NR 508 Week 1: Homework- The Practicum Team and the FNP Practicum Process

NR 508 Week 1: Homework- The Practicum Team and the FNP Practicum Process

NR 508 Week 1: Homework- The Practicum Team and the FNP Practicum Process

Welcome from the Practicum Team and the FNP Practicum Process

Welcome to the course! This announcement contains important information on getting started with your practicum placement for your upcoming NR511 course. This is a student driven process and your prompt attention to the procedures below will increase the likelihood that you will be placed at a practicum site in time for NR511. Locating a practicum site is not an easy process due to the competition with other programs who are also seeking student placement. Therefore, it is imperative that you begin the process now. The practicum team is here to assist you with your practicum placement and will support you through all of the steps toward getting approval to register for NR511.

If you completed this process while in NR503 and submitted a practicum application as directed, then this does not apply to you. This applies to students who have not already submitted a practicum application.

Now that you are in NR508, it is essential that you begin the process immediately by completing the following steps in this order:

1. Review the FNP Student Handbook if you have not already done so. The handbook outlines the practicum process, including the student and practicum coordinator expectations. The handbook can be accessed at the following link: http://www.chamberlain.edu/docs/default-source/current-students/msn-fnp-practicum-handbook.pdf?sfvrsn=8 (Links to an external site.)Links to an external site.
2. Review the PowerPoint presentation, MSN FNP Practicum Preparation, located in the Course Resource section of the course.
3. If you have any questions, please reach out to your FNP Practicum Coordinator. You can locate the name of your FNP Practicum Coordinator (PC) by reviewing the following document in the Course Resource section of the course, Communicate with Your Practicum Coordinator. The PCs are listed by state. Simply locate your state of residence and there, you will find the name of your PC and their contact information. The form also contains deadlines for reaching out to your practicum coordinator, which is based on the session that you plan to begin your first practicum course.

Writing prescriptions may seem stressful to many new advanced practice nurses. But the most important detail to remember is accuracy and appropriateness of medication. Let’s continue on our journey in Advanced Pharmacology!

Please review the RX Writing presentation.

John Smith 12/12/1969 needs a prescription for anxiety you decide to prescribe him an SSRI. Which one will you prescribe? What dose will you start him on and how often do you want him to take it. He will need to stay on it for two months with no refills. He lives at 567 Mills Lane Palmdale, CA 93550. Today’s date is Feb 11, 2016 NPI 1405798402

The RX Writing assignment is due by Sunday, 11:59 p.m. MT at the end of Week 2. The guidelines and grading rubric are located in the Course Resource section.

Week 3: Discussion

Mr. Russell is a 69-year-old male who presents to your clinic with complaints heart palpitations and light headedness on and off for the past month. He has a history of hypertension and is currently prescribed HCTZ.

Vital Signs: B/P 159/95, Irregular HR 78, Resp. 20, Weight 99 kilograms

Lower extremities with moderate 3+edema noted bilaterally, ABD + BS, Neuro AOX3,

Labs: NA 143mEq/L, CL 99 mmol/L BUN 18mg/dL, Hbg 15, TC 234 mg/dL, LDL 137 mg/dL, HDL 35 mg/dL, triglycerides 241mg/dL,

• What are your treatment goals for Mr. Russell today?
• What is your pharmacologic plan; please state your rationale for your plan?
• What are five key patient education points based on your plan?
• How would your plan change if your patient is African American?
• How would your plan change if your patient complains of excessive heartburn and belching?

Maria is a 46-year-old woman who presents for her yearly physical examination. Her medical history is notable for borderline hypertension and moderate obesity. Six months ago her fasting lipid profile was normal. Maria report that her mother and brother have diabetes and hypertension. She reports that she knows she should be on a low calorie, low fat diet and exercising but with her full time job and four children, she finds it difficult to exercise, and she eats out most of the time. She is 66″ tall and weighs 219lbs today, no current medication. She does report taking a multivitamin, biotin Vit-C when she remembers. She is a nonsmoker, only drinks sweet tea with each meal, 3-4 cups of coffee per day.

Today: BP 120/70 mm Hg, pulse 76, temperature 98.7, respirations 18, weight 219 pounds. Urine dip + glucose, fasting plasma glucose 179 mg/dl, HgbA1C is 7.4%. Physical Exam reveals notable for acanthosis nigricans at the neck but otherwise is normal.

• What are your treatment goals for Maria?
• What is your plan for drug therapy? What is the mechanism of action for each drug?
• Please give five teaching points for each drug prescribed.
• How would you change the plan if her initial HbgA1C was 10.2mg/dL and her fasting blood glucose was 305mg/dL? Provide a detailed alternative plan with the rationale

What are your treatment goals for Maria?

Maria presents to the clinic for her yearly physical examination. Observing that her history is positive for borderline hypertension and moderate obesity with fasting lipid profile being normal six months ago and a family history of diabetes and hypertension.  Maria presents today with multiple complications that should be assessed and further evaluated.  Fasting plasma glucose elevated at 179 mg/dL, HgbA1C elevated at 7.4%.  Maria has a BMI of 36.4% which is grade 2 overweight (Edmunds & Mayhew, 2014).  My treatment goals for today’s visit are to decrease blood glucose level. I would also want to check other labs of liver function and kidney function in the preparation of treatment for diabetes. Treating her Acanthosis Nigricans is also part of the plan of care. Acanthosis Nigricans is a skin condition that characterizes by brown to black, skin pigmentation, hyperkeratosis, and velvet hyperplasia, and it associated with insulin resistance, a hormonal disorder.

A thorough examination of Maria would be taken to include possible signs and symptoms within the past six months to help diagnose and corroborate the lab values seen in Maria today.

According to NGSP (2010), with Maria’s HgbA1c, which is an average of her blood glucose levels over a 3-month period, of 7.4.  In evaluating a HgbA1c level, anything above 6.5% would be considered Type 2 diabetes and would need confirmation with a second measurement unless there is a clear indication of symptoms.  The second measurement of Maria’s blood sugar is her fasting plasma glucose of 179 mg/dL today (U.S. Department of Health and Human Services, 2018).  Maria’s lifestyle is evidence of what you would probably find in your everyday person, this day and age.  Although it is not a healthy lifestyle to lead, sometimes things cannot be helped in personal lives, but when it gets to this point, modifications must be made before severe complications persist.  Maria is a mother of four children who has a full-time job, often finding herself eating out most of the time.  Education needs to be provided to Maria about the risk factors that she is leading up to with her lifestyle choices including increased morbidity and mortality, diabetes, hypertension, coronary heart disease, etc. (Edmunds & Mayhew, 2014).  Of these listed risk factors, Maria has some of them that need to be addressed to prevent further complications. 

What is your plan for drug therapy? What is the mechanism of action for each drug?

 Maria has had borderline hypertension in the past, and her blood pressure is within a reasonable limit. However, she will need treatment to prevent further cardiovascular complications. For the first line treatment of hypertension, in Maria’s case, I would prescribe an angiotensin-converting enzyme inhibitor (ACEI), as these are recommended for first-line therapy for HTN in patients who diagnosed with diabetes (James, Ortiz, et al., 2014).  The ACE inhibitor that I would choose to start Maria on is lisinopril 2.5mg one PO (by mouth) daily.  The method of action of ACE inhibitors is they block angiotensin I from converting to angiotensin II, thereby stimulating the release of aldosterone from the renal glands.  The reduced aldosterone causes less water absorption and sodium/potassium exchange increasing potassium.  ACE inhibitors also inhibit bradykinin breakdown by blocking the kininase II enzyme, sometimes leading to a slightly dry, hacky cough (Edmunds & Mayhew, 2014). 

With regards to other treatment for Maria’s other problems this visit, I would start Maria on an anti-diabetic medication due to her HgbA1C being at 7.4% with a fasting glucose of 179, which is consisting of 2 different tests that can be used to diagnose Maria with Type 2 diabetes (American Diabetes Association, 2018).  The first line treatment of choice for Type 2 DM is metformin, as it is safe and effective in reducing the risk of cardiovascular events, weight, and death.  Before prescribing metformin, I would check Maria’s GFR as metformin contraindicated in patients with a GFR of <30 mL/min/1.73 m2 (2018).  The mechanism of action of metformin is that it decreases glucose production and has a minimal effect of insulin sensitivity in the liver and peripheral tissues.  Metformin has also been known to be effective in reducing triglycerides and low-density lipoproteins and increasing high-density lipoproteins (Edmunds & Mayhew, 2014).  Metformin would be prescribed at the lowest dose possible to see how Maria responds to this medication and how she can tolerate this medication.  The medication regimen for treatment of diabetes would be, metformin 500mg PO (by mouth) twice daily (metformin, 2018). Diet and exercise can use in conjunction with treatment of HTN and diabetes. In treating Maria’s diabetes, in combination with her lifestyle changes, and with extensive education on lifestyle modifications of diet, exercise, improving sleep patterns, decreasing the amount of caffeine intake in a day (as evidenced by Maria only drinking tea and coffee).  In addition to the new medication of lisinopril to help decrease her blood pressure and metformin to control her blood sugars; a follow-up visit for Maria would be scheduled in 2-3 months for follow up lab work to reevaluate Maria’s blood pressure, diabetes. For the treatment of the skin condition Acanthosis Nigricans, I would prescribe Melatonin 5 mg PO at bedtime. According to Sun et al., 2018, Melatonin is a hormone secreted by the pineal gland. The synthesis and secretion of melatonin regulated by light intensity. Investigations found that melatonin has multiple effects and acts as an antioxidant, has anti-inflammatory properties, regulates circadian rhythms, regulates immunity and has antineoplastic effects. Research also found that melatonin can control lipid metabolism, increase insulin sensitivity, regulate glucose metabolism, and reduce body weight.

Please give five teaching points for each drug prescribed:

Teaching for the prescribed medication of lisinopril for Maria’s control of hypertension would include:

1. Educating on monitoring blood pressures at home to prevent hypotension.
2. Signs and symptoms to watch for when taking an ACEI are a nonproductive cough and lightheadedness, although rare education about signs and symptoms of angioedema need to discuss with Maria, and signs and symptoms of hyperkalemia including irregular heartbeat, numbness, and tingling of the hands and feet, or weakness.
3. Education will provide about missing a dose of this medication including taking medication as soon as she realizes she lost it, but if it is too close to the next treatment then skip that dose, do not take two doses at the same time.
4. Compliance with medication including setting a reminder on her phone to ensure that she remembers to make this and all other drugs every day is imminent.
5. Education to avoid the use of potassium-containing medications or salt substitutes while taking an ACEI to prevent hyperkalemia (Edmunds & Mayhew, 2014).

Teaching for the prescribed medication of metformin for Maria’s control of diabetes would include:

1. Diet to include a DASH diet. The DASH diet is rich in fruits, vegetables, whole grains, and low-fat dairy foods; includes meat, fish, poultry, nuts, and beans; and is limited in sugar-sweetened foods and beverages, red meat, and added fat or one that can be modified to meet the patients’ needs and glycemic control. Referral to a dietitian for an appropriate diet to meet the patient’s needs may be beneficial.
2. Exercise (moderate to vigorous aerobic activity) at least three days per week to help reduce weight to assist with the better glycemic control and decrease BMI. A weight loss of >5% is necessary to facilitate better glycemic control. (American Diabetes Association, 2018).
3. Educate that if any nausea, vomiting, or dehydration occurs that the patient should stop the medication and contact the office.
4. Educate about the possible side effects of Metformin including gastrointestinal discomfort of diarrhea, flatulence, and nausea, a bad taste in her mouth, and a server-side impact that she would want to notify the office of is signs and symptoms of lactic acidosis. Symptoms of lactic acidosis include nausea, abdominal pain, tachycardia, and hypotension and if patient is ever to have a surgical procedure or IV contrast dye that metformin must discontinue on the day of treatment/surgery and may be resumed 48 hours after the treatment/surgery (if renal function has returned to reasonable limits) (Edmunds & Mayhew, 2013).
5. Educate patient on monitor glucose levels at home and when to seek medical attention if blood sugar drops below 40 or is greater than 400 (Edmunds & Mayhew, 2014).
6. Side effects of melatonin is Dizziness, headache, tiredness, unusual dreams or nightmares, upset stomach. Educating Maria on standing up slowly to prevent dizziness and take medication at night as prescribe.

How would you change the plan if her initial HbgA1C was 10.2mg/dL and her fasting blood glucose was 305mg/dL? Provide a detailed alternative method with the rationale.

I’m not sure that I would change anything in my plan if Maria’s HbgA1C was 10.2 mg/dL and her fasting blood glucose was 305 mg/dL.  It doesn’t matter how high her glucose is, she has diabetes regardless and must start medication to control blood sugars and modify her lifestyle that is contributing to these high blood sugars.  Treatment with the initial metformin to see how the patient is going to react and follow up lab values to monitor the effectiveness of medication, lifestyle modifications, and patient’s compliance with each, is necessary.  I do not want to overload the patient with too much medication or too many changes, as this is may not be effective and may lead to noncompliance issues.

Maria’s situation is an extensive and severe matter that needs to be addressed with her so that further complications to do not arise from her choices in lifestyle.  Massive education with Maria and the seriousness of her compliance to the prescribed medication and adhering to a modified diet, increasing exercise to decrease obesity, and educating about possible complications relating to her choices in her current lifestyle and her family history is of utmost importance.

Reference

American Diabetes Association. (2018). Comprehensive medical evaluation and assessment of comorbidities: Standards of Medical Care in Diabetes 2018. Diabetes Care 2018, 41(1). S28–S37. Retrieved from http://care.diabetesjournals.org/content/diacare/suppl/2017/12/08/41.Supplement_1.DC1/DC_41_S1_Combined.pdf (Links to an external site.)

Armstrong, C. (2014). JNC 8 guidelines for the management of hypertension in adults. American Family Physician, 90(7). 503-504. Retrieved from https://www.aafp.org/afp/2014/1001/p503.html (Links to an external site.)

James PA, Ortiz E, et al. (2014). Evidence-based guideline for the management of high blood pressure in adults: (JNC8). JAMA, 311(5). 507-520

Metformin. (2018). In Epocrates Plus for Apple IOS. (Version 11.3.1). Retrieved from www.epocrates.com/mobile/iphone/essentials (Links to an external site.)

NGSP. (2010). HbA1 (NGSP, 2010) (Stone, et al., 2013) (U.S. Department of Health and Human Services, 2018) (Edmunds & Mayhew, 2014)c and estimated average glucose (eAG). National Institutes of Diabetes and Digestive and Kidney Diseases. Retrieved from http://www.ngsp.org/A1ceAG.asp (Links to an external site.)

Sun, H., Wang, X., Chen, J., Gusdon, A. M., Song, K., Li, L., & Qu, S. (2018). Melatonin Treatment Improves Insulin Resistance and Pigmentation in Obese Patients with Acanthosis Nigricans. International Journal of Endocrinology, 1–7. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1155/2018/2304746

U.S Department of Health and Human Services. (2018). The A1C test & Diabetes. National Institute of Diabetes and Digestive and Kidney Diseases. Retrieved from https://www.niddk.nih.gov/health-information/diabetes/overview/tests-diagnosis/a1c-test

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)	Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or faculty	Has only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the threadNo connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition	2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.	6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirementsper discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirementper discussion thread	The student must provide a substantive answer to the graded discussion question(s) Similar Posts health and medical Respondeat Superior Paper- HLT 520 Week 2 Assignment Respondeat Superior Paper- HLT 520 Week 2 Assignment HLT 520 Week 2 Respondeat Superior Paper Respondeat Superior Paper Details: In Respondeat… health and medical NR 510 Week 3: Organizational Behavior and Business Influences and Advanced Practice Nursing Case Study Part Two NR 510 Week 3: Organizational Behavior and Business Influences and Advanced Practice Nursing Case Study Part Two NR 510 Week 3:… health and medical Nursing Mobilization Plan Power Point assignment Nursing Mobilization Plan Power Point assignment Nursing Mobilization Plan Power Point  Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker’s… health and medical Financial Management for Nurses Financial Management for Nurses Critique a business-related article with application to the financial management of nursing systems. The article must be… health and medical Assignment: Internal Audit of Strategic Assets Assignment: Internal Audit of Strategic Assets Assignment: Internal Audit of Strategic Assets Assignment: Internal Audit of Strategic Assets ORDER NOW FOR… health and medical NR 447 Week 5 Discussion Topic, Patient Outcomes NR 447 Week 5 Discussion Topic, Patient Outcomes