In your own words:
1. Is bullying present in Nursing? If so, what constitutes being bullied?
2. Have you experienced workplace violence? If so, explain the experience (we do not want names of people or facilities mentioned here)
3. Describe ways that Nurses can prevent bullying and workplace violence.
The initial post must be at least 200 words long, properly APA formatted with in-line citations, and utilize at least two scholarly resources.
Powerpoint presentation on your drug of choice. The purpose of the presentation is for you to educate your colleagues on the drug you have selected. The presentation must include information about the:
Drug of choice : Metronidazole (Vandazole, Metrogel, Flagyl)
PLEASE FOLLOW DIRECTIONS AND RUBRIC ATTACHED IN FILES!!
**DIRECTIONS AND RUBRIC IN FILES!!**
Case studies are a useful way for you to apply your knowledge of pharmacokinetics and pharmacodynamic aspects of pharmacology to specific patient cases and health histories.
For your week 2 assignment, evaluate drug treatment plans for patients with various disorders and justify drug therapy plans based on patient history and diagnosis.
To Prepare:
• Review the case studies (attachment) and answer ALL questions.
• When recommending medications, write out a complete prescription for each medication. What order would you send to a pharmacy? Include drug, dose, route, frequency, special instructions, # dispensed (days supply), refills, etc. Also state if you would continue, discontinue or taper the patient’s current medications.
• Use clinical practice guidelines in developing your answers. Please review all Required Learning Resources. Use the Medscape app or website and JNC 8 to complete assignment.
• Include at least three references to support each scenario and cite them in APA format. Please include in-text citations. You do not need an introduction or conclusion paragraph
NURS 6521, Week 2 Assignment
Directions: For each of the scenarios below, answer the questions below using your required learning resources, clinical practice guidelines, medscape and JNC 8. Explain the problem and explain how you would address the problem. When recommending medications, write out a complete prescription for each medication. What order would you send to a pharmacy? Include drug, dose, route, frequency, special instructions, # dispensed (days supply), refills, etc. Also state if you would continue, discontinue or taper the patient’s current medications. Use at least 3 sources for each scenario and cite sources using APA format.
• A 52-year-old man was recently discharged from the hospital following treatment for atrial fibrillation. He was discharged on Warfarin 5 mg po q day and Amiodarone 200 mg tid. His INR is 8.8. What interaction has occurred with these 2 medications? What changes in his medications would you make?
• A 44-year-old women is currently taking Glipizide and Phenytoin. She has a new prescription for Ceftriaxone. All three medications are known to be highly protein bound. What effect does protein binding have on drug availability? How would you manage this patient’s medication?
• Name two drugs that are highly affected by the first pass effect. As a prescriber, what actions would you take in prescribing these drugs to counter the first pass effect?
• James is a 49-year-old male that was prescribed atenolol for his high blood pressure. James states that he only occasionally takes the medication because he does not like the side effects. What information would you provide to the patient at his visit? How would you manage his medication? What alternative might you prescribe (include a complete medication order)?
Write the clinical write up for a psychiatric fictitious patient .42-Year-Old male With Schizophrenia . Stable patient . Form attached
Student Name:
Write Up #
Typhon Case #
Semester/Year:
Course:
|
What brought you here today…? (Put this in quotes.) |
“ |
|
Depression symptoms: Can you describe your depression symptoms? What makes the depression better, what makes the depression worse? Does the depression, come and go? |
|
|
Anxiety: Does the anxiety come and go or is there all the time? Does anything make the anxiety worse or better? Do you go into panic? If so, how often and how long does it usually last? |
|
|
Mood swings: Do your moods go up and down? If so, can you tell me more about a typical mood swing? |
|
|
Anger/irritability: Do you get angry more than you should? How do you act when you get angry? |
|
|
Attention and focus: Do you have trouble concentrating or staying on track? |
|
|
Current self-harm, suicidal/homicidal ideations: Do you currently or have you recently thought about hurting yourself? If so, do you have a plan of hurting yourself? |
|
|
Hallucinations: Do you ever hear or see anything that other people may not hear and/or see? |
|
|
Paranoia: Do you feel like people are talking about your or following you? |
|
|
Sleep: Do you have trouble falling or staying asleep? How long does it take you to fall asleep? Once you get to sleep, do you stay asleep all night or are you up and down throughout the night? |
|
At what age did the mood symptoms start? |
|
|
Do you have a previous psychiatric diagnosis? If so, what age and what was going on (if anything) around the time of the diagnosis? |
|
|
Where there any environmental factors that could have contributed to the moods? For example, divorce, death in the family, etc. |
|
|
Any previous treatment and if so, what was it and did it work? List any previous psychiatric medications have been tried and why the medication was stopped. |
|
Include parents, siblings, grandparents if applicable/known; pertinent mental health history. |
|
Education, marital status, occupation, work history, and legal history |
|
Do you currently or in the past used any illegal drugs? If so, what did you use? If currently using drugs, how much do you use? When was the last time you used? |
|
|
Do you currently or in the past had an issue with alcohol abuse? If so, when was the last time you drank? Do you ever pass out when you drink? Has your drinking been a problem for you in the past? |
|
|
Do you currently smoke cigarettes or vape? |
|
|
Do you smoke marijuana? |
|
Medical problems |
|
|
Previous surgeries |
|
Appearance: Gait, posture, clothes, grooming |
|
|
Behaviors: mannerisms, gestures, psychomotor activity, expression, eye contact, ability to follow commands/requests, compulsions |
|
|
Attitude: Cooperative, hostile, open, secretive, evasive, suspicious, apathetic, easily distracted, focused, defensive |
|
|
Level of consciousness: Vigilant, alert, drowsy, lethargic, stuporous, asleep, comatose, confused, fluctuating |
|
|
Orientation: “What is your full name?” “Where are we at (floor, building, city, county, and state)?” “What is the full date today (date, month, year, day of the week, and season of the year)?” |
|
|
Rapport |
|
Quantity descriptors: talkative, spontaneous, expansive, paucity, poverty. |
|
|
Rate: fast, slow, normal, pressured |
|
|
Volume (tone): loud, soft, monotone, weak, strong |
|
|
Fluency and rhythm: slurred, clear, with appropriately placed inflections, hesitant, with good articulation, aphasic |
|
Mood (how the person tells you they're feeling): “How are you feeling?” |
|
|
Affect (what you observe): appropriateness to situation, consistency with mood, congruency with thought content · Fluctuations: labile, even, expansive · Range: broad, restricted · Intensity: blunted, flat, normal, hyper-energized · Quality: sad, angry, hostile, indifferent, euthymic, dysphoric, detached, elated, euphoric, anxious, animated, irritable |
|
|
Congruency: congruent or not congruent mood? |
|
Paranoia |
|
|
Auditory hallucinations |
|
|
Visual hallucinations |
|
Suicidal |
|
|
Homicidal |
|
|
Delusions (erotomanic, grandiose, jealous, persecutory, and somatic themes?) · Delusions are fixed, false beliefs. · These are unshakable beliefs that are held despite evidence against it, and despite the fact that there is no logical support for it. · Is there a delusional belief system that supports the delusion? |
|
|
If not a delusion, then could it be an overvalued idea (an unreasonable and sustained belief that is maintained with less than delusional intensity (i.e. – the person is able to acknowledge the possibility that the belief is false)? |
|
|
Ideas of Reference (IOR): everything one perceives in the world relates to one's own destiny (e.g., thinking the computer or TV is sending messages or hints). |
|
|
First rank symptoms: auditory hallucinations, thought withdrawal, insertion and interruption, thought broadcasting, somatic hallucinations, delusional perception, and feelings or actions experienced as made or influenced by external agents |
|
|
What is actually being said? Does the content contain delusions? |
|
|
Are the thoughts ego-dystonic or ego-syntonic? |
|
What is the logic, relevance, organization, flow, and coherence of thought in response to general questioning during the interview? |
|
|
Descriptors: linear, goal-directed, circumstantial, tangential, loose associations, clang associations, incoherent, evasive, racing, blocking, perseveration, neologisms. |
|
Cognitive testing |
|
|
Education level |
|
What is their understanding of the world around them and their illness? |
|
|
Are they able to do reality-testing (i.e., are they able to see the situation as it really is)? |
|
|
Are they help-seeking? Help-rejecting? |
|
What have their actions been? Have they done anything to put themselves or other people at harm? |
|
|
Are they behaving in a way that is motivated by perceptual disturbances or paranoia? |
|
|
What is your confidence in their decision making? |
|
Medical medications (list) |
|
|
Psychiatric medications (list) |
Use this template of this table for each medication. Try to use your own words. For example, how would you explain this information to them or their family?
|
Brand/generic name |
|
|
Dose at the time of visit |
|
|
Starting dose |
|
|
How does this medication work? |
|
|
Major side effects |
|
|
Is this medication FDA approved for why the person is using this medication? |
|
|
Patient education |
|
|
Medication class |
|
Current diagnosis |
|
|
DSM-5 symptom criteria for each diagnosis (write out DSM-5 symptom criteria) |
|
|
Did they display/state any symptoms that match the diagnosis? |
|
ICD 10 Code |
|
|
Billing Code |
|
Medication changes made during visit |
|
|
Clinical impression |
|
|
Recommended therapy/support sources for person and the reason why |
|
|
Next visit scheduled |
For this Assignment, you will explain and defend your selected advocacy issue. Using evidence and experience, you will determine the advocacy issue most important to your nursing practice. Why are you selecting this issue? Why is this an area of high need? How might this area be improved with policy? What can you do to advocate for this area of need? To prepare:
Select an issue you find most important, and then defend your position in a persuasive p a per.
Submit a 1-p a ge persuasive argument defending why you selected the advocacy issue to move forward with as your priority in this course.
Support—with evidence—why this advocacy issue is most important, and how it might be mitigated or eliminated through policy. Consider how this issue might set your policy agenda.
Reminder: 3 APA format references/ The College of Nursing requires that all assingment submitted include a title page, introduction, summary, and references. APA FORMAT
Submit an figure and narrative explanation focusing on the topic assigned by the Instructor and your selected target population to explain how an individual is influenced by the various levels in the SEM.
The Assignment: The Social-Ecological Model
Page 1: A visual depiction of the SEM specific to the assigned health topic and chosen target group
Page 2: A narrative explanation of the visual depiction created on Page 1
PUBH 6038/HLTH 8038
Target Populations
• Adults
• African Americans
• Asian Americans
• Caucasians
• College students
• Female sex workers
• Hispanic males
• Homeless individuals
• Latina women
• Latino men
• LBGTQ individuals
• Low-income urbanites
• Mexican Americans
• Native Americans
• New mothers
• Older adults
• Pacific Islanders
• Parents
• Parents and children
• Parents and grandparents
• People with disabilities
• School children
• University students
• Women
• Women and men
