DISCUSSION: NURS 6521 Week 9 Women and Men Health, Infectious Disease, And Hematologic Disorders Walden University

 DISCUSSION: NURS 6521 Week 9 Women and Men Health, Infectious Disease, And Hematologic Disorders Walden University

 DISCUSSION: NURS 6521 Week 9 Women and Men Health, Infectious Disease, And Hematologic Disorders Walden University

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant and also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?

For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

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RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEK 9 RESOURCES

WEEK 10 RESOURCES

To Prepare:

• Review the Resources for this module and reflect on the different health needs and body systems presented.
• Your Instructor will assign you a complex case study to focus on for this Discussion.
• Links to an external site.
• Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

BY DAY 3 OF WEEK 9

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

You will respond to your colleagues’ posts in Week 10.

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

BY DAY 6 OF WEEK 10

Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples.

NURS_6521_Week9_Week10_Discussion_Rubric

NURS_6521_Week9_Week10_Discussion_Rubric

Criteria Ratings Pts This criterion is linked to a Learning Outcome

Main Posting50 to >44.0 pts

Excellent

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.

44 to >39.0 pts

Good

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.

39 to >34.0 pts

Fair

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.

34 to >0 pts

Poor

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.

50 pts

This criterion is linked to a Learning Outcome

Main Post: Timeliness10 pts

Excellent

Posts main post by day 3

0 pts

Poor

Does not post by day 3

10 pts

This criterion is linked to a Learning Outcome

First Response18 to >16.0 pts

Excellent

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.

16 to >14.0 pts

Good

Response exhibits synthesis, critical thinking, and application to practice settings. …Responds fully to questions posed by faculty. …Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. …Demonstrates synthesis and understanding of learning objectives….Communication is professional and respectful to colleagues. ….Responses to faculty questions are fully answered, if posed. …Response is effectively written in standard, edited English.

14 to >12.0 pts

Fair

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.

12 to >0 pts

Poor

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.

18 pts

This criterion is linked to a Learning Outcome

Second Response17 to >15.0 pts

Excellent

Response exhibits synthesis, critical thinking, and application to practice settings….Responds fully to questions posed by faculty. …Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. …Demonstrates synthesis and understanding of learning objectives….Communication is professional and respectful to colleagues. ….Responses to faculty questions are fully answered, if posed. …Response is effectively written in standard, edited English.

15 to >13.0 pts

Good

Response exhibits critical thinking and application to practice settings….Communication is professional and respectful to colleagues. …Responses to faculty questions are answered, if posed. …Provides clear, concise opinions and ideas that are supported by two or more credible sources. …Response is effectively written in standard, edited English.

13 to >11.0 pts

Fair

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.

11 to >0 pts

Poor

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.

17 pts

This criterion is linked to a Learning Outcome

Participation5 pts

Excellent

Meets requirements for participation by posting on three different days.

0 pts

Poor

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

5 pts

Total Points: 100

Assignment: Women’s and Men’s Health, Infectious Disease, And Hematologic Disorders| NURS 6521 Sample

The case study depicts a 46-year-old, 230lb female client with complaints of hot flushes, night sweats, and genitourinary symptoms. She has a family history of breast cancer and a history of ASCUS 5 years ago. The patient’s health needs include perimenopausal vasomotor symptoms, high blood pressure, and high cervical and breast cancer risk. In addition, the patient is obese, which puts her at risk of chronic illnesses like hyperlipidemia, type 2 diabetes, and hypertension.

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Systemic hormonal replacement therapy (HRT) with estrogen plus progestin is the recommended treatment regimen for this patient. HRT will aim to offer relief of vasomotor symptoms. The American College of Obstetricians and Gynecologists (ACOG) recommends systemic hormone therapy with estrogen or estrogen in addition to progestin as the most effective therapy for vasomotor symptoms. According to ACOG, low-dose and ultra-low systemic estrogen doses have a better adverse effect profile (Fait,2019). Continuous estrogen administration is associated with endometrial hyperplasia, increasing the risk of endometrial cancer (Palacios et al., 2019). Therefore, I will also recommend micronized progesterone, which is a safer alternative. Combining estrogen and progesterone reduces the risk of endometrial cancer.

The one-on-one verbal teaching strategy will be recommended in educating this client on managing her health needs. Verbal patient education requires a multidisciplinary approach considering the patient’s learning styles, literacy level, and culture to employ clear communication and assessment methods (Hasyim & Junadi, 2018). This strategy is preferred because it allows the health educator to customize the learning session to the patient’s needs and learning preferences. Besides, the patient gets an opportunity to ask questions, and the educator assesses the patient’s level of understanding. 

References

Fait, T. (2019). Menopause hormone therapy: latest developments and clinical practice. Drugs in context, 8, 212551. https://doi.org/10.7573/dic.212551

Hasyim, M. R., & Junadi, P. (2018). Analyzing patient education methods to improve patient care in hospital: A systematic review. KnE Life Sciences, 244-264. DOI 10.18502/kls.v4i9.3576

Palacios, S., Stevenson, J. C., Schaudig, K., Lukasiewicz, M., & Graziottin, A. (2019). Hormone therapy for first-line management of menopausal symptoms: Practical recommendations. Women’s health (London, England), 15, 1745506519864009. https://doi.org/10.1177/1745506519864009