented the symptoms described.
· Identify the genes that may be associated with the development of the disease.
· Explain the process of immunosuppression and the effect it has on body systems.

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

RUBRIC

Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described. 28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.		 25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.		 23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.		 0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease. 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.		 20 (20%) – 22 (22%)
The response includes an accurate analysis of the genes that may be associated with the development of the disease.		 18 (18%) – 19 (19%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.		 0 (0%) – 17 (17%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.
 Explain the process of immunosuppression and the effect it has on body systems. 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 25 (25%) – 27 (27%)
The response includes an accurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition, or the analysis is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.		 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.		 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.		 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.		 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.		 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.		 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors.		 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.		 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.		 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
·  Chapter 1: Cellular Biology; Summary Review
·  Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
· Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
· Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
· Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
· Chapter 7: Innate Immunity: Inflammation and Wound Healing
· Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
· Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
· Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
· Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
· Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
· Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review
Note: You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

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

Nurs 6600 Assignment 1: Practicum Professional Experience Plan (PPEP)

Nurs 6600 Assignment 1: Practicum Professional Experience Plan (PPEP)

Nurs 6600 Assignment 1: Practicum Professional Experience Plan (PPEP)

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 Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course.
Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature.
Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer-reviewed literature.
Assignment 1:
Practicum Professional Experience Plan (PPEP)Success comes from knowing that you did your best to become the best that you are capable of becoming.
— John Wooden, My Personal Best: Life Lessons from an All-American JourneyAs you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience.

Note: In the practicum manual these are referred to as your individualized learning objectives.

To prepare:

As necessary, review the information related to developing objectives provided in this week’s Learning Resources.Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above).

Note: You will be developing two to three professional development objectives for this assignment.Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?

Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.

Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources.
To complete your Practicum Professional Experience Plan:Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum.
Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence-based literature.

Resources
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

 

Walden NURS6521 Week 6 Quiz

NURS6521 Week 6 Quiz 

NURS6521 Week 6 Quiz 

Walden NURS6521 Week 6 Quiz 2017. Question 1 A nurse is developing a care plan for a patient who has multiple sclerosis. An expected outcome for the patient who is receiving glatiramer would be a decrease in

A) chest pain
B) fatigue
C) breathing difficulties
D) heart palpitations
Question 2 A nurse is teaching a patient about his newly prescribed drug, colchicine, for gout. The nurse will instruct the patient to avoid which of the following foods?
A) Green beans
B) Shrimp
C) Eggs
D) Milk
Question 3 A patient with type 1 diabetes has been admitted to the hospital for orthopedic surgery and the care team anticipates some disruptions to the patient’s blood glucose levels in the days following surgery. Which of the following insulin regimens is most likely to achieve adequate glycemic control?
A) Small doses of long-acting insulin administered four to five times daily
B) Doses of basal insulin twice daily with regular insulin before each meal
C) Large doses of rapid-acting insulin combined with long-acting insulin each morning and evening
D) Divided doses of intermediate-acting insulin every 2 hours, around the clock
Question 4 A 65-year-old woman has an advanced form of rheumatoid arthritis. Her treatment includes a regular dosage of methotrexate. The nurse will advise her to take which of the following vitamin supplements while taking the drug?
A) Vitamin A
B) Vitamin B
C) Vitamin C
D) Vitamin D
Question 5 A 49-year-old woman has been diagnosed with myalgia. The physician has recommended aspirin. The patient is concerned that the aspirin will upset her stomach. The nurse will encourage the patient to
A) crush the tablet before swallowing
B) swallow the tablet whole
C) swallow the tablet with milk or food
D) avoid drinking milk for 3 hours after swallowing the tablet
Question 6 A nurse is working with a 57-year-old man who is a former intravenous drug abuser. He has been prescribed a weekly dosage of methotrexate for his rheumatoid arthritis. Which of the following will the nurse include in her teaching plan for this patient?
A) Avoid high-fat foods
B) Drink plenty of water every day
C) Take the tablets before bedtime
D) Avoid red meat
Question 7 A male patient with a diagnosis of relapsing-remitting multiple sclerosis is in the clinic to discuss with the nurse the possibility of self-administration of glatiramer. During the patient education session for self-administration, the nurse will emphasize
A) the need to rotate the injection site of the drug
B) the need to avoid crushing the tablet
C) the need to place the tablet under the tongue
D) the need to use only the thigh muscle for the drug injection site
Question 8 A patient in need of myocardial infarction prophylaxis has been prescribed sulfinpyrazone for gout. Which of the following will the nurse monitor the patient most closely for?
A) Hypothermia
B) Hypotension
C) Renal dysfunction
D) Bleeding
Question 9 A nurse will monitor which of the following when assigned to a patient taking allopurinol for chronic gout who visits the clinic every 2 months?
A) Liver function tests
B) Blood sugar levels
C) Blood pressure
D) Body temperature
Question 10 Which of the following would be the most important safety-related instruction for a nurse to give to a patient taking baclofen (Lioresal)?
A) Do not walk or drive after taking the drug
B) Discontinue the use of alcohol
C) Learn to self-administer the drug
D) Take a laxative when needed
Question 11 A diabetic patient being treated for obesity tells the nurse that he is having adverse effects from his drug therapy. The patient has been taking dextroamphetamine for 2 weeks as adjunct therapy. Which of the following adverse effects would need the nurse’s immediate attention?
A) Decreased libido
B) Increased blood glucose
C) Dry eyes
D) Jittery feeling
Question 12 A nurse is caring for a patient who has been diagnosed with hypothyroidism. Levothyroxine (Synthroid) has been prescribed.Before the drug therapy is started, the nurse will assess for which of the following?
A) History of taking anticoagulant drugs
B) Allergy to seafood
C) Hirsutism
D) The patient’s age
Question 13 A nurse is instructing a patient in the administration of regular insulin by the subcutaneous route. Which of the following strategies would the nurse suggest if the goal is to promote absorption of the regular insulin?
A) Rotate injection sites by using the arm one day, the stomach the next day, and the thigh the day after and then repeating the cycle
B) Select one injection site for regular insulin injections and use it exclusively
C) Administer the medication 30 to 60 minutes after a meal
D) Select one anatomic area for regular insulin injections and then use serial locations within that area.
Question 14 A nurse is caring for a male patient who has a spinal cord injury due to a motorcycle accident. He has been taking dantrolene (Dantrium) for 2 weeks. The nurse will monitor which of the following?
A) Prothrombin time and partial thromboplastin time
B) Urine specific gravity
C) Alanine aminotransferase and total bilirubin levels
D) Follicle-stimulating hormone levels
Question 15 The nurse is conducting a medication reconciliation of a new resident of a long-term care facility. The nurse notes that the resident takes allopurinol on a daily basis for the treatment of gout.What is the primary purpose of this drug?
A) To balance urate concentration and prevent gout attacks
B) To promote the remodeling of damaged synovium
C) To potentiate the metabolism of dietary purines
D) To achieve pain relief in joints affected by gout
Question 16 A 33-year-old man has developed acute gouty arthritis. He has been prescribed colchicine. When developing a care plan for this patient, which factor will be most important for the nurse to consider?
A) Dietary habits
B) Work environment
C) Typical daily fluid intake
D) Ethnicity
Question 17 During long-term desmopressin therapy in a 48-year-old woman, it will be most important for the nurse to assess which of the following?
A) The patient’s environment
B) The patient’s diet
C) The condition of the patient’s skin
D) The condition of the patient’s nasal passages
Question 18 A patient is taking gabapentin (Neurontin) for spasticity associated with multiple sclerosis. Which of the following should be the priority for monitoring?
A) Hepatic function
B) Cardiac function
C) Respiratory function
D) Renal function
Question 19 Following an assessment by her primary care provider, a 70-year-old resident of an assisted living facility has begun taking daily oral doses of levothyroxine. Which of the following assessment findings should prompt the nurse to withhold a scheduled dose of levothyroxine?
A) The resident has not eaten breakfast because of a recent loss of appetite
B) The resident’s apical heart rate is 112 beats/minute with a regular rhythm
C) The resident had a fall during the night while transferring from her bed to her bathroom
D) The resident received her annual influenza vaccination the previous day
Question 20 To minimize the risk of adverse effects of glucagon when given to an unconscious diabetic patient, as the patient regains consciousness, the nurse should
A) administer calcium supplements
B) position the patient in the side-lying position
C) administer carbohydrates
D) monitor for nausea and vomiting
Question 21 A 34-year-old male patient is prescribed methimazole (MMI). The nurse will advise him to report which of the following immediately?
A) Vertigo
B) Intolerance to cold
C) Loss of appetite
D) Epigastric distress
Question 22 A male patient is to begin glyburide (Diabeta) for type 2 diabetes. Before the drug therapy begins, a priority action by the nurse will be to assess the patient’s
A) blood pressure
B) potassium level
C) use of alcohol
D) use of salt in his diet
Question 23 A 43-year-old woman was diagnosed with multiple sclerosis 2 years ago and has experienced a recent exacerbation of her symptoms, including muscle spasticity. Consequently, she has been prescribed Dantrolene (Dantrium). In light of this new addition to her drug regimen, what teaching point should the woman’s nurse provide?
A) “This will likely relieve your muscle spasms but you’ll probably develop a certain amount of dependence on the drug over time.”
B) “We’ll need to closely monitor your blood sugar levels for the next week.”
C) “There’s a small risk that you might experience some hallucinations in the first few days that you begin taking this drug.”
D) “You might find that this drug exacerbates some of your muscle weakness while it relieves your spasticity.”
Question 24 A nurse is instructing a patient who was recently diagnosed with multiple sclerosis about dantrolene (Dantrium). The patient is a 38-year-old-male and the foreman for a construction company. In order to minimize one important adverse effect of the drug, the nurse will give the patient which of the following instructions?
A) Eat a high-protein diet
B) Decrease the dosage if any adverse effect is experienced
C) Wear appropriate clothing and sunscreen whenever he is in direct sunlight
D) Have a complete blood cell count done weekly
Question 25 A 40-year-old woman with a diagnosis of fibromyalgia has been prescribed cyclobenzaprine (Flexeril) as an adjunct to her existing drug regimen. What nursing diagnosis should the nurse prioritize when updating the nursing care plan for this patient?
A) Risk for Injury related to CNS depressant effects
B) Diarrhea related to anticholinergic effects
C) Altered Nutrition, Less than Body Requirements, related to appetite suppression
D) Impaired Swallowing related to increased muscle tone
Question 26 A 70-year-old woman who is on long-term ibuprofen therapy for osteoarthritis has returned to the clinic for her regular 6-month visit. In the last couple of months, she has been having increasing periods of abdominal pain. The nurse suspects that this pain may be related to
A) anemia
B) peptic ulcer disease or gastritis
C) interstitial nephritis
D) constipation
Question 27 A 13-year-old patient has juvenile arthritis. He has recently had oral surgery and was told by the surgeon to take aspirin for the pain. The nurse will monitor for which of the following?
A) Bronchoconstriction
B) Hepatotoxicity
C) Aplastic anemia
D) Agranulocytosis
Question 28 A nurse is caring for a 61-year-old man who has had a severe attack of gout while in the hospital for food poisoning. The nurse administers colchicine intravenously in order to
A) avoid aggravating the gastrointestinal tract
B) ensure quick distribution of the drug
C) prevent the risk of infection or bleeding
D) minimize the risk of depressed bone marrow function
Question 29 A 66-year-old woman has experienced a significant decline in her quality of life as a result of worsening rheumatoid arthritis. Her physician has prescribed etanercept and the nurse is responsible for facilitating this new aspect of the patient’s drug regimen. This will involve the administration of
A) daily, outpatient intravenous therapy
B) daily, oral administration
C) weekly subcutaneous injections
D) weekly administration of an enteric coated tablet
Question 30 A clinic nurse is following a 9-year-old boy who is taking somatropin. Which of the following will the nurse monitor periodically?
A) Antidiuretic hormone (ADH) levels
B) Height
C) Dehydration
D) Water retention

NURS 6521 week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

NURS 6521 Week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

NURS 6521 Week 1 Assignment: Ethical And Legal Implications Of Prescribing Drugs

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Ethical And Legal Implications Of Prescribing Drugs. What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient. As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives on a daily basis. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. In this Discussion, you explore ethical and legal implications of scenarios and consider how to appropriately respond.
Scenario 1:
As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.
Scenario 2:
A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.
Scenario 3:
You see another nurse practitioner writing a prescription for her husband who is not a patient of the nurse practitioner. The prescription is for a narcotic. You can’t decide whether or not to report the incident.
Scenario 4:
During your lunch break at the hospital, you read a journal article on pharmacoeconomics. You think of a couple of patients who have recently mentioned their financial difficulties. You wonder if some of the expensive drugs you have prescribed are sufficiently managing the patients’ health conditions and improving their quality of life.
To prepare:

  • – Review Chapter 1 of the Arcangelo and Peterson text, as      well as articles from the American Nurses Association, Anderson and      Townsend, the Drug Enforcement Administration, and Philipsend and Soeken.
  • – Select one of the four scenarios listed above.
  • – Consider the ethical and legal implications of the      scenario for all stakeholders involved such as the prescriber, pharmacist,      patient, and the patient’s family.
  • – Think about two strategies that you, as an advanced      practice nurse, would use to guide your ethically and legally responsible      decision-making in this scenario.

With these thoughts in mind:
Post an explanation of the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family. Describe two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario.
– This work should have Introduction and conclusion
– This work should have at 3 to 5current references (Year 2012 and up)
– Use at least 2 references from class Learning Resources
The following Resources are not acceptable:
1. Wikipedia
2. Cdc.gov- nonhealthcare professionals section
3. Webmd.com
4. Mayoclinic.com
Required Readings
**Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Chapter 1, “Issues for the      Practitioner in Drug Therapy” (pp. 3–14)
    This chapter introduces issues relating to drug therapy such as adverse      drug events and medication adherence. It also explores drug safety, the      practitioner’s role and responsibilities in prescribing, and prescription      writing.
  • Chapter 59, “The Economics      of Pharmacotherapeutics” (pp. 1009-1018)
    This chapter analyzes the costs of drug therapy to health care systems and      society and explores practice guideline compliance and current issues in      medical care.
  • Chapter 60, “Integrative Approaches to      Pharmacotherapy—A Look at Complex Cases” (pp. 1021-1036)
    This chapter examines issues in individual patient cases. It explores      concepts relating to evaluation, drug selection, patient education, and      alternative treatment options.

**Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. The Journal for Nurse Practitioners, 4(2), 120–125.
Note: Retrieved from the Walden Library databases.
This article explores issues relating to prescription drugs, specifically the frequency in which drugs are prescribed to patients. It also examines factors to consider before beginning drug therapy plans with patients.
**Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. The Journal for Nurse Practitioners, 7(9), 740–746.
Note: Retrieved from the Walden Library databases.
This article examines issues that nurses encounter when reporting errors in medical settings. It also outlines the role of ethics and the responsibility of nurses to notify all individuals who are impacted by a medical error.

NURS 6050 Week 11 Discussion: What Can Nurses Do?

NURS 6050 Week 11 Discussion: What Can Nurses Do?

NURS 6050 Week 11 Discussion

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    Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.
–Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999
Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?
In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.
To prepare:
Consider the challenges of providing health care in underdeveloped countries.
Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.
Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.
Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

CITE AT LEAST 3 REFERENCES
Required Readings
Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.
Chapter 4, “Comparative Health Systems” (pp. 53–72)
The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States.
Chapter 10, “The Health Workforce” (pp. 213–225)
Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners.
Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.
Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 192-204)
This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country.
Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12(1), 62–67.
Retrieved from the Walden Library databases.

This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty.
Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94–E108.
Retrieved from the Walden Library databases.

This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future.
Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373(9679), 1993–1995.
Retrieved from the Walden Library databases.

This article provides a full description of the components that comprise global health care in detail.
Gapminder. (2011). Retrieved from http://www.gapminder.org

This website explains statistical graphs and tables of life expectancy and incomes around the world.
Global Health Council. (2012). Retrieved from http://www.globalhealth.org

This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world.
Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/

This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy.
International Council of Nurses. (2011). Retrieved from http://www.icn.ch/

This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.
United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm

This website examines global statistical information compiled by the United Nations Statistics Division.
University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/

This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh.
The World Bank (n.d.) The costs of attaining the millennium development goals. Retrieved from http://www.nationalacademies.org/hmd/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx.

Assessing and Treating Pediatric Clients With Mood Disorders

Case Study Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

Assessing and Treating Pediatric Clients With Mood Disorders

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Case Study. Samanthah please

Therapy for Pediatric Clients With Mood Disorders

Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able to recommend appropriate therapies.

This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies.

Photo Credit: GettyLicense_185239711.jpg

Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.

Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life-altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Learning Objectives

Students will:

Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy

Evaluate efficacy of treatment plans

Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Chapter 7, “Antidepressants”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

Note: To access the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Review the following medications:

amitriptyline
 
bupropion
 
citalopram
 
clomipramine
 
desipramine
 
desvenlafaxine
 
doxepin
 
duloxetine
 
escitalopram
 
fluoxetine
 
fluvoxamine
 
imipramine
 
ketamine
 
mirtazapine
 
nortriptyline
 
paroxetine
 
selegiline
 
sertraline
 
trazodone
 
venlafaxine
 
vilazodone
 
vortioxetine

Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from /orders/www.magellanprovider.com/media/11740/psychotropicdrugsinkids.pdf

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171

Note: Retrieved from Walden Library databases.

Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf

Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (2016e). Case study: An African American child suffering from depression [Interactive media file]. Baltimore, MD: Author.